A review of the literature regarding the utility of the Wechsler Intelligence Scale for Children—Revised (WISC-R) with learning disabled students was conducted. The WISC-R has demonstrated reliability and validity when used with LD populations in the assessment of intelligence, although a paradox exists. Diagnosing learning disabilities through the use of WISC-R patterns is not supported. The WISC-R is suggested as a basis for hypotheses about the individual LD student's cognitive style and as an indicator of the direction further assessment should take. It is concluded that the WISC-R can be an adjunct to LD diagnosis and one step in educational planning for the LD student.
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