WISC-III subtest scores of 180 children referred because of academic difficulties were analyzed for differences based on age (M = 9.6, SD = 2.1) and IQ. Rank-orders of all subtests indicated no significant correlations across the six age-IQ groups, suggesting that interpretation of changes in subtest rankings may require consideration of age and IQ, especially for such children. When data were organized into Acquired Knowledge, Spatial Ability, and speed-related task categories, analyses of variance showed a main effect for IQ. Furthermore, scores on Acquired Knowledge were associated with age at the lower category of IQ, whereas Spatial Ability and speed-related tasks were not related to age.
Get full access to this article
View all access options for this article.
References
1.
ByrdE. K.BuckhaltJ. A.PorterT. L.ByrdP. D. (1982) Age differences in WISC-R subtest ranks of children experiencing academic difficulties: a replication. Psychological Reports, 51, 783–786.
2.
ByrdP. D.BuckhaltJ. A.ByrdE. K. (1981) Age differences in WISC-R subtest ranks of children experiencing academic difficulties. Psychological Reports, 48, 599–604.
3.
CohenJ. (1959) The factorial structure of the WISC at ages 7–6, 10–6, and 13–6. Journal of Consulting Psychology, 23, 285–299.
KaufmanA. S. (1975) Factor analysis of the WISC-R at eleven age levels between 6 and 16 years. Journal of Consulting and Clinical Psychology, 43, 135–147.
6.
KaufmanA. S. (1979) Intelligent testing with the WISC-R. New York: Wiley.
7.
KaufmanA. S. (1994) Intelligent testing with the WISC-III. New York: Wiley.
8.
SilversteinA. B. (1968) WISC subtest patterns of retardates. Psychological Reports, 23, 1061–1062.
9.
SmithM. O.ColemanJ. M.DokeckiP. R.DavisE. E. (1977) Recategorized WISC-R scores of learning disabled children. Journal of Learning Disabilities, 10, 444–449.
10.
VanceH.GaynorP.ColemanM. (1976) Analysis of cognitive abilities for learning disabled children. Psychology in the Schools, 13, 477–483.
