Learning style and intelligence of reading disabled students.
This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC-R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC-R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC-R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC-R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.
D001143:Arousal; D002648:Child; D004410:Dyslexia / Q000523:psychology*; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D009042:Motivation; D010465:Perception; D014888:Wechsler Scales