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A comparison of intellectually delayed and primary reading disabled children on measures of intelligence and achievement
Author(s) -
Bloom Allan,
Wagner Marcella,
Reskin Larry,
Bergman Anna
Publication year - 1980
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198007)36:3<788::aid-jclp2270360335>3.0.co;2-#
Subject(s) - psychology , woodcock , developmental psychology , reading (process) , intelligence quotient , verbal reasoning , reading disability , cognition , dyslexia , psychiatry , ecology , biology , political science , law
Compared intellectually delayed and primary reading disable 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.