Wechsler Digit Span Subtest: Diagnostic Usefulness with Dyslexic Children

Abstract

The current study supports Levinson's contention (1988) that the diagnosis of dyslexia cannot be based solely on neurophysiological evidence but must be made in conjunction with reading and educational test scores. Contrary to much current research, in the present study specific WISC—R profiles are identified within a stringently defined subgroup of 57 9- to 12-yr.-old dyslexic children. Well-defined subtest scatter can differentiate dyslexics from proficient readers. In particular, the Digit Span subtest, which is not routinely administered by psychologists or included in computing Verbal IQ, can be considered an important component of a diagnostic battery. Unexpectedly, Coding emerged with Digit Span as a third factor in a principal component analysis; statistically significant sex differences appeared on the Coding task. Findings appear to confirm the phonological encoding deficiencies displayed by dyslexics on the Digit Span subtest. This study strongly supports consideration of WISC—R subtest differences, along with correlated factors, neurophysiological and perceptual evidence, when diagnosing dyslexic children. Cross-validation is planned.