A standardization of two measures that supplement WISC-R Coding subtest results

Area of Science:

• Neuropsychology
• Developmental Psychology
• Educational Psychology

Background:

• Children with learning disabilities frequently exhibit deficits in the WISC-R Coding subtest.
• Previous research implicates memory, writing speed, and paired-associate learning in Coding performance.
• Visual perceptual factors and left cerebral hemisphere integrity may also influence Coding performance, particularly in right-handed individuals.

Purpose of the Study:

• To investigate the relationship between writing speed, visual perceptual factors, and WISC-R Coding subtest performance in children.
• To examine the potential sensitivity of Coding performance to left cerebral hemisphere function in right-handed children.
• To provide norms for a writing speed measure and a large-print version of the WISC-R Coding subtest.

Main Methods:

• Administered a writing speed measure to 283 children.
• Administered a large-print version of the WISC-R Coding subtest to 283 children.
• Analyzed performance data to identify relationships between variables.

Main Results:

• Data on writing speed and performance on the large-print WISC-R Coding subtest were collected from 283 children.
• Norms were established for both the writing speed measure and the large-print Coding subtest.
• Further analysis is needed to confirm the specific relationships suggested in the background.

Conclusions:

• Writing speed and visual perceptual factors are potentially important for WISC-R Coding performance in children.
• Coding performance may be a sensitive indicator of left hemisphere function in right-handed children.
• Norms are provided for new measures relevant to understanding learning disabilities and cognitive function.