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Journal of Learning Disabilities
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A Note on Determining Significant Discrepancies Among Category Scores on Bannatyne's Regrouping of WISC-R Subtests

Cecil R. Reynolds

Requests fbr reprints should be sent to Cecil R. Reynolds at Department of Educational Psychology, 704 Harrington Education Center, Texas A& M University, College Station, TX 77843.

Bannatyne's recategorization of Wechsler subtests into the process oriented categories of Spatial, Conceptual, and Sequential has been shown to be useful in differentiating groups of normal from reading disabled children and may have utility for understanding the cognitive functioning of individual children. Discrepancy scores required at three significance levels when comparing a single child's performance on one category with his or her mean level of performance across all three categories are developed and reported.

Journal of Learning Disabilities, Vol. 14, No. 8, 468-469 (1981)
DOI: 10.1177/002221948101400807
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 Journal of Psychoeducational AssessmentHome page
D. W Matheson, H. H. Mueller, and R. H. Short
The Validity of Bannatyne's Acquired Knowledge Category as a Separate Construct
Journal of Psychoeducational Assessment, December 1, 1984; 2(4): 279 - 291.
[Abstract] [PDF]