WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patricia A. Santoro (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Marilyn Erickson

Abstract: Ninety-nine third grade children were administered the Slosson Intelligence Test and the Slosson Oral Reading Test. Fifteen percent of those children with the largest discrepancies between the z-score for reading achievement and the z-score for I.Q. were designated as the reading disabled group. Control children matched for sex, I.Q. score, and race were selected from the remaining students. Both groups of children were given the WISC and VMI. Results of univariate analyses revealed significantly better scores for the control group on the Information, Arithmetic, and Picture Arrangement subtests. Teachers of the reading disabled and control children completed a checklist of behavioral and academic problems and deficits for each child. Univariate analyses revealed that reading disabled children were reported to have more problems related to academic performance. Teachers reported reading disabled children to have more difficulties with reading, writing and arithmetic, telling time, retaining information, substituting words, reading slowly, learning the sounds of letters, and letter reversals. The results of the present study suggest that reading disabled children have specific deficiencies in cognitive functioning and classroom academic behaviors. No differences were found between the groups for the VMI or non-academic behavior problems.

Additional Information

Language: English
Date: 1974
Reading disability
Learning disabled children

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