The relative roles of IQ and cognitive processes in reading disability |
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| Authors: | Juan E Jiménez Linda Siegel Isabel O’Shanahan Laurie Ford |
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| Institution: | 1. Psicología Evolutiva y de la Educación , Universidad La Laguna , La Laguna , Spain;2. Departament of Educational and Counselling Psychology, and Special Education , University of Bristish Columbia , Vancouver , British Columbia , Canada;3. ECPS , University of British Columbia , Vancouver , British Columbia , Canada;4. Departamento de Didácticas Específicas , Universidad La Laguna , La Laguna , Spain;5. Departament of Educational and Counselling Psychology, and Special Education , University of Bristish Columbia , Vancouver , British Columbia , Canada