WISC-R verbal-performance IQ discrepancies: A comparison of learning disabled children to the normative sample

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Abstract
Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children (N = 100) and of the normative sample. There were frequent occurrences of statistically significant discrepancies in both groups, as well as similar mean discrepancy scores and distributions of Verbal > Performance and Performance > Verbal patterns. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. The importance to clinicians of making both normative and statistical interpretations of WISC-R discrepancy scores was stressed.

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