Effects of Prolonged Reading Disability: A Preliminary Study

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Abstract
A comparison of rest data for 16 primary and 16 adolescent or preadolescent cases attending a reading clinic seemed to warrant the following conclusions. (1) Both primary and teenage groups revealed frustration and negative attitudes toward reading more frequently than did children in the middle grades. (2) There was no significant difference among three age groups on four WISC subtests: Similarities, Digit Span, Picture Arrangement, and Block Design. Adolescents with severe reading problems were significantly lower than young children in Information, Arithmetic, and Vocabulary. Older cases showed greater strength in verbal comprehension and less weakness in coding. (3) If remedial readers developed problems in personal and social adjustment, these were not revealed by extreme ranks on the group test. (4) Some factors such as distractability, which were identified in young clinical cases as probable causes for reading disability were observed rarely, or not at all, in teenage cases. Other factors, such as low self-esteem, were not observed in young children and may have developed as a result of the disability.

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