Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance

Patterns of performance on the Wechsler Intelligence Scale for Children–Revised (WISC-R) have been proposed as useful tools for the iden-tification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we exam