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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