The present study examined cognitive aspects of learning disabled children as reflected in the Hebrew version of the WISC-R. Sixty LD and 60 normal children were tested for differences on various aspects, such as Bannatyne's suggestion for recategorization of the WISC, scatter patterns, and discrepancies between the Verbal IQ and Performance IQ.
Despite the translation of the test to Hebrew, the WISC-R preserved its ability to differentiate between LD and normal children. Nevertheless, certain limitations exist in the use of the test as a diagnostic tool for an individual child.
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