Since the born of intelligence tests, there have been a debate about the praticai use of intelligence tests, also with a lots of critics about the nature and the data we can derive from them. Perhaps the study of intelligence tests could be divided in different historical steps, in newer steps intelligence test were used and analyzed according to more detailed psychometrical bases and aiming to define specific profiles and to design specific intervention according to thus specific profiles. In current step, the single general index IQ is maintained but there is also a deeper analysis of single indexes and macroindexes according to a theorical framework. Wechsler Intelligence Scales are one of the worldwide more utilized tests for the assessment of general reasoning abilities and cognitive profile in children. In the last 20 years the CHC Model from Cattell-Horn and Carrol is the worldwide more utilized theoretical model for the analysis of abilities related to intelligence and pattern derived from intelligence test, supported by a great number of datasets. The interpretation of WISC-IV scores, based on CHC (Carrol-Horn-Cattell) model of intelligence, permit to evaluate single cognitive functions and to assess general reasoning competence as well as to describe verbal reasoning, visual spatial reasoning, working memory and speed of processing. New diagnostic criteria for dyslexia and for specific learning disabilities on reading from DSM-5 no more considered discrepancy criteria (a discrepancy between IQ and scores on reading test), but the assessment of neuropsychological profile and cognitive profile by intelligence test and other neuropsychological tests of the child remains an important phase of clinical evaluation ((1), (2), (3)). Different studies analyzed performance on WISC test in children with reading disorders from different countries (for example in France and Portugal), using different versions of the instrument (Wisc-r, Wisc-III, Wisc-IV) ((4), (5), (6) (7)) and also according to different criteria of selection (see (8) for persistent academic difficulties). The question about a dyslexic profile on the test is still open, perhaps due to different methodological choices in the different researches and to the use of different versions of Wechsler Scale for Children test. Purpose of this article is to describe performance on Wisc-IV test in Italian children, based on CHC model and to make a deeper analysis of cognitive profile, on single test level, and on indexes level. 168 children in the study were consecutively referred to the authors due to persistent academic difficulties and we selected 90 who have persistent difficulties related to reading (specific o unspecific) (from January 2013 to may 2014). Data on cognitive profile on single test level, and on indexes level are discussed, based on CHC model. Clinical issues are proposed, also aiming to the creation on personalized intervention, also in school.

Difficulties in reading and neuropsychological profile on WISC-IVin Italian children

PETRETTO, DONATELLA RITA;PIRAS, PAOLA;TRADORI, ELENA;CAMBONI, MARIA VALERIA;LUSSU, CARLA;PRETI, ANTONIO;MASALA, CARMELO
2016-01-01

Abstract

Since the born of intelligence tests, there have been a debate about the praticai use of intelligence tests, also with a lots of critics about the nature and the data we can derive from them. Perhaps the study of intelligence tests could be divided in different historical steps, in newer steps intelligence test were used and analyzed according to more detailed psychometrical bases and aiming to define specific profiles and to design specific intervention according to thus specific profiles. In current step, the single general index IQ is maintained but there is also a deeper analysis of single indexes and macroindexes according to a theorical framework. Wechsler Intelligence Scales are one of the worldwide more utilized tests for the assessment of general reasoning abilities and cognitive profile in children. In the last 20 years the CHC Model from Cattell-Horn and Carrol is the worldwide more utilized theoretical model for the analysis of abilities related to intelligence and pattern derived from intelligence test, supported by a great number of datasets. The interpretation of WISC-IV scores, based on CHC (Carrol-Horn-Cattell) model of intelligence, permit to evaluate single cognitive functions and to assess general reasoning competence as well as to describe verbal reasoning, visual spatial reasoning, working memory and speed of processing. New diagnostic criteria for dyslexia and for specific learning disabilities on reading from DSM-5 no more considered discrepancy criteria (a discrepancy between IQ and scores on reading test), but the assessment of neuropsychological profile and cognitive profile by intelligence test and other neuropsychological tests of the child remains an important phase of clinical evaluation ((1), (2), (3)). Different studies analyzed performance on WISC test in children with reading disorders from different countries (for example in France and Portugal), using different versions of the instrument (Wisc-r, Wisc-III, Wisc-IV) ((4), (5), (6) (7)) and also according to different criteria of selection (see (8) for persistent academic difficulties). The question about a dyslexic profile on the test is still open, perhaps due to different methodological choices in the different researches and to the use of different versions of Wechsler Scale for Children test. Purpose of this article is to describe performance on Wisc-IV test in Italian children, based on CHC model and to make a deeper analysis of cognitive profile, on single test level, and on indexes level. 168 children in the study were consecutively referred to the authors due to persistent academic difficulties and we selected 90 who have persistent difficulties related to reading (specific o unspecific) (from January 2013 to may 2014). Data on cognitive profile on single test level, and on indexes level are discussed, based on CHC model. Clinical issues are proposed, also aiming to the creation on personalized intervention, also in school.
978-1-4673-9172-6
Dyslexia; Wisc-iv; Intelligence; Learning difficulties
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/219702
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