Abstract
In practice, the WISC‐III is the foundation of a thorough assessment of a child with a learning difficulty. The interpretation of its scores provides suggestions for further confirmatory assessments and suggests the nature of educational interventions. On the other hand, while there is general agreement the WISC‐III provides a sound assessment of general intelligence, there is little support from psychometric analyses of both the WISC‐R and the WISC‐III for the use of factor scores and profiles such as ACID in the interpretation of the scores. This paper supports the continued interpretation of WISC‐III scores to provide hypotheses regarding the nature of learning difficulties experienced by children. When interpreting the results from a WISC‐III or a similar assessment, it is essential to keep the following caveat in mind, that “those who are responsible for interpreting the results of intelligence testing must be careful to distinguish between test scores or IQs on the one hand and intelligence on the other” (Wechsler, 1991, p. 3).
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