Hierarchical Factor Patterns on the WISC as Related to Areas of Learning Deficit

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Abstract
Initial and 4-yr. follow-up findings on 62 learning disabled boys and 31 matched controls indicated that level and hierarchy of WISC factor scores (verbal reasoning, spatial reasoning, and sequential memory) were related to degree and pervasiveness of basic skill retardation. Of particular significance were scores on the sequential memory factor and the Information subtest. While students with deficits on these tests and deficiencies in mathematics, reading or in other areas, generally cannot or will not employ strategies for memorization and problem solving, they do learn adequately those meaningful (to them) life skills which can be achieved non-deliberately and without resort to strategies. The most successful students appear to use such strategies as chunking, elaboration, rehearsal, and rearrangement to encode new information, and, perhaps just as important, they are willing to try alternative approaches to problem solving when the initial attempt fails.

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