title: A standardization of two measures that supplement WISC-R Coding subtest results.
abstract: Children classified as learning disabled very often show special weakness on the WISC-R Coding subtest. Past research has suggested memory, writing speed, and paired-associate learning rate to be important factors in Coding performance. It is suggested that visual perceptual factors also may be important and that Coding performance in right-handed persons may be especially sensitive to integrity of the left cerebral hemisphere. A measure of writing speed and a large-print version of the WISC-R Coding subtest were administered to 283 children. Norms are provided for these two measures.
mesh_terms: D000293:Adolescent; D002648:Child; D003210:Concept Formation; D004193:Discrimination Learning; D004519:Education, Special; D005260:Female; D005556:Form Perception; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D011594:Psychometrics; D011597:Psychomotor Performance; D012015:Reference Standards; D014888:Wechsler Scales