This study examinated the stability of WISC-R Verbal-Performance (V-P) differences at the triannual reevalutation of 71 learning disabled students from Hawaii. The results revealed a slight increase of three points in the V-P difference, with a correlation of .55 between the Time 1 and Time 2 V-P discrepancy scores. Discussion of the results focuses on the interpretation of the V-P index for learning disabled children. Since the sample was obtained in Hawaii, the findings are through to generalize best to LD children from multicultural learning environments characterized by exposure to nonstandard English.
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