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A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ
Rebecca H. Felton
Rebecca H. Felton, PhD, is research assistant professor in the Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine. She received her doctoral degree in child development and learning disabilities from the University of North Carolina at Greensboro. Her major research interests include language and attentional mechanisms in learning disabilities, as well as early identification and teaching methods for children at risk for learning disabilities. Address: Rebecca H. Felton, Section of Neuropsychology, Bowman Gray School of Medicine, Medical Center Blvd., Winston-Salem, NC 27157-1043.
Frank B. Wood
Frank B. Wood, PhD, is professor of neurology and section head of the Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine. He received his doctoral degree in psychology from Duke University. His major research interests include theoretical neuropsychology, learning disabilities, memory, and the neuropsychology of psychopathology.
This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword reading skills in 93 (64 male, 29 female) third-grade poor readers and 54 (37 male, 17 female) fifth-grade poor readers (with and without reading/IQ discrepancies) who were matched to 147 (81 male, 66 female) nondisabled first graders on word identification skills. Results showed third- and fifth-grade poor readers to be significantly more impaired than word-identification level match first graders on all measures on nonword reading. These findings were not related to the verbal IQ level within the poor reader groups and, thus, provide strong evidence for a deficit in nonword reading skills that is not explained by verbal intelligence.
Journal of Learning Disabilities, Vol. 25, No. 5,
318-326 (1992)
DOI: 10.1177/002221949202500506
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