Reading Proficiency and Intelligence Scores, Verbal and Nonverbal

Abstract

The purpose of this investigation was to de termine, for a particular set of conditions, some relationships among reading proficiency, verbal and nonverbal intelligence scores. The tests used in the analyses were the Lorge-Thorndike Intelligence Tests, the Pressey Reading Rate and Comprehension tests, and the Iowa Tests of Basic Skills. The Lorge-Thorndike verbal test is a reading test in the sense that it involves reading. The stu dent must read in order to take the test. The non verbal test does not involve reading in anyway. The Pressey reading test provides ostensibly independ ent rate and comprehension scores. The rate score is determined by the amount read (of 2500word I article) within the first five minutes of reading time. After marking his place when time is called the stu dent finishes the reading of the article, following which he takes an untimed comprehension test with out further recourse to the article. The Iowa Tests of Basic Skills are achievement tests in the basic school subjects. These tests were administered to 800 ninth grade pupils, comprising the entire ninth grade enroll ment, in 10 public schools in Northeastern Iowa. The mean Lorge-Thorndike verbal IQ (Form A, Level 4) for this sample was 108.22. The mean nonverbal IQ was 108.12. The respective SD>s were 14. 80 and 14.21 IQ points.