Abstract
A unique procedure was used to investigate the number and utility of WISC-R strength and weakness patterns. The analysis indicated that 10 distinct patterns could account for the welter of variance within the WISC-R subtests. These patterns, derived from a sample of children referred for psychological evaluations, bore little resemblance to those proposed in the literature. Furthermore, when predicting reading and arithmetic achievement, knowledge of a youngster's pattern of strengths and weaknesses did not provide additional progrnostic power over that available using WISC-R full scale IQ alone.
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