Forty children identified as having dyslexia/ specific reading disability (RD) on the basis of Wiscly IQ and WRAT-R standard scores were studied on a battery of reading and spelling tests. Spelling, discourse reading, and comprehension were found to be robustly correlated with word list reading and to form a single factor. This finding implies that extensive testing is not necessary for identification of dyslexia. Two easily administered tests, one of phonological sensitivity (Bradley, 1984) and another of nonsense word decoding skill, served well to identify those children who were dysphonetic (A = 28). Disabled readers who were not dysphonetic (A = 12) were older and had higher verbal IQs than those who were.
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