Wechsler Intelligence Scale for Children Assessment (WISC-V)


The Verbal Comprehension Index (VCI) measures ability to access and apply acquired word knowledge. Specifically, this reflects ability to verbalize meaningful concepts, think about verbal information, and express herself using words.

The Visual Spatial Index (VSI) measured Sample’s ability to evaluate visual details and understand visual spatial relationships in order to construct geometric designs from a model. This skill requires visual spatial reasoning, integration and synthesis of part-whole relationships, attentiveness to visual detail, and visual-motor integration.

The Fluid Reasoning Index (FRI) measures ability to detect the underlying conceptual relationship among visual objects and use reasoning to identify and apply rules. Identification and application of conceptual relationships in the FRI requires inductive and quantitative reasoning, broad visual intelligence, simultaneous processing, and abstract thinking.

The Working Memory Index (WMI) measures ability to register, maintain, and manipulate visual and auditory information in conscious awareness, which requires attention and concentration, as well as visual and auditory discrimination.

The Processing Speed Index (PSI) measures speed and accuracy of visual identification, decision making, and decision implementation. Performance on the PSI is related to visual scanning, visual discrimination, short-term visual memory, visuomotor coordination, and concentration.


Verbal (Expanded Crystallized) Index (VECI), an ancillary index score that provides a broad measure of the child’s ability to access and apply acquired word knowledge and general knowledge. The application of this knowledge involves verbal concept formation and expression; abstract verbal reasoning; and long-term retrieval.

Expanded Fluid Index (EFI), an ancillary index score that provides a broad measure of the child’s ability to detect underlying conceptual relationships, extract important information, and use reasoning to identify and apply rules. Identification and application of conceptual relationships in the EFI requires inductive and quantitative fluid reasoning, simultaneous and sequential processing, and abstract thinking.

Quantitative Reasoning Index (QRI), which measures quantitative reasoning skills. Quantitative reasoning is closely related to general intelligence and can indicate a child’s capacity to perform mental math operations and comprehend abstract relationships.

Auditory Working Memory Index (AWMI) measures the ability to register, maintain, and manipulate verbally-presented information.

Nonverbal Index (NVI) is derived from six subtests that do not require verbal responses. This index score can provide a measure of general intellectual functioning that minimizes expressive language demands for children with special circumstances or clinical needs.

General Ability Index (GAI), an ancillary index score that provides an estimate of general intelligence that is less impacted by working memory and processing speed, relative to the FSIQ.

Cognitive Proficiency Index (CPI) score suggests how efficiently processes cognitive information in the service of learning, problem solving, and higher-order reasoning.

Storage and Retrieval Index (SRI) provides a broad estimate of long-term storage and retrieval accuracy and fluency.

Naming Speed Index (NSI) provides a broad estimate of the automaticity of basic naming ability. Interpretation of the NSI enhances the assessment of children with suspected learning disabilities, but is not intended to assess intellectual ability.

Symbol Translation Index (STI) provides a broad estimate of visual-verbal associative memory.


  • Increase construct coverage without increasing test time.
  • Identify and diagnose intellectual and learning disabilities.
  • Evaluate cognitive processing strengths and weaknesses.
  • Assess giftedness and the impact of brain injuries.
  • Significantly reduce testing time to obtain FSIQ.
  • Supports more flexible evaluation of specific learning disabilities and two major approaches to specific learning disability identification: (1) pattern of strengths and weaknesses analyses and (2) ability-achievement discrepancy analyses.


WISC-V delivers more flexibility, more content and more interpretive power.

  • Three new primary subtests — Visual Puzzles, Figure Weights, and Picture Span — measure the ability to analyze and synthesize information, quantitative reasoning and induction, and visual working memory.
  • Five new complementary subtests assess cognitive processes important to academic achievement in reading, math, and writing.
  • Simplified instructions with reduced vocabulary level, shorter discontinue rules and refined scoring criteria.
  • Full scoring reports and interpretive reports include narrative interpretation scores.
  • Updated normative sample standardized on 2,200 children aged 6:0–16:11.


  • Assessment is available only for foreign children (English speaking fluently). If a child is not fluent in English and his native language is Spanish, the assessment will be completed in Spanish, but the long report will be written in English. A short summary report in Romanian will be added if needed for medical appointments.
  • Assessment is not available for Romanian children even if they are fluent in English as a second language. WISC-V is not adapted to Romanian population
  • An electronic 5-20 pagereport is written in 3-5 working days after the appointment
  • The assessment is available at Sanador