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Abstract

This investigation examined the effectiveness of the WISC-R Arithmetic Subtest in identifying an arithmetically learning disabled population from a larger population of learning disabled sixth graders. Specifically investigated were the influences of presentation/response behaviors and vocabulary levels. The purpose of the investigation was to examine: (1) any significant differences between groups on the subtest; (2) the effects of vocabulary level upon performance; (3) the effects of presentation/response behaviors upon performance; and (4) the effects of the interaction of vocabulary and presentation/response behaviors upon performance. Three areas of significant difference emerged. The results are discussed relative to their implications for instructional options and assessment methodologies. Directions for further research are suggested.

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WISC-R Arithmetic Subtest Performance of Mathematically Handicapped and Non-Mathematically Handicapped LD Students as a Function of Presentation/Response Behaviors and Vocabulary Interactions

Abstract

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References