WISC-R scores were examined for 25 normal readers and 25 dyslexic readers, with particular emphasis on the groups' performance on the Coding subtest. Subjects were also administered a series of experimental tasks assessing writing speed, copying speed, and recognition memory for the number/symbol associates of the Coding subtest. Dyslexics performed significantly more poorly than the normal readers on the Coding subtest and the writing speed task but showed no evidence of impaired memory for the number/symbol associates. These results are discussed in terms of their implication for profile analysis in general and in terms of their contribution to understanding the significance of the low Coding scores frequently observed among dyslexic readers.
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