WISC-III IQs and subtest scaled scores of 440 students (333 boys, 107 girls) with Specific Learning Disabilities were examined for differences as a function of gender. Boys exhibited statistically higher Full Scale, Verbal, and Performance IQs than did girls as well as higher scores on six of seven subtests. Girls outperformed boys only on the Coding subtest. On only four subtests, Arithmetic, Similarities, Picture Arrangement, and Digit Span, were mean gender differences not present. The factor structure of the WISC-III varied as a function of gender. Object Assembly and Coding did not contribute to "g" for boys whereas only Coding did not contribute to "g" for girls. In addition, the second and third rotated factors differed slightly for boys and for girls. Regression findings revealed that Object Assembly, Coding, and Comprehension for girls and only Object Assembly for boys yielded betas > .20. Discriminant analysis yielded three subtests, Object Assembly, Coding, and Information, that most differentiated boys from girls. Implications for both practitioners and researchers are discussed.
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