Abstract
The study tried to establish the role of non-verbal IQ tasks to screen the children for reading
deficits including dyslexia at initial stages of their schooling. The participants of the study were 66 children
screened from a bigger sample of a prior study (Farukh & Vulchanova, 2014). The participants were 9 years
old, and studying in public and private sector schools of a developing district in Punjab, Pakistan. They were
tested on 7 standard IQ tasks (WISC III & Raven’s matrices). No significant difference on IQ scores was
observed between the reading deficit group and the control group except the digit coding task. High Socioeconomic status (SES) and better educational opportunities were shown to act as a positive factor for better
performance on IQ tasks.
Ammara Farukh, Syed Shujaat Ali, Muhammad Shahid. (2020) The Role of Nonverbal IQ in Screening Batteries for Reading Deficits, Journal of Education & Social Sciences, Volume 8, Issue-2.
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