Table 2.
Clinical characteristics of the children with specific learning disorder (SLD) and the control group
| Variables | Case Group (n=44) | Control Group (n=44) | t/z | p | |
|---|---|---|---|---|---|
| WISC-R | |||||
| PIQ | 103.35±13.870 | 111.39±13.678 | 2.627a | 0.010 | |
| VIQ | 89.70±11.665 | 106.93±10.086 | 7.116a | <0.001 | |
| PIQ – SIQ discrepancy | 13.65±14.852 | 4.46±13.278 | -2.936a | 0.004 | |
| FSIQ | 95.00 (88.00–103.00) | 108.00 (102.50–115.75) | -5.131b | <0.001 | |
| CPRS-RS | |||||
| IA/CP | 5.00 (4.00–8.00) | 2.00 (0.25–3.00) | -4.969b | <0.001 | |
| HA | 1.00 (0.00–2.00) | 1.00 (0.00–4.00) | -0.792b | 0.428 | |
| OB | 2.00 (1.00–4.00) | 2.50 (0.00–5.75) | -0.502b | 0.616 | |
CPRS-RS: Conners’ Parent Rating Scale-Revised Short; FSIQ: full scale intelligence quotient; HA: hyperactivity; IA/CP: inattention/cognitive problems; OB: oppositional behavior; PIQ: performance intelligence quotient; VIQ: verbal intelligence quotient; WISC-R: Wechsler Intelligence Scale for Children-Revised.
Continuous data are presented as median and 25–75 percentiles in Mann-Whitney U test, as mean ± standard deviation in Student t test.
a: Student t test. b: Mann-Whitney U test.