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An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities

Karen A. Waldron is an associate professor of education at Trinity University. She holds a PhD in special education administration from Syracuse University. She is a specialist in diagnosis and remediation of learning disabilities and is conducting ongoing research on gifted children with learning disabilities, with emphasis on identification and follow-up intervention techniques for teachers, parents, and school counselors.

Diane G. Saphire

Diane G. Saphire is an associate professor of mathematics at Trinity University. She holds a PhD in mathematics from Carnegie-Mellon University. Her major research interests are statistics in the social sciences and the modeling of data from longitudinal surveys. Address: Karen Waldron, Department of Education, Trinity University, 715 Stadium Dr., San Antonio, TX 78284.

Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.

Journal of Learning Disabilities, Vol. 23, No. 8, 491-498 (1990)
DOI: 10.1177/002221949002300807


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