This study examines the usefulness of the Wechsler Intelligence Scale for Children-Revised (WISC-R) in predicting the reading achievement of 74 disabled readers in grade 3 on the word recognition subtest of the Wide Range Achievement Test (WRAT). The WRAT word recognition subtest was used because previous research has demonstrated a high positive correlation between performance in reading isolated words and actual reading achievement in school. The results of three stepwise multiple regression analyses revealed that the Comprehension, Picture Completion, Similarities, Block Design, and Object Assembly subtests accounted for 36.92 percent of the variance associated with performance on the WRAT subtest. These findings are discussed relative to the identification of disabled readers with individual intelligence tests and their implications for future research in the differential diagnosis of reading disabilities. (Author/CTM)