Wisc and Reading Achievement of Children Referred Back to the Regular Classroom or to a Special Education Class after Psychological Evaluation

Abstract

WISC and Wide Range Achievement Test reading patterns of 165 elementary school children referred back to the regular classroom, to classes for the educable mentally retarded, and to classes for the minimally brain-damaged after psychological evaluation were compared. Brain-injured children of both sexes did not differ significantly from their educable retarded counterparts on some of the WISC Performance subtests. On the other hand, brain-injured boys and girls did not differ from boys and girls returned to the regular classroom after evaluation on some WISC Verbal subtests. Children returned to the regular classroom were, on the average, reading at grade level on the WRAT. Brain-damaged and retarded children averaged well below grade level on the reading subtest of the WRAT.