Memory-for-Designs,Bender-Gestalt,Trail Making Test,and Wisc-R Performance of Retarded and Adequate Readers

Abstract

12 reading-disabled and 12 nondisabled boys, of average intellectual ability, in Grades 3 to 6 were compared on the Memory-For-Designs, Bender-Gestalt, Trail Making Test, and the 11 WISC-R subtests. Analysis of covariance showed that the reading groups were not significantly different on the Memory-For-Designs, the Bender-Gestalt, or Trail Making Test Part A, but that disabled readers scored significantly worse on Trail Making Test Part B and A + B (ps < .005). Chi-square analyses of ratings for perceptual dysfunction of the two groups on these three tests similarly showed that only Trail Making Part B and A + B differentiated between the groups in the predicted direction (ps < .05). Analysis of variance of the WISC-R subtests for the two groups showed significantly lower performance by disabled than nondisabled readers on all verbal subtests but only on Coding among the performance subtests (ps < .05). Within group comparisons showed a cluster of three significantly low subtests (Arithmetic, Digit Span, and Coding) for the retarded readers. Rather than having perceptual dysfunction, the retarded readers displayed short-term memory deficits and difficulties in utilizing encoded information to guide sequential motor responses.