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Abstract

Teachers were asked to select control children of comparable general ability to dyslexic children in their classes and differences between these two groups were examined. Manual Expression from the Illinois Test of Psycholinguistic Ability, Picture Completion, and Block Design from the WISC-R did not differ across groups. Picture Arrangement and Object Assembly from WISC-R showed differences between migrants and Australians but not between dyslexics and controls. Peabody Picture Vocabulary Test and Comprehension from WISC-R showed differences for both the migrancy and dyslexia variables. Cattell Culture-fair, Visual Association from the Illinois Test of Psycholinguistic Ability, and Mazes from WISC-R showed differences only between 45 dyslexics and 53 controls. The difficulty in determining the appropriateness of specific tests to determine specific learning disability is discussed.

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Selecting Intelligence Tests for Studies of Dyslexic Children

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