A comparison of wisc sub-test scores of pre-adolescent successful and unsuccessful readers

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Abstract
Using a sample of 177 successful readers and 116 backward readers of average age about 12 1/2 years, a comparison was made between their scores on eleven of the sub‐tests of the WISC. The method used was analysis of covariance, adjusting for scores on the Verbal Intelligence Scale, Performance Intelligence Scale and Full Intelligence Scale respectively. When adjustment was made for difference in Verbal IQ or Full Scale IQ, the retarded reading group scored significantly lower than the succeeding group on Information, Vocabulary, Arithmetic, Digit Span and Coding sub‐tests, while the retarded group scored significantly higher on the Picture Completion sub‐test. When adjustment was made for difference in Performance IQ, the retarded reading group scored significantly lower than the succeeding group on all Verbal sub‐tests. While the Information, Vocabulary and Arithmetic sub‐tests correlated significantly with both Full Scale IQ and Verbal Scale IQ for each of the two groups, neither Digit Span nor Coding had a significant correlation with any IQ for either of the two groups.

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