Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion


Thesis Director

Andrew R. Brulle


Many psychologists use the Wechsler Intelligence Scale for Children - Revised (WISC-R) in the diagnosis of learning disabilities. They often place the results of the WISC-R into either the Bannatyne pattern or use the difference between the Verbal IQ and Performance IQ to help determine whether the child is learning disabled or non-learning disabled. This paper examined the feasibility of using either of these methods in determining learning disabilities. The case files of 300 children (211 males and 89 females) between the ages of 5 years, 10 months and 17 years, 3 months (X CA = 10.73 years, SD = 2.82) were examined. These children's case histories were obtained from a large rural special education cooperative which encompasses an eight county region in east central Illinois. These children had been diagnosed as learning disabled on the basis of a psychological examination. The WISC-R was administered as part of that evaluation. A one tailed t-test for independent means was performed on the difference between the Verbal IQ and the Performance IQ between Wechsler's standardization sample and the learning disabled sample. An analysis of variance (two fact or mixed design) was done using Bannatyne's pattern. Results showed a significant difference between the learning disabled sample and Wechsler's sample in both methods. These results agreed with the results of other studies discussed in this paper.