Differences between Learning Disability Subtypes Classified Using the Revised Woodcock-Johnson Psycho-Educational Battery

Jeremy T. Davis, Gerald Parr, William Lan

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as Group A. Group R-S showed the opposite pattern. Each group included 30 participants ranging in age from 7 to 16 years, with a mean age of 10 years. The boy-to-girl ratios were 16:14 and 19:11 in Group A and Group R-S, respectively. Comparisons using measures from the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) indicated that Group A was weaker in nonverbal skills than Group R-S, despite equivalent overall IQ scores between the two groups. Group R-S showed a within-group strength in nonverbal versus verbal skills. Group A students were more likely than Group R-S students to have counseling provided as part of their Individualized Education Program, suggesting greater socioemotional difficulty among Group A students. The present study supports the connection between nonverbal skills and socioemotional functioning noted by previous researchers, and generalizes findings from earlier studies to more current test editions.

Original languageEnglish
Pages (from-to)346-352
Number of pages7
JournalJournal of Learning Disabilities
Volume30
Issue number3
DOIs
StatePublished - 1997

Fingerprint Dive into the research topics of 'Differences between Learning Disability Subtypes Classified Using the Revised Woodcock-Johnson Psycho-Educational Battery'. Together they form a unique fingerprint.

  • Cite this