{"id":8964,"date":"2017-06-05T16:59:29","date_gmt":"2017-06-05T16:59:29","guid":{"rendered":"https:\/\/www.dyslexiadaily.com\/blog\/?p=8964"},"modified":"2026-04-27T05:32:54","modified_gmt":"2026-04-27T05:32:54","slug":"wisc","status":"publish","type":"post","link":"https:\/\/www.dyslexiadaily.com\/blog\/wisc\/","title":{"rendered":"What is in a WISC?"},"content":{"rendered":"<p><img decoding=\"async\" style=\"display: none;\" src=\"https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2017\/06\/wdic-thumb.jpg\" alt=\"\" \/><\/p>\n<style>\n.subtitle {font-size:20px !important; text-align:center !important;}\n.entry-content p {font-size:12px;text-align:left;}\n<\/style>\n<p>The Wechsler Intelligence Scale for Children-III (WISC-III) is a series of tests for 6 to 17 year olds that evaluates intellectual abilities. The WISC-III consists of two scales, the Verbal Scale and the Performance Scale. Each of these scales has several subtests.<\/p>\n<p>The Wechsler tests form one part of an assessment, and other measures may include an early developmental history, formal and informal observation of the child, academic skills testing, measures of personality, emotional and social development, examination of the child&#8217;s creative and school interests and so on.<\/p>\n<p><center><img fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2017\/06\/Screen-Shot-2017-06-02-at-8.13.47-PM.png\" alt=\"Screen Shot 2017-06-02 at 8.13.47 PM\" width=\"550\" height=\"250\" class=\"alignnone size-full wp-image-8972\" srcset=\"https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2017\/06\/Screen-Shot-2017-06-02-at-8.13.47-PM-300x135.png 300w, https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2017\/06\/Screen-Shot-2017-06-02-at-8.13.47-PM-150x68.png 150w\" sizes=\"(max-width: 550px) 100vw, 550px\" \/><\/center><\/p>\n<p>Several scores are obtained from the WISC-III. Scale scores (Verbal and Performance IQ scores) are the summary measures of verbal and performance skills, and the Full Scale IQ is an index of general intellectual functioning.<br \/>\nFactor scores and subtest combinations show other indices of cognitive ability. These scores may provide additional information about learning style and factors underlying scores on the WISC-III. Scale, factor, and subtest scores show strengths and weaknesses when compared to other young people of the same age or to the student&#8217;s own pattern of development.<\/p>\n<p><center><img decoding=\"async\" src=\"https:\/\/www.dyslexiadaily.com\/blog\/wp-content\/uploads\/2017\/06\/Screen-Shot-2017-06-02-at-8.15.09-PM.png\" alt=\"Screen Shot 2017-06-02 at 8.15.09 PM\" width=\"550\" height=\"250\" class=\"alignnone size-full wp-image-8973\" \/><\/center><\/p>\n<p>Intelligence tests are samples of problem solving abilities and learned facts, and are good predictors of future learning and academic success. However, there are several factors that the tests do not measure. For example, they cannot determine motivation, curiosity, creative talent, work habits, study skills, or achievement in academic subjects. These should also be considered when interpreting the scores. It must be remembered that test scores can change over time due to chance, error, and many other factors.<\/p>\n<table border=\"1\" cellspacing=\"2\" cellpadding=\"2\" width=\"100%\" class=\"wisc\">\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest    Name:   Information <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong> <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal    comprehension <\/p>\n<p>      Range    of factual knowledge <\/p>\n<p>      Fund    of information <\/p>\n<p>      Long-term    memory <\/p>\n<p>      Acquired    knowledge <\/p>\n<p>      Crystallized    ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Natural endowment <\/p>\n<p>      Richness of early environment <\/p>\n<p>      Quality of pre    schooling or    schooling <\/p>\n<p>      Cultural opportunities <\/p>\n<p>      Interests and reading patterns <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good range of factual <\/p>\n<p>      knowledge <\/p>\n<p>      Good range of information <\/p>\n<p>      Knowledge of the    cultural and educational environment <\/p>\n<p>      Good memory <\/p>\n<p>      Enriched background <\/p>\n<p>      Alertness and    interest in the environment <\/p>\n<p>      Intellectual    ambitiousness <\/p>\n<p>      Intellectual curiosity <\/p>\n<p>      Urge to collect knowledge <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor range of factual    knowledge <\/p>\n<p>      Poor range of information <\/p>\n<p>      Poor memory <\/p>\n<p>      Hostility to a    preschool-or school-type task <\/p>\n<p>      Tendency to give up    easily <\/p>\n<p>      Foreign background <\/p>\n<p>      Lack of achievement orientation <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Stress factual    material by having child read newspaper articles, discuss    current events and do memory exercises <\/p>\n<p>      Use other enrichment    activities, including calendar activities, science and social studies    projects, and , projects involving animals and    their function in society <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest    Name:  Similarities <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors <\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong> <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal    comprehension <\/p>\n<p>      Verbal    concept formation <\/p>\n<p>      Language    development <\/p>\n<p>      Abstract    and concrete reasoning abilities <\/p>\n<p>      Capacity    for associative thinking <\/p>\n<p>      