Children with SLD may represent a different case. In particular, it would seem sensible to use the two additional scores
obtainable with the WISC-IV (the GAI and CPI) because children with SLD are typically characterized by a marked
discrepancy between their good general intellectual abilities (measured by the GAI) and their poor processing skills
(measured by the CPI). The processing deficits of children with SLD very often relate to working memory (WM) (Swanson &Ashbaker, 2000; Swanson, 1993), and processing speed (PS) (Proctor, 2012). A measure of IQ that relies too heavily on
measures of WM and PS might therefore underestimate the intellectual abilities of children with a SLD. This could have
clinical and practical implications in the case of children with a relatively high score on the GAI and a lower one on the CPI
because such children often do not meet the criteria for a diagnosis of SLD and they are erroneously included in groups of
cognitively borderline or even ID children. That is why the use of IQ measures and discrepancy formulas to diagnose SLD has often been criticized (Siegel, 1988).