Recategorized WISC-R Scores of Mexican-American Learning-Disabled and Regular Classroom Students

Abstract

Using Bannatyne's (1974) categories, cognitive abilities were measured for two groups of students. They included bilingual learning-disabled Mexican-American students and bilingual Mexican-American students functioning adequately on grade level. Contrary to previous findings, results indicated that the LD students, as a group, demonstrated the Spatial > Conceptual > Sequential profile. The discrepancy between the present findings and the results of previous studies is interpreted in terms of IQ levels of samples chosen and the method for selecting nonimpaired control groups. The application of the Bannatyne profile is viewed as characterizing a subgroup of learning disabilities with Verbal and Performance IQ scores within low average to average ranges.

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