Ability    to separate essential from nonessential details <\/p>\n<p>      Long-term    memory <\/p>\n<p>      Crystallized ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Education <\/p>\n<p>      Cultural opportunities <\/p>\n<p>      Interests-and reading    patterns <\/p>\n<p>      Flexibility <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good conceptual    thinking <\/p>\n<p>      Good ability to see    relationships <\/p>\n<p>      Good ability to use    logical and abstract thinking <\/p>\n<p>      Good ability to discriminate    fundamental from superficial relationships <\/p>\n<p>      Good ability to    select and verbalize appropriate relationships    between two objects or concepts <\/p>\n<p>      Flexibility of thought    processes<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor conceptual    thinking <\/p>\n<p>      Difficulty in seeing    relationships <\/p>\n<p>      Difficulty in    selecting and verbalizing appropriate relationships    between two objects or concepts <\/p>\n<p>      Overly concrete mode    of thinking <\/p>\n<p>      Rigidity of thought processes <\/p>\n<p>      Negativism <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on recognition    of differences and likenesses in shapes,    textures, and daily surroundings <\/p>\n<p>      Stress language development    synonyms and antonyms, and exercises    involving abstract words, classifications, and <br \/>\n      generalizations <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Arithmetic <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong> <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal comprehension <\/p>\n<p>      Numerical reasoning ability <\/p>\n<p>      Mental computation <\/p>\n<p>      Quantitative knowledge <\/p>\n<p>      Application of basic arithmetical    processes <\/p>\n<p>      Concentration <\/p>\n<p>      Attention <\/p>\n<p>      Short-term memory <\/p>\n<p>      Long-term memory <\/p>\n<p>      Mental alertness <\/p>\n<p>      Acquired knowledge <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Opportunity to    acquire fundamental arithmetical processes <\/p>\n<p>      Quality of pre    schooling or schooling <\/p>\n<p>      Ability to attend to stimuli <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Facility in mental    arithmetic <\/p>\n<p>      Good ability to apply    reasoning skills in the solution of mathematical    problems <\/p>\n<p>      Good ability to apply    arithmetical skills in personal and    social problem-solving situations <\/p>\n<p>      Good concentration <\/p>\n<p>      Good attention <\/p>\n<p>      Good ability to    engage in complex thought patterns, mainly for upper-level    items <\/p>\n<p>      Teacher orientation      <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Inadequate ability in    mental arithmetic <\/p>\n<p>      Poor concentration <\/p>\n<p>      Distractibility <\/p>\n<p>      Anxiety (e.g., over a    school-like task or personal- problems) <\/p>\n<p>      Blocking toward mathematical    tasks <\/p>\n<p>      Lack of interest in    school achievement(perhaps associated with    rebellion against authority or with cultural background) <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop arithmetical skills <\/p>\n<p>      Develop concentration    skills <\/p>\n<p>      Use concrete objects    to introduce concepts <\/p>\n<p>      Drill in basic skills <\/p>\n<p>    Provide interesting    &quot;real&quot; problems to solve <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Vocabulary <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal comprehension <\/p>\n<p>      Numerical reasoning ability <\/p>\n<p>      Mental computation <\/p>\n<p>      Quantitative knowledge <\/p>\n<p>      Application of basic arithmetical    processes <\/p>\n<p>      Concentration <\/p>\n<p>      Attention <\/p>\n<p>      Short-term memory <\/p>\n<p>      Long-term memory <\/p>\n<p>      Mental alertness <\/p>\n<p>      Acquired knowledge <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Opportunity to acquire    fundamental arithmetical processes <br \/>\n      Quality of pre    schooling or schooling <\/p>\n<p>      Ability to attend to stimuli <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Facility in mental    arithmetic <\/p>\n<p>      Good ability to apply    reasoning skills in the solution of mathematical    problems <\/p>\n<p>      Good ability to apply    arithmetical skills in personal and    social problem-solving situations <\/p>\n<p>      Good concentration <\/p>\n<p>      Good attention <\/p>\n<p>      Good ability to    engage in complex thought patterns, mainly for upper-level    items <\/p>\n<p>      Teacher orientation<\/p>\n\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Inadequate ability in    mental arithmetic <\/p>\n<p>      Poor concentration <\/p>\n<p>      Distractibility <\/p>\n<p>      Anxiety (e.g., over a    school-like task or personal- problems) <\/p>\n<p>      Blocking toward mathematical    tasks <\/p>\n<p>      Lack of interest in    school  achievement(perhaps    associated with rebellion against &#8216;authority    or with cultural background) <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop arithmetical skills <\/p>\n<p>      Develop concentration    skills <\/p>\n<p>      Use concrete objects    to introduce concepts <\/p>\n<p>      Drill in basic skills <\/p>\n<p>      Provide interesting    &quot;real&quot; problems to solve <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Vocabulary <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal    comprehension <\/p>\n<p>      Language    development <\/p>\n<p>      