AbstractSubtest scatter on the WISC‐R was examined by analyzing Verbal‐Performance IQ discrepancies, subtest scaled‐score ranges and subtest scaled‐score standard deviations of 290 psychoeducationally normal 9‐year‐old children whose IQs ranged from 100 to 140+. Although there were no differences between average and superior IQ groups on the Verbal‐Performance discrepancy measure, substantial differences were found on the measures of subtest scatter where higher IQ groups exhibited substantially more scatter. The results suggest the need for caution in attempting to employ WISC‐R subtest scatter as an indicator of learning disabilities with