The purpose of this study was to investigate the feasibility of creating a short form of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for use in a clinical setting with disabled readers. The subjects were 100 clients ages six to sixteen of the Belser-Parton Reading Center at the University of Alabama whose files contained scores for all ten subtests of the WISC-R, a Full Scale Intelligence Quotient (FSIQ), a Sucher-Allred Reading Placement Inventory, a St. Louis Spelling Test, and the Woodcock Reading Mastery Tests. Initially, the reading test scores and the FSIQ's were used to verify the existence of a reading disability in the subjects. A multiple-R calculation was performed using a program from the Statistical Package for the Social Sciences on the University's Univac 1100 computer to determine the extent of correlation between the scores on the WISC-R subtests and the FSIQ's. The Comprehension, Vocabulary, Object Assembly, and Arithmetic subtests correlated highly with the FSIQ's. Based on these results, it appears that this tetrad of subtests may constitute a valid short form of the WISC-R for use in a clinical setting with disabled readers. (Author)