Word    knowledge <\/p>\n<p>      Learning&#8217;    ability <\/p>\n<p>      Fund    of information <\/p>\n<p>      Richness    of ideas <\/p>\n<p>      Memory <\/p>\n<p>      Concept    formation <\/p>\n<p>      Long-term    memory <\/p>\n<p>      Verbal    fluency <\/p>\n<p>      Acquired    knowledge <\/p>\n<p>      Crystallized    ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Education <\/p>\n<p>      Cultural    opportunities <\/p>\n<p>      Interests and reading patterns <\/p>\n<p>      Richness of early    environment <\/p>\n<p>      Quality of pre    schooling or schooling <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good word knowledge <\/p>\n<p>      Good verbal    comprehension <\/p>\n<p>      Good verbal skills    and- language development <\/p>\n<p>      Good family or    cultural background <\/p>\n<p>      Good pre schooling or schooling <\/p>\n<p>      Good ability to conceptualize <\/p>\n<p>      Intellectual striving <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor word knowledge. <\/p>\n<p>      Poor verbal comprehension <\/p>\n<p>      Poor verbal skills    and language development <\/p>\n<p>      Limited educational or    family background <\/p>\n<p>      Difficulty with    verbalization <\/p>\n<p>      Foreign language background <\/p>\n<p>      Lack of encouragement    of verbalization in family <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop working vocabulary <br \/>\n      Encourage child to    discuss experiences ask questions, and make a dictionary <\/p>\n<p>      Use other verbal    enrichment exercises, including Scrabble, analogy, and other word games <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Comprehension <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal    comprehension <\/p>\n<p>      Social    judgment <\/p>\n<p>      Common    sense <\/p>\n<p>      Logical    reasoning <\/p>\n<p>      Application    of practical knowledge and judgment in social    situations <\/p>\n<p>      Knowledge    of conventional standards of behavior <\/p>\n<p>      Reasoning <\/p>\n<p>      Ability    to evaluate past experience <\/p>\n<p>      Moral    and ethical judgment <\/p>\n<p>      Long-term    memory <\/p>\n<p>      Crystallized    ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Cultural    opportunities <\/p>\n<p>      Quality of    pre-schooling or schooling <\/p>\n<p>      Ability to evaluate    and use past experience <\/p>\n<p>      Development of conscience    or moral sense <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good social judgment and    common sense <\/p>\n<p>      Good ability to    recognize when practical judgment and common sense are necessary <\/p>\n<p>      Knowledge of rules of    conventional behavior <\/p>\n<p>      Good ability to organize    knowledge <\/p>\n<p>      Social maturity <\/p>\n<p>      Ability to verbalize    well <\/p>\n<p>      Wide experience <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor social judgment <\/p>\n<p>      Failure to take    personal responsibility (e.g. Over  dependency, immaturity,    limited involvement with  others) <\/p>\n<p>      Overly concrete    thinking <\/p>\n<p>      Difficulty in    expressing ideas verbally <\/p>\n<p>      Creativity that leads    to looking for unusual solutions <\/p>\n<p>      Negativism <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Help child understand    social mores, customs, and societal    activities, such as how other children react to    things, how the government works, and how banks operate <\/p>\n<p>      Discuss the actions    of others to help children develop an    awareness of social relationships and what others expect    of them <\/p>\n<p>      Role-play situations, such    as reporting fires, calling police, and calling the plumber <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Digit Span <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications    of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal    comprehension <\/p>\n<p>      Short-term    auditory sequential memory <\/p>\n<p>      Memory    span <\/p>\n<p>      Rote    memory <\/p>\n<p>      Immediate    auditory memory <\/p>\n<p>      Attention    span <\/p>\n<p>      Concentration <\/p>\n<p>      Auditory    sequential processing <\/p>\n<p>      Immediate    rote recall <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Ability to passively receive    stimuli <\/p>\n<p>      Ability to attend to    stimuli <\/p>\n<p>      Auditory acuity and    discrimination <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good short-term    auditory memory <\/p>\n<p>      Good rote memory <\/p>\n<p>      Good immediate recall    ability <\/p>\n<p>      Ability to attend well    in a testing situation <\/p>\n<p>      Good ability to attend    to auditory stimuli <\/p>\n<p>      Cooperation <\/p>\n<p>      Flexibility in shifting <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Anxiety <\/p>\n<p>      Inattention <\/p>\n<p>      Distractibility <\/p>\n<p>      A possible learning    deficit <\/p>\n<p>      Difficulty in auditory    sequential processing <\/p>\n<p>      Negativism <\/p>\n<p>      Poor short-term    auditory memory <\/p>\n<p>      Boredom <\/p>\n<p>      Difficulty in shifting <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Emphasize listening    skills by using sequencing activities,    reading a short story and asking the child to recall details, and seeing    whether the child can follow directions <\/p>\n<p>      Use short and simple directions    and repeat when necessary <\/p>\n<p>      Use other memory exercises    and memory games <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Picture