The Wisc Subtest Syndrome for Disabled Readers

Abstract

WISC subtest patterns of 101 underachieving and 56 achieving fourth grade readers were determined and the results were contrasted with those from 20 previously published studies. The evidence indicates that the low information, arithmetic, and coding subtest pattern is characteristic of groups of disabled readers but not of individuals and that significantly high performance IQs are characteristic of about 20% of underachieves. The suggestion is made that research be directed toward discovering the possible significance of low subtest scores rather than toward pattern identification.