On the search for a characteristic wisc‐R subtest profile of reading/learning disabled children
Reading Research and Instruction
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
DOI of published version
Moore, David W. and Wilson, Barry J., "On the search for a characteristic wisc‐R subtest profile of reading/learning disabled children" (1987). Faculty Publications. 4716.