WISC-V Profile bei Lernschwierigkeiten: Praktische Relevanz der sekundären Indizes für die Diagnostik in Klasse 2?5.

Autor/inn/en	Weigelt, Martina; Goinar, Lydie
Titel	WISC-V Profile bei Lernschwierigkeiten: Praktische Relevanz der sekundären Indizes für die Diagnostik in Klasse 2?5. Gefälligkeitsübersetzung: WISC-V Profiles in Learning Difficulties: Practical Relevance of Secondary Indices for Diagnostics in 2nd-5th Graders.
Quelle	In: Lernen und Lernstörungen, 15 (2026) 3, S. 101-111Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2235-0985
DOI	10.1024/2235-0977/a000502
Schlagwörter	Denken; Fluide Intelligenz; Kognitive Kompetenz; Kurzzeitgedächtnis; Schlussfolgerung; Diagnostik; Intelligenztest; Lernbehinderung; Leseschwäche; Leseleistung; Mathematische Kompetenz; Räumliches Vorstellungsvermögen
Abstract	Background: The double-discrepancy criterion newly required in ICD-11 is subject to ongoing professional debate. As a result, the analysis of cognitive strengths and weaknesses (PSW) has increasingly gained attention, since it may allow for a more differentiated and earlier diagnosis. For this purpose, the WISC-V provides secondary indices such as the Auditory Working Memory Index (AWMI) and the Cognitive Proficiency Index (CPI), whose diagnostic utility has so far been examined only to a limited extent in German-speaking contexts. Method: In a dimensionally designed study, test scores from 119 children from a learning therapy practice were analyzed. The aim was to examine associations between subindices and school performance. Results: Reading and writing correlate significantly with AWMI and CPI, with AWMI showing the highest explained variance for writing (15%). CPI proves to be the strongest predictor of reading performance (10%). In contrast, arithmetic achievement correlates only weakly with the WISC-V subindices; here, visual-spatial processing (VSI) and fluid reasoning (FRI) show the greatest influence. Discussion: The results demonstrate the added value of the secondary indices AWMI and CPI in the diagnostics of learning disorders, particularly when the IQ discrepancy criterion is not fulfilled. Their inclusion may help to substantiate diagnostic decisions and the need for support, while also enabling a more targeted planning of educational measures. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3