A comparison of intellectually delayed and primary reading disabled children on measures of intelligence and achievement

Abstract

Compared intellectually delayed and primary reading disabled children (N = 64) in respect to WISC-R Verbal-Performance IQ differences and subtest scores on the Woodcock Reading Mastery Tests. First, it was found that the two groups did not differ in respect to overall mean Verbal-Performance IQ differences or in the percentage of children who showed particular directional patterns. Second, the two groups demonstrated more similarities than differences on Woodcock subtest scores. The importance of these findings for the assessment of children's reading problems was discussed.