Faculty Publications

Title

On the search for a characteristic wisc‐R subtest profile of reading/learning disabled children

Document Type

Article

Journal/Book/Conference Title

Reading Research and Instruction

Volume

26

Issue

2

First Page

133

Last Page

140

Abstract

This paper evaluates the utility of the Bannatyne recategorization of WISC‐R subtest scores for diagnosing and prescribing instruction for reading/learning disabled children. We conclude that classifying children as reading/learning disabled on the basis of their Bannatyne pattern is not warranted because few individuals previously classified as reading/learning disabled actually display the pattern. In addition, prescribing instruction on the basis of Bannatyne scores is not warranted because links between those scores and the most efficient reading instruction have not been demonstrated. Implications for practitioners and researchers are offered. © 1987 Taylor & Francis Group, LLC.

Original Publication Date

1-1-1987

DOI of published version

10.1080/19388078709557904

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