Completion <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual    organization <\/p>\n<p>      Ability    to differentiate essential from nonessential details <\/p>\n<p>      Identification    of familiar objects (visual recognition) <\/p>\n<p>      Concentration on    visually perceived material <\/p>\n<p>      Alertness to detail <\/p>\n<p>      Reasoning <\/p>\n<p>      Visual processing <\/p>\n<p>      Visual perception    (closure) <\/p>\n<p>      Visual long-term    memory <\/p>\n<p>      Fluid ability<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Experiences <\/p>\n<p>      Alertness to environment <\/p>\n<p>      Ability to work under    time pressure <\/p>\n<p>      Visual acuity and    discrimination <\/p>\n<p>      Willingness to guess when    uncertain <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good perception and    concentration <br \/>\n      Alertness to details <\/p>\n<p>      Good ability to    differentiate between essential and nonessential details <\/p>\n<p>      Ability to establish a    learning set quickly <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Anxiety affecting concentration    and attention <\/p>\n<p>      Preoccupation with    irrelevant details <\/p>\n<p>      Negativism    (&quot;nothing is missing&quot;) <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on visual    learning techniques stressing     individual parts that make up the    whole <\/p>\n<p>      Use perceptual activities    that focus on recognizing objects, describing    objects, and attention to details (e.g., maps and    art work) <\/p>\n<p>      Improve scanning techniques-aimed    at identifying missing elements in pictures <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Coding and Digit Symbol &#8211; Coding<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Processing speed <\/p>\n<p>      Visual-motor coordination    or dexterity <\/p>\n<p>      Speed of mental operation <\/p>\n<p>      Psychomotor speed <\/p>\n<p>      Short-term visual memory <\/p>\n<p>      Visual recall <\/p>\n<p>      Attention <\/p>\n<p>      Concentration <\/p>\n<p>      Symbol-associative    skills visual sequential processing <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor    activity <\/p>\n<p>      Motivation <\/p>\n<p>      Visual acuity and discrimination <\/p>\n<p>      Attention span <\/p>\n<p>      Ability to work under    time pressure <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor dexterity <\/p>\n<p>      Good attention    and  concentration <\/p>\n<p>      Sustained energy or    persistence <\/p>\n<p>      Ability to learn new    material associatively and reproduce it with speed and    accuracy- <\/p>\n<p>      Good motivation <\/p>\n<p>      Desire for achievement <\/p>\n<p>      Good visual    sequential processing <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor coordination    difficulties <\/p>\n<p>      Distractibility <\/p>\n<p>      Anxiety <\/p>\n<p>      Visual defects <\/p>\n<p>      Poor pencil control <\/p>\n<p>      Poor motivation <\/p>\n<p>      Excessive concern for    detail in reproducing symbols exactly <\/p>\n<p>      Lethargy or boredom <\/p>\n<p>      Impulsivity <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use visual-motor    learning exercises, such as developing a code for matching geometric    figures and numbers, learning Morse Code, and working    on tracing activities <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Picture Arrangement<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual    organization <\/p>\n<p>      Planning ability <\/p>\n<p>      Interpretation of social    situations <\/p>\n<p>      Nonverbal reasoning ability <\/p>\n<p>      Attention to details <\/p>\n<p>      Alertness <\/p>\n<p>      Visual sequential    processing <\/p>\n<p>      Common sense <\/p>\n<p>      Anticipation of consequences <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Cultural    opportunities <\/p>\n<p>      Ability to work under    time pressure <\/p>\n<p>      Ability to infer    cause-and-effect relationships <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Planning ability <br \/>\n      Ability to anticipate    in a meaningful way what results might be expected    from various acts of behavior <\/p>\n<p>      Alertness to detail <\/p>\n<p>      Forethought <\/p>\n<p>      Sequential thought processes <\/p>\n<p>      Good ability to    synthesize parts into intelligible wholes <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Difficulty with visual    organization and sequential processing <\/p>\n<p>      Difficulty in    anticipating events and their  consequences <\/p>\n<p>      Inattentiveness <\/p>\n<p>      Anxiety <\/p>\n<p>      Failure to use cues <\/p>\n<p>      Difficulty in working    under time pressure <\/p>\n<p>      Impulsivity <\/p>\n<p>      Poor visual acuity and    discrimination<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on    cause-and-effect relationships, logical sequential presentations, and part-whole    relationships <\/p>\n<p>      Use story completion exercises <\/p>\n<p>      Discuss alternative    behaviors and endings in stories and events <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name:     Block Design<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible    implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual    organization <\/p>\n<p>      Visual-motor co-ordination <\/p>\n<p>      Spatial visualization <\/p>\n<p>      Visual processing <\/p>\n<p>      Abstract    conceptualizing ability <\/p>\n<p>      Analysis and    synthesis <\/p>\n<p>      Speed of mental processing <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor activity <\/p>\n<p>      Color vision <\/p>\n<p>      Ability to work under    time pressure <\/p>\n<p>      Visual acuity and    discrimination <\/p>\n<p>      Trial-and-error learning <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good visual-motor-spatial    integration <\/p>\n<p>      Good conceptualizing    ability <\/p>\n<p>      Good spatial orientation in conjunction with speed, accuracy, and persistence<\/p>\n<p>      Good analyzing and synthesizing    ability <\/p>\n<p>      Speed and accuracy in    sizing up a problem <\/p>\n<p>      Good hand-eye-coordination<\/p>\n<p>      Good nonverbal    reasoning ability <\/p>\n<p>      Good trial-and-error methods <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor visual-motor-spatial    integration <\/p>\n<p>      Visual-perceptual    problems <\/p>\n<p>      Poor spatial    orientation <\/p>\n<p>      Difficulty in working under    time pressure <\/p>\n<p>      Impulsivity <\/p>\n<p>      Poor ability to size    up a problem <\/p>\n<p>      Poor analyzing and synthesizing    ability <\/p>\n<p>      Poor hand-eye coordination <\/p>\n<p>      Poor nonverbal reasoning    ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use puzzles, blocks, spatial-visual    tasks, perceptual tasks involving breaking down an object and building it up    again, and art work with geometric forms and flannel board <\/p>\n<p>      Focus on part-whole    relationships and working with a model or a key <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest name: Letter \u2013 number Sequencing<\/strong> <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Working memory <\/p>\n<p>      Attention <\/p>\n<p>      Concentration <\/p>\n<p>      Short-term auditory memory <\/p>\n<p>      Memory span <\/p>\n<p>      Information processing <\/p>\n<p>      Cognitive flexibility <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Ability to passively <\/p>\n<p>      Receive stimuli <\/p>\n<p>      Motivation <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good short-term auditory memory <\/p>\n<p>      Good working memory <\/p>\n<p>      Good attention and concentration <\/p>\n<p>      Persistence <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor short-term auditory memory <\/p>\n<p>      Anxiety <\/p>\n<p>      Inattention <\/p>\n<p>      Distractibility <\/p>\n<p>      A possible learning deficit <\/p>\n<p>      Impulsivity <\/p>\n<p>      Negativism <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Emphasize listening skills by using sequencing activities <\/p>\n<p>      Use short and simple directions and repeat when necessary <\/p>\n<p>      Use memory exercises and memory games <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest name: Matrix Reasoning<\/strong> <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p> Perceptual organization <\/p>\n<p>      Reasoning ability <\/p>\n<p>      Classification ability <\/p>\n<p>      Ability to form analogies <\/p>\n<p>      Attention to detail <\/p>\n<p>      Concentration <\/p>\n<p>      Spatial ability <\/p>\n<p>      Knowledge of part-whole relationships <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Persistence <\/p>\n<p>      Motivation <\/p>\n<p>      Ability to work toward a goal <\/p>\n<p>      Ability to use    trial and error <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good perceptual organization <\/p>\n<p>      Good reasoning ability <\/p>\n<p>      Good attention to detail <\/p>\n<p>      Persistence <\/p>\n<p>      Good concentration <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor perceptual organization <\/p>\n<p>      Poor reasoning ability <\/p>\n<p>      Lack of attention to detail <\/p>\n<p>      Negativism <\/p>\n<p>      Impulsivity <\/p>\n<p>      Poor    concentration <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use puzzles, blocks, spatial-visual    tasks, perceptual tasks involving breaking down an object and building it up    again, and art work with geometric forms and flannel board <br \/>\n      Focus on    part-whole relationships <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Sentences<\/strong> <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal comprehension <\/p>\n<p>      Short-term auditory memory <\/p>\n<p>      Rote memory <\/p>\n<p>      Immediate auditory memory <\/p>\n<p>      Mention concentration <\/p>\n<p>      Auditory sequential processing <\/p>\n<p>      Verbal facility <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Ability to passively <\/p>\n<p>      Receive stimuli <\/p>\n<p>      Language    development <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good short-term auditory memory <\/p>\n<p>      Good rote memory <\/p>\n<p>      Good immediate recall ability <\/p>\n<p>      Ability to attend well in a testing situation <\/p>\n<p>      Good ability to attend to auditory stimuli <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Anxiety <\/p>\n<p>      Inattention <\/p>\n<p>      Distractibility <\/p>\n<p>      Difficulty with auditory sequential processing <\/p>\n<p>      Negativism <br \/>\n      Poor short-term    auditory memory. <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Emphasize listening skills by using sequencing activities, reading a    short story and asking the child    to recall details, and seeing whether the child can follow directions <\/p>\n<p>      Use short and simple directions and repeat when necessary <\/p>\n<p>      Use other memory exercises and    memory games<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Geometric Design<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual