The reliable and accurate diagnosis of learning disabilities (LD) is a prevailing concern for school psychologists and educators. Research seeking specific LD markers has often focused on the identification of characteristic performance profiles on cognitive measures. This study analyzed the scores of 308 learning disabled students on the Wechsler Intelligence Scale for Children-Third Edition (WISGIII). Variability indices, patterns of subtest strengths and weaknesses, and postulated profiles based on factor scores and recategorizations were examined in an attempt to identify useful diagnostic indicators. Factor scores were derived and clustered via a hierarchical group procedure in order to ascertain the presence of potential LD subgroups. Findings provide little support for the use of WISCIII subtest patterns in the diagnosis of learning disabilities. Implications for research and practice are discussed.
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