Cognitive Index Differences on the WISC-IV Among Children with Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and a Clinically Evaluated Comparison Group: A Cross-Sectional Evaluation
DEVELOPMENTAL NEUROPSYCHOLOGY, 2026 (SCI-Expanded, SSCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1080/87565641.2026.2715553
- Journal Name: DEVELOPMENTAL NEUROPSYCHOLOGY
- Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, BIOSIS, CINAHL, Educational research abstracts (ERA), EMBASE, MEDLINE, Psycinfo, Academic Search Ultimate (EBSCO), Biomedical Reference Collection: Corporate Edition (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO)
- Anadolu University Affiliated: Yes
Abstract
Children with specific learning disorder (SLD) and attention-deficit/hyperactivity disorder (ADHD) may show cognitive differences. We compared WISC-IV scores in 130 children aged 7-13 years (32 SLD, 56 ADHD, 42 comparison) and examined associations with parental education. Groups differed in Verbal Comprehension, Working Memory, Processing Speed, and Full Scale IQ, but not Perceptual Reasoning. The SLD group scored lowest, the ADHD group showed an intermediate pattern, and the comparison group scored highest. Parental education was positively associated with all outcomes, whereas diagnostic-group moderation emerged only for Verbal Comprehension. WISC-IV findings should be interpreted within clinical and psychoeducational assessment.