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The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is an individually administered test of intelligence for assessing children aged 6 through 16 years, 11 months. The WISC-III consists of several subtests, each classified into a verbal or performance scale. The child's performance on these measures is summarized in three composite scores, Verbal, Performance, and Full Scale intelligence quotient (IQ). Use of the WISC-III requires an examiner trained in administration and interpretation of standardized clinical instruments. Major features of the previous versions have been retained in the third edition, with changes described in detail in the manual. The new manual also includes a full discussion of validity issues. For the majority of items, scoring is objective, and little interpretation is necessary. Computerized scoring is available. Norms for this edition are from a standardization sample representative of the United States population of children (2,200 cases from 31 states). A practical evaluation of the WISC-III indicates that complexity of use is a major drawback to this widely used test. (Contains 7 references.) (SLD)

Includes bibliographical references and indexes

The purpose of this research was to investigate the Wechsler Intelligence Scale for Children (WISC) subtest scores of information (IN), arithmetic (AR), digit span (DS), and coding (CO). The subjects were all of the students admitted to and remaining in the Seattle Public School District #1 Learning/Language Disability (LLD) Program since September 1971, who were born between July 1957 and 1966, whose full scale IQs were 90 or above, and whose reading achievement was one or more grade levels below academic expectancy for students of chronological ages (CA) 7.6 to 10.5 and two or more grade levels below academic expectancy for students CA 10.6 to 15.11. To examine the IN, AR, DS, and CO characteristics of LLD students, the eleven subtest scaled scores were totaled for each subject, and each subject's deviation from his own mean was computed. The WISC mean deviations by group were also computed from the deviations from the students' own means. Some of the results indicated that the LLD students showed a group pattern of low IN, AR, DS, and CO; but the pattern did not hold for individual cases; the WISC subtest pattern did not vary with degree of underachievement; and WISC full scale IQ correlated negatively with reading deficit and was apparently a poor measure of reading success. (WR)