| Abstract | The subjects in this experiment were 36 second-grade children who attended the public schools in Mansfield, Connecticut. An initial pretest group was selected on the basis of the children’s Total Reading Score on the Stanford Achievement Tests, which had been administered earlier in the same school year. Candidates for the good reading group had received grade scores of from 3.1 to 5.0, whereas candidates for the poor reading group had received scores of 1.5 to 2.4. Final selection of 18 good readers and 18 poor readers was made on the basis of scores on the Word Recognition Subtest of the Wide Range Achievement Test (WRAT0 (Jastkak, Bijou and Jastak, 1965). Children selected as good readers had WRAT reading grade equivalents ranging from 3.1 to 5.0, with a mean score of 4.0; children selected for the poor reading group received grade equivalents from 1.5 to 2.4, with a mean score of 2.1.
Mean ages for good and poor readers were 94.0 months and 94.2 months, respectively, and were not significantly different. Individual administration of the WISC-R revealed good readers to have a mean Full Scale IQ of 113.6, with mean Verbal and Performance IQ’s of 112.1 and 112.9, respectively. Poor readers received a mean Full Scale IQ of 107.7, with Verbal and Performance IQ’s of 104.9 and 109.1, respectively. There were no significant differences between good and poor readers on any of the IQ measures. |
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