Muzyczka M J, Erickson M T
Percept Mot Skills. 1976 Oct;42(43):595-602. doi: 10.2466/pms.1976.43.2.595.
The WISC and Spache Reading Diagnostic Scales were administered to 119 third-grade children. Groups of reading disabled children were selected by three objective methods (Below Grade Level, Bond and Tinker, and the Erickson Z-score Discrepancy). The Below Grade Level and Bond and Tinker methods tended to identify the same children whose IQs and reading achievement scores were below average. The Z-score method identified children with IQs at or above the group average. Comparison of the poor readers with control groups matched for IQ and sex gave only minimal evidence for WISC subtest patterns as characteristic of poor readers.
对119名三年级儿童进行了韦氏儿童智力量表（WISC）和斯帕奇阅读诊断量表测试。通过三种客观方法（低于年级水平、邦德和廷克方法以及埃里克森Z分数差异法）挑选出阅读障碍儿童组。低于年级水平法和邦德与廷克方法倾向于识别出智商和阅读成绩分数低于平均水平的相同儿童。Z分数法识别出智商在或高于组平均水平的儿童。将阅读能力差的儿童与在智商和性别上匹配的对照组进行比较，仅得到了极少的证据表明韦氏儿童智力量表子测试模式是阅读能力差的儿童的特征。