organization <\/p>\n<p>      Perceptual-motor ability <\/p>\n<p>      Visual-motor <\/p>\n<p>      Organization <\/p>\n<p>      Visualization <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Motor ability <br \/>\n      Finger    dexterity <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good perceptual-motor ability <br \/>\n      Good eye-hand coordination <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor perceptual-motor ability <br \/>\n      Deficient eye-hand coordination <br \/>\n      Developmental immaturity <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use pencil and crayons to develop fine motor skills <br \/>\n      Use tracing    activities with a variety of shapes    and designs                                            <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Object assembly<\/strong> <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual organization <\/p>\n<p>      Visual processing <\/p>\n<p>      Visual-motor coordination <\/p>\n<p>      Ability to synthesize concrete parts into meaningful    wholes <\/p>\n<p>      Spatial ability <\/p>\n<p>      Speed of mental processing <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor activity <\/p>\n<p>      Familiarity with figures <\/p>\n<p>      Persistence <\/p>\n<p>      Experience with part-whole    relationships <\/p>\n<p>      Ability to work toward an unknown goal <\/p>\n<p>      Ability to work under time pressure<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good visual-motor coordination <\/p>\n<p>      Good ability to visualize a whole from its parts <\/p>\n<p>      Ability to perceive a whole, with    critical understanding of the relationships of the individual parts <br \/>\n      Successful trial and error <\/p>\n<p>      Experience in assembling puzzles <\/p>\n<p>      Persistence <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor difficulties <\/p>\n<p>      Visual-perceptual problems <\/p>\n<p>      Poor planning ability <\/p>\n<p>      Difficulty in perceiving a whole <\/p>\n<p>      Minimal experience with construction tasks <\/p>\n<p>      Limited interest in assembly tasks <\/p>\n<p>      Limited persistence <\/p>\n<p>      Difficulty in working under time pressure <\/p>\n<p>      Impulsivity <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop perceptual and psychomotor skills through guided practice in assembling parts into familiar configurations <br \/>\n      Encourage trial-and-error     activities <\/p>\n<p>      Reinforce persistence <\/p>\n<p>      Work with puzzles and activities    centering on recognition of missing body parts <\/p>\n<p>      Employ construction, cutting, and    pasting activities <\/p>\n<p>      Focus on    interpretation of wholes from    minimal  cues   \n    <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Mazes<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual organization <\/p>\n<p>      Planning ability <\/p>\n<p>      Foresight <\/p>\n<p>      Visual-motor control <\/p>\n<p>      Hand-eye coordination <\/p>\n<p>      Attention <\/p>\n<p>      Concentration <\/p>\n<p>      Visual processing <\/p>\n<p>      Spatial scanning<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor organization <\/p>\n<p>      Visual acuity and discrimination <\/p>\n<p>      Ability to    delay action <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good perceptual organization <\/p>\n<p>      Planning efficiency <\/p>\n<p>      Speed and accuracy. <\/p>\n<p>      Good ability to follow instructions <\/p>\n<p>      Sustained    attention <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor visual-motor organization <\/p>\n<p>      Inefficient planning <\/p>\n<p>      Difficulty in delaying action <\/p>\n<p>      Impulsivity <\/p>\n<p>      Inability to sustain attention <\/p>\n<p>      Boredom     <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on planning skills, directionality, visual discrimination, and other paper-and-pencil activities emphasizing planning and anticipation <br \/>\n      Help child    evaluate responses prior to them starting a task. <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Symbol search<\/strong><strong> <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Processing speed <\/p>\n<p>      Perceptual discrimination <\/p>\n<p>      Speed of mental operation <\/p>\n<p>      Psychomotor speed <\/p>\n<p>      Attention <\/p>\n<p>      Concentration <\/p>\n<p>      Short-term visual memory <\/p>\n<p>      Visual-motor                      coordination <\/p>\n<p>      Cognitive flexibility <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor activity <\/p>\n<p>      Motivation <\/p>\n<p>      Ability to work under time pressure <\/p>\n<p>      Visual acuity    and discrimination <\/p>\n<p>    Trial-and-error learning    <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good processing speed <\/p>\n<p>      Good perceptual discrimination    ability <\/p>\n<p>      Good attention and concentration <\/p>\n<p>      Sustained energy or persistence <\/p>\n<p>      Good motivation or desire for    achievement <\/p>\n<p>      Good short-term    visual memory <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor processing speed <\/p>\n<p>      Poor perceptual discrimination ability <\/p>\n<p>      Distractibility <\/p>\n<p>      Visual defects <\/p>\n<p>      Lethargy or boredom <\/p>\n<p>      Poor motivation <\/p>\n<p>      Anxiety <\/p>\n<p>      Difficulty in working under time pressure <\/p>\n<p>      Impulsivity <\/p>\n<p>      Poor short-term    visual memory <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use    visual-motor scanning exercises, such as looking at two or more objects and deciding if    they are the same or different <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Full Scale<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>General intelligence.