A year ago a child was brought to the present writer for mental examination, because he could read newspapers fluently at the age of 4 years. Upon being measured for speed and accuracy in oral reading, he fell at the 10-year norms (fifth grade). An IQ of over 200 would be inferred from this, assuming the ability in mechanics of reading to be in no way special. As a matter of fact, IQ fell at 142. Scores for comprehension of reading fell at 7 years (second grade norms), corresponding with general intelligence. Upon retests this year, the scores were as follows: mechanics of reading English (speed and accuracy), fifth grade norm; comprehension in reading, high third grade norm; mental age, 8 years 6 months; IQ 147. This child’s ability to read is special, though general ability in mental work is very superior, too. These are all cases of generally gifted children, where mastery in the mechanics of reading is, however, in each case much beyond performance in other respects. Cases where test scores have been presented to show special discrepancies in reading, in children of very inferior IQ, have been reported by White, in collaboration with Poull, from the psychological laboratory of the institution for feeble-minded children, in New York City. The children in the school who could read were canvassed, and those who could not read were similarly canvassed, until two groups of five each were selected, all members being above six years mental age, where reading can typically be learned. The two groups compared as follows in age, general ability, and schooling. M. A. IQ Age Years at School Reading Group 6—8 69 9—8 2.2 Non-reading „ 7—10 68 11—8 4.8 It is thus seen that the non-readers have every advantage, being one year higher in mental level, having had a double amount of schooling, and being of the same IQ[12] as the readers. The investigators then had before them two groups of generally inferior children, of which the members of one had ability to learn reading, not possessed by members of the other. Tests based on investigations of the psychology of reading were then given. These were for auditory and visual acuity, ability to perceive and reproduce articulate sounds, ability to cross out A’s and to check numbers, to attend to several impressions instantly, and to associate numbers and other symbols through the eye and through the ear. No significant differences in group scores were found, except in the last tests mentioned—those of forming associations between symbols. Here the readers made reliably higher scores than did the non-readers.