WISC V and the Evolving Role of Intelligence Testing in the Assessment of Learning Disabilities
One of the most described and studied groups of exceptional children and adults falls within the broad category of learning disability. Over the past 100 years and particularly in more recent times, considerable progress has made in defining and diagnosing learning disabilities with most emphasis on dyslexia or specific reading disability. As well, advances in cognitive psychology, neuropsychology, and brain sciences have contributed to a greater understanding of the etiology of learning disability (LD) which, in turn, has led to the development of educational programs that can enable persons with LD to develop and use strategies so they may fully function without restriction due to their disability. The incidence and significance of LD has also been addressed in national and state or provincial legislation in countries such as the United States and Canada, which ensures opportunity without restriction in the schools of today. In this chapter, we introduce WISC V and the contributions it makes to understanding cognitive processes underlying academic achievement and LD. Data from the clinical studies presented in the WISC V technical manual illustrate the relevance of this test in a description of specific LDs.