WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia
Abstract
1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Cognitive Profile Assessment
- Verbal Comprehension (VCI):
- -
- Similarities: provides an estimate of verbal reasoning and concept formation, involving language development, lexical knowledge, auditory comprehension, memory, and the ability to discriminate between essential and non-essential features;
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- Vocabulary: measures lexical knowledge and formation of verbal concepts;
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- Information: assesses the ability to acquire, retain, and retrieve general information, invoking crystallized intelligence and long-term memory;
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- Comprehension (supplementary).
- Perceptual Reasoning (PRI):
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- Block Design: measures the ability to analyze and synthesize abstract visual stimuli by capturing spatial relationships;
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- Matrix Reasoning: provides an estimate of fluid intelligence, particularly inductive reasoning, and general sequential reasoning;
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- Visual Puzzle;
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- Weight Comparison (supplementary);
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- Figure Completion (supplementary).
- Working Memory (WMI):
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- Digit Span: offers a measure of auditory short-term memory, working memory, and attention and concentration skills;
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- Arithmetic Reasoning: estimates quantitative reasoning and attention, and concentration abilities;
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- Letter-Number Sequencing (supplementary).
- Processing Speed (PSI):
- -
- Symbol Search: measures perceptual and processing speed, short-term visual memory, visuomotor coordination, cognitive flexibility, visual discrimination, and concentration ability;
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- Coding: provides a measure of processing speed, short-term memory, learning ability, visual perception, visuomotor coordination, visual scanning ability, cognitive flexibility, attention, and motivation;
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- Cancellation (supplementary).
2.3. Reading Assessment
2.4. Reading Assessment: Passage Reading
2.5. Reading Assessment: Word and Pseudowords Reading
2.6. Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Dyslexia Group (36) M ± SD (Range) | Control Group (35) M ± SD (Range) | Group Comparisons | p | Effect Size | |
---|---|---|---|---|---|
Age, years | 22.72 ± 2.78 (18–33) | 23.21 ± 2.46 (19–31) | t(69) = 0.74 | 0.464 | d = 0.17 |
Gender (M/F) | 20/16 | 25/10 | χ2 = 1.93 | 0.165 | Phi = 0.17 |
Composite Score Word Reading | −3.32 ± 2.22 (−9.68–−0.28) | −0.04 ± 1.12 (−2.90–2.06) | t(69) = 7.82 | <0.0001 | d = 1.86 |
Composite Score Pseudoword Reading | −3.20 ± 1.89 (−7.45–−0.43) | −0.10 ± 1.08 (−3.26–1.95) | t(69) = 9.01 | <0.0001 | d = 2.14 |
Composite Score Text Reading | −5.81 ± 3.05 (−12.6–0.04) | −0.63 ± 1.41 (−4.35–1.29) | t(69) = 9.13 | <0.0001 | d = 2.17 |
WAIS-IV Indices | Dyslexia Group (N = 36) M ± SD (Range) | TD Group (N = 35) M ± SD (Range) | Group Comparisons | p | Effect Size |
