title: [Can successful reading acquirements be predicted?].
abstract: BACKGROUND
  This research aims to register predictive tests of reading by way of a first intention test usually proposed in children with school difficulties: the WISC-R.
  
  
  METHODS
  Thirty-one children aged from 3.9 to 8.3 years, consulting in a psychiatry service for school difficulties, were tested twice. Twenty-one children aged less than 5.9 years (age for beginning to read), consulting for anticipated schooling, were also included in the study. These fifty-two children passed twice WISC-R for the elder and WPPSI for those who were younger.
  
  
  RESULTS
  Three subtests, similitude test, understanding test and test of Kohs 'blocks seemed to be good predictive markers of ability to read. Predictive score for fiability with these three tests was 87%.
  
  
  CONCLUSIONS
  These tests that bring the ability of generalizing into question, as reality and space adjustment, show well the necessary qualities for a child who must begin to read.
authors.affiliation: Service de pédopsychiatrie, hôpital Sainte-Marguerite, Marseille, France.
authors.forename: N
authors.initials: N
authors.lastname: Catheline-Antipoff
authors.forename: M
authors.initials: M
authors.lastname: Battista
authors.forename: A
authors.initials: A
authors.lastname: Vernazza
mesh_terms: D002648:Child; D006801:Humans; D007858:Learning; D007859:Learning Disabilities / Q000523:psychology; D011932:Reading; D014888:Wechsler Scales
vernacular_title: Peut-on prédire la réussite de l'apprentissage de la lecture?