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Table 2 Associations between reading and writing achievement, reading ability, and intellectual level

From: Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient: a prospective study

  Higher FSIQ Lower FSIQ
bReading score bWriting score bReading score bWriting score
Age -0.062 0.0487 -0.5489 -0.3495
WISC-IV: FSIQ 0.4111 0.2738 0.1119 -0.0403
WISC-IV: VCI 0.409 0.1648 0.2592 0.0204
WISC-IV: PRI 0.1948 0.1654 -0.1005 -0.1529
WISC-IV: WMI 0.3486 0.2891 0.3014 -0.062
WISC-IV: PRI 0.0385 0.0966 -0.3057 0.1872
Monomoraic syllables reading time -0.3678 -0.2421 0.0377 -0.0505
Words reading time -0.4608 -0.342 -0.122 -0.1127
Non-word reading time -0.482 -0.3133 0.1963 -0.0585
Single sentences reading time -0.2649 -0.1806 0.0891 -0.02
  Higher FSIQ Lower FSIQ
aFour-syllable word aFour-syllable non-word aFour-syllable word aFour-syllable non-word
Age -0.1152 -0.0965 -0.4493 -0.3183
WISC-IV: FSIQ -0.1951 -0.2504 0.102 0.0071
WISC-IV: VCI -0.1399 -0.2331 -0.0226 -0.0615
WISC-IV: PRI -0.1014 -0.0409 0.1585 0.1649
WISC-IV: WMI -0.1893 -0.1688 -0.068 -0.0411
WISC-IV: PRI -0.0478 -0.174 0.1472 -0.1063
  1. All values are Pearson's correlation coefficients (r)
  2. p < 0.05 is in bold
  3. WISC-IV Wechsler Intelligence Scale for Children, Fourth Edition, FSIQ full-scale intellectual quotient, VCI verbal comprehension index, PRI perceptual reasoning index, WMI working memory index, PSI processing speed index
  4. aReading times for each reading task
  5. bReading score and writing score from KABC-II