---|---|---|---|---|---|
Full-Scale IQ | 99.75 ± 12.27 (80–133) | 108.91 ± 12.34 (85–129) | t(99.7) = 3.02 | 0.047 | 0.72 |
General Ability Index | 105.89 ± 12.35 (81–136) | 108.46 ± 12.5 (86–133) | t(99.7) = 0.84 | >0.05 | 0.20 |
Cognitive Proficiency Index | 90.58 ± 13.41 (70–120) | 106.69 ± 13.61 (83–140) | t(99.7) = 5.31 | <0.0001 | 1.26 |
WAIS-IV Indices | Dyslexia Group (N = 36) M ± SD (Range) | TD Group (N = 35) M ± SD (Range) | Group Comparisons | p | Effect Size |
---|---|---|---|---|---|
Verbal Comprehension | 107.22 ± 12.96 (84–139) | 109.06 ± 10.58 (90–127) | F(1,69) = 0.426 | 0.516 | d = 0.15 |
Perceptual Reasoning | 103.67 ± 14.19 (71–131) | 05.89 ± 15.65 (77–139) | F(1,69) = 0.392 | 0.533 | d = 0.14 |
Working Memory | 90.67 ± 13.61 (69–123) | 103.49 ± 13.44 (77–134) | F(1,69) = 15.934 | <0.0001 | d = 0.94 |
Processing Speed | 93.69 ± 14.44 (58–126) | 109.20 ± 14.00 (81–150) | F(1,69) = 21.08 | <0.0001 | d = 1.090 |
WAIS-IV Subtests | Dyslexia Group (N = 36) M ± SD Range | TD Group (N = 35) M ± SD Range | Group Comparisons | p | Effect Size |
---|---|---|---|---|---|
Similarities | 12.08 ± 2.53 (5–18) | 12.91 ± 2.56 (7–17) | F(1,69) = 1.889 | 0.174 | d = 0.32 |
Vocabulary | 11.31 ± 2.99 (7–18) | 11.91 ± 2.07 (7–15) | F(1,69) = 0.986 | 0.324 | d = 0.23 |
Information | 10.03 ± 2.82 (6–16) | 9.71 ± 2.34 (6–15) | F(1,69) = 0.258 | 0.613 | d = 0.12 |
Block Design | 10.44 ± 3.18 (4–15) | 10.57 ± 3.40 (4–17) | F(1,69) = 0.26 | 0.872 | d = 0.03 |
Visual Puzzles | 10.86 ± 2.05 (6–15) | 11.71 ± 3.16 (7–19) | F(1,69) = 1.82 | 0.182 | d = 0.32 |
Matrix Reasoning | 10.50 ± 2.78 (6–18) | 10.57 ± 2.34 (7–16) | F(1,69) = 0.014 | 0.907 | d = 0.02 |
Digit Span | 9.11 ± 3.04 (3–16) | 10.86 ± 3.12 (5–17) | F(1,69) = 5.592 | 0.02 | d = 0.56 |
Arithmetic Reasoning | 7.56 ± 2.81 (2–15) | 10.31 ± 2.73 (5–16) | F(1,69) = 17.57 | <0.0001 | d = 0.99 |
Coding | 9.00 ± 2.67 (4–15) | 11.80 ± 2.97 (6–19) | F(1,69) = 17.404 | <0.0001 | d = 0.99 |
Symbol Search | 8.69 ± 3.13 (1–17) | 11.49 ± 3.01 (7–19) | F(1,69) = 14.624 | <0.0001 | d = 0.90 |
Models | Specificity | Sensitivity | Youndex Index | AUC (95% CI) | De Long Test |
---|---|---|---|---|---|
Four scale Indices | 0.77 | 0.77 | 0.549 | 0.82 (0.71–0.91) | a > c * |
GAI–FSIQ | 0.85 | 0.63 | 0.496 | 0.80 (0.70–0.90) | b > c * |
GAI–CPI | 0.68 | 0.61 | 0.297 | 0.65 (0.52–0.78) | a > c *; b > c * |
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Iaia, M.; Vizzi, F.; Carlino, M.D.; Marinelli, C.V.; Angelelli, P.; Turi, M. WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia. J. Intell. 2025, 13, 100. https://doi.org/10.3390/jintelligence13080100
Iaia M, Vizzi F, Carlino MD, Marinelli CV, Angelelli P, Turi M. WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia. Journal of Intelligence. 2025; 13(8):100. https://doi.org/10.3390/jintelligence13080100
Chicago/Turabian StyleIaia, Marika, Francesca Vizzi, Maria Diletta Carlino, Chiara Valeria Marinelli, Paola Angelelli, and Marco Turi. 2025. "WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia" Journal of Intelligence 13, no. 8: 100. https://doi.org/10.3390/jintelligence13080100
APA StyleIaia, M., Vizzi, F., Carlino, M. D., Marinelli, C. V., Angelelli, P., & Turi, M. (2025). WAIS-IV Cognitive Profiles in Italian University Students with Dyslexia. Journal of Intelligence, 13(8), 100. https://doi.org/10.3390/jintelligence13080100