<\/p>\n<p>      Scholastic aptitude <\/p>\n<p>      Academic aptitude <\/p>\n<p>      Readiness to master a <\/p>\n<p>      School    curriculum <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Natural endowment <\/p>\n<p>      Richness of early environment <\/p>\n<p>      Extent of schooling <\/p>\n<p>      Cultural opportunities <\/p>\n<p>      Interests <\/p>\n<p>      Rate of motor activity <\/p>\n<p>      Persistence <\/p>\n<p>      Visual-motor organization <\/p>\n<p>      Alertness <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good general intelligence <\/p>\n<p>      Good scholastic aptitude <\/p>\n<p>      Readiness to master a school curriculum <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor general intelligence <\/p>\n<p>      Poor scholastic aptitude <\/p>\n<p>      Lack of readiness to master school    curriculum <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on language development    activities <\/p>\n<p>      Focus on visual learning activities <\/p>\n<p>      Develop concept information skills <\/p>\n<p>      Reinforce    persistence <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: <\/strong><strong>Verbal Scale or    Verbal Comprehension index<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Verbal comprehension <\/p>\n<p>      Application of verbal skills and information to the solution of new <\/p>\n<p>      problems <\/p>\n<p>      Verbal ability <\/p>\n<p>      Ability to process verbal information <\/p>\n<p>      Ability to think    with words <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Natural endowment <\/p>\n<p>      Richness of early environment <\/p>\n<p>      Extent of schooling <\/p>\n<p>      Cultural opportunities <\/p>\n<p>      Interests <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good verbal comprehension <\/p>\n<p>      Good scholastic aptitude <\/p>\n<p>      Knowledge of the cultural environment <\/p>\n<p>      Good concept formation <\/p>\n<p>      Readiness to master school curriculum <\/p>\n<p>      Achievement    orientation <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor verbal comprehension <\/p>\n<p>      Poor scholastic aptitude <\/p>\n<p>      Inadequate understanding of    the cultural milieu <\/p>\n<p>      Poor concept formation <\/p>\n<p>      Bilingual background <\/p>\n<p>      Foreign background <\/p>\n<p>      Lack of readiness to master school curriculum <\/p>\n<p>      Lack of achievement    orientation<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Stress language development    activities <\/p>\n<p>      Use verbal enrichment activities <\/p>\n<p>      Focus on current events <\/p>\n<p>      Use exercises    involving concept formation <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name<\/strong><strong>: Performance    Scale or Perceptual Organization Index<\/strong><strong> <\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual organization ability to think in terms of visual images <\/p>\n<p>      and manipulate them with fluency, flexibility, and relative speed    ability to interpret or organize    visually perceived material within a time limit <\/p>\n<p>      Verbal ability <\/p>\n<p>      Ability to form relatively abstract concepts and relationships without the use of words<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Natural endowment <\/p>\n<p>      Rate of motor activity <\/p>\n<p>      Persistence <\/p>\n<p>      Visual-motor organization <\/p>\n<p>      Alertness <\/p>\n<p>      Cultural opportunities <\/p>\n<p>      Interests <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good perceptual organization <\/p>\n<p>      Alertness to detail <\/p>\n<p>      Good nonverbal reasoning    ability <\/p>\n<p>      Persistence <\/p>\n<p>      Ability to work quickly and efficiently <\/p>\n<p>      Good spatial    ability.     <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor perceptual organization <\/p>\n<p>      Lack of alertness to detail <\/p>\n<p>      Poor nonverbal reasoning ability <\/p>\n<p>      Lack of persistence Inability to    work quickly and efficiently <\/p>\n<p>      Poor spatial    ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Focus on visual learning activities <\/p>\n<p>      Focus on part-whole relationships <\/p>\n<p>      Use spatial-visual tasks <\/p>\n<p>      Encourage trial-and-error activities <\/p>\n<p>      Reinforce persistence <\/p>\n<p>      Focus on visual planning activities <\/p>\n<p>      Improve scanning techniques <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: Animal Pegs<\/strong> <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Perceptual organization <\/p>\n<p>      Attention <\/p>\n<p>      Goal awareness <\/p>\n<p>      Concentration <\/p>\n<p>      Finger and manual dexterity <\/p>\n<p>      Learning ability <\/p>\n<p>      Short-term visual memory <\/p>\n<p>      Processing speed <\/p>\n<p>      Visual sequential <\/p>\n<p>      Processing fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor activity <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor dexterity <\/p>\n<p>      Good concentration <\/p>\n<p>      Sustained energy or persistence <\/p>\n<p>      Ability to learn new material    associatively and reproduce it with speed and accuracy <\/p>\n<p>      Good motivation    or desire for achievement <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Visual-motor coordination    difficulties <\/p>\n<p>      Distractibility <\/p>\n<p>      Visual defects <\/p>\n<p>      Poor short-term visual memory <br \/>\n      Lethargy                              <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Use visual-motor    learning exercises, such as sorting coins and putting different- colored objects in bins <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest  Name: <\/strong><strong>Freedom from    Distractibility index and Working Memory<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Ability to sustain attention <\/p>\n<p>      Short-term memory <\/p>\n<p>      Numerical ability <\/p>\n<p>      Encoding ability <\/p>\n<p>      Ability to use rehearsal strategies <\/p>\n<p>      Ability to shift mental operations on symbolic material <\/p>\n<p>      Ability to self-monitor <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Natural endowment <br \/>\n      Ability to    passively receive stimuli <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good ability to sustain attention <\/p>\n<p>      Good short-term memory <\/p>\n<p>      Good numerical ability <\/p>\n<p>      Good encoding ability <\/p>\n<p>      Good rehearsal strategies <\/p>\n<p>      Good ability to shift mental operations on symbolic    material <\/p>\n<p>      Good ability to    self-monitor <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Difficulty in sustaining attention <\/p>\n<p>      Distractibility <\/p>\n<p>      Anxiety <\/p>\n<p>      Short-term retention deficits <\/p>\n<p>      Encoding difficulties <\/p>\n<p>      Poor rehearsal strategies <\/p>\n<p>      Difficulty in rapidly shifting mental    operations on symbolic material <br \/>\n      inadequate self-monitoring skills<\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop attention skills <br \/>\n      Develop concentration skills <\/p>\n<p>      Focus on small meaningful units of instruction <\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"100%\" colspan=\"5\" valign=\"top\">\n<p class=\"subtitle\"><strong>Subtest    name: Processing Speed index<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p><strong>Ability<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Factors<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implications of high scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Possible implication of low scores<\/strong><\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p><strong>Instructional<\/strong><br \/>\n      <strong>Implication<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"197\" valign=\"top\">\n<p>Processing speed <\/p>\n<p>      Perceptual discrimination <\/p>\n<p>      Speed of mental operation <\/p>\n<p>      Psychomotor speed <\/p>\n<p>      Attention <\/p>\n<p>      Concentration <\/p>\n<p>      Short-term visual memory <\/p>\n<p>      Visual-motor coordination <\/p>\n<p>      Cognitive flexibility <\/p>\n<p>      Fluid ability <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Rate of motor activity <\/p>\n<p>      Motivation <\/p>\n<p>      Visual acuity and discrimination <\/p>\n<p>      Attention span <\/p>\n<p>      Ability to work    under time pressure <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Good processing speed <\/p>\n<p>      Good perceptual discrimination    ability <\/p>\n<p>      Good attention and concentration <\/p>\n<p>      Sustained energy or persistence <\/p>\n<p>      Good motivation or desire for    achievement <\/p>\n<p>      Good short-term    visual memory <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Poor processing speed <\/p>\n<p>      Poor perceptual discrimination    ability <\/p>\n<p>      Distractibility <\/p>\n<p>      Visual defects <\/p>\n<p>      Lethargy or boredom <\/p>\n<p>      Poor motivation <\/p>\n<p>      Anxiety <\/p>\n<p>      Difficulty in working under time pressure <\/p>\n<p>      Impulsivity <br \/>\n      Poor short-term visual memory <\/p>\n<\/td>\n<td width=\"197\" valign=\"top\">\n<p>Develop visual-motor skills <\/p>\n<p>      Develop concentration skills <\/p>\n<p>      Focus on learning codes <\/p>\n<p>      Focus on    selecting numbers that match <\/p>\n<\/td>\n<\/tr>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Wechsler Intelligence Scale for Children-III (WISC-III) is a series of tests for 6 to 17 year olds that evaluates intellectual abilities. The WISC-III consists of two scales, the Verbal Scale and the Performance Scale. Each of these scales has several subtests. The Wechsler tests form one part of an... <br \/><a class=\"moretag\" href=\"https:\/\/www.dyslexiadaily.com\/blog\/wisc\/\">Continue reading...<\/a>","protected":false},"author":15810,"featured_media":16082,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[112],"tags":[],"class_list":["post-8964","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dyslexia-screening-and-testing"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/8964","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/users\/15810"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/comments?post=8964"}],"version-history":[{"count":23,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/8964\/revisions"}],"predecessor-version":[{"id":9335,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/posts\/8964\/revisions\/9335"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media\/16082"}],"wp:attachment":[{"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/media?parent=8964"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/categories?post=8964"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dyslexiadaily.com\/blog\/wp-json\/wp\/v2\/tags?post=8964"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}