An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities
Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Sc...
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| Veröffentlicht in: | Journal of learning disabilities 1990-10, Vol.23 (8), p.491-498 |
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| container_end_page | 498 |
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| container_title | Journal of learning disabilities |
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| creator | Waldron, Karen A. Saphire, Diane G. |
| description | Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group. |
| doi_str_mv | 10.1177/002221949002300807 |
| format | Article |
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Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. 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Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.</description><subject>Abstract Reasoning</subject><subject>Achievement</subject><subject>Auditory Discrimination</subject><subject>Child</subject><subject>Child, Gifted - psychology</subject><subject>Cognitive Ability</subject><subject>Communication disorders</subject><subject>Elementary Education</subject><subject>Gifted Disabled</subject><subject>Humans</subject><subject>Intelligence</subject><subject>Intelligence Tests</subject><subject>Learning Disabilities</subject><subject>Learning Disorders - diagnosis</subject><subject>Memory</subject><subject>Neurocognitive Disorders - diagnosis</subject><subject>Perceptual Development</subject><subject>Psychometrics</subject><subject>Verbal Ability</subject><subject>Wechsler Intelligence Scale for Children (Revised)</subject><subject>Wechsler Scales</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1990</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE1Lw0AQhhdRaq3-AVHYk7fY2Y98HUttayUgWMVj2M3u1i1pUncTpP_elJReBC8zA8_7zgwvQrcEHgmJ4zEApZSkPO0GBpBAfIaGJGRJwOMEztHwIAgOikt05f0GADiNowEaUMqjCMgQZZMKTypR7r31uDb4c7maBm94Loqmdh6b2uGFNY1WeNW0SleNxz-2-cKZFq6y1Ro_WS-kLW1jtb9GF0aUXt8c-wh9zGfv0-cge10sp5MsKFiYNgGRKZdGmlTFlHNGGVXSEGmUAFAgWBQWEXCedL_yNI2NEFoIGTGhCNFpJNgIPfR7d67-brVv8q31hS5LUem69XkChDHelRGivbBwtfdOm3zn7Fa4fU4gP0SY_42wM90ft7dyq9XJcsys43c9184WJzp74RQgDjs87rEXa51v6tZ18fr_Dv4CKi2A1Q</recordid><startdate>19901001</startdate><enddate>19901001</enddate><creator>Waldron, Karen A.</creator><creator>Saphire, Diane G.</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>19901001</creationdate><title>An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities</title><author>Waldron, Karen A. ; Saphire, Diane G.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c359t-1b94bfbf9d72443232dbf1bfda00d0a365c604484274997faaeaab63ad11e96a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1990</creationdate><topic>Abstract Reasoning</topic><topic>Achievement</topic><topic>Auditory Discrimination</topic><topic>Child</topic><topic>Child, Gifted - psychology</topic><topic>Cognitive Ability</topic><topic>Communication disorders</topic><topic>Elementary Education</topic><topic>Gifted Disabled</topic><topic>Humans</topic><topic>Intelligence</topic><topic>Intelligence Tests</topic><topic>Learning Disabilities</topic><topic>Learning Disorders - diagnosis</topic><topic>Memory</topic><topic>Neurocognitive Disorders - diagnosis</topic><topic>Perceptual Development</topic><topic>Psychometrics</topic><topic>Verbal Ability</topic><topic>Wechsler Intelligence Scale for Children (Revised)</topic><topic>Wechsler Scales</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Waldron, Karen A.</creatorcontrib><creatorcontrib>Saphire, Diane G.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of learning disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Waldron, Karen A.</au><au>Saphire, Diane G.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ420075</ericid><atitle>An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities</atitle><jtitle>Journal of learning disabilities</jtitle><addtitle>J Learn Disabil</addtitle><date>1990-10-01</date><risdate>1990</risdate><volume>23</volume><issue>8</issue><spage>491</spage><epage>498</epage><pages>491-498</pages><issn>0022-2194</issn><eissn>1538-4780</eissn><abstract>Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.</abstract><cop>London, England</cop><pub>SAGE Publications</pub><pmid>2246601</pmid><doi>10.1177/002221949002300807</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
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| ispartof | Journal of learning disabilities, 1990-10, Vol.23 (8), p.491-498 |
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| language | eng |
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| source | MEDLINE; SAGE Complete A-Z List |
| subjects | Abstract Reasoning Achievement Auditory Discrimination Child Child, Gifted - psychology Cognitive Ability Communication disorders Elementary Education Gifted Disabled Humans Intelligence Intelligence Tests Learning Disabilities Learning Disorders - diagnosis Memory Neurocognitive Disorders - diagnosis Perceptual Development Psychometrics Verbal Ability Wechsler Intelligence Scale for Children (Revised) Wechsler Scales |
| title | An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities |
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