| Abstract: | 250 reading disabled and 719 nondisabled Ss (aged 7–16 yrs) with IQs ranging primarily from 80 to 110 were divided into groups based on scores from the Wechsler Intelligence Scale for Children—Revised (WISC—R), the Peabody Picture Vocabulary Test, and Vocabulary and Block Design subtests. Ss were assessed, using the Illinois Test of Psycholinguistic Ability, the Goldman-Fristoe-Woodcock Sound-Symbol Test, the Gilmore Oral Reading Test, and subtests of other measures. Results show that the presence or absence of reading disability was a better predictor of performance than IQ test scores on tasks involving reading, spelling, understanding of syntax, and short-term and working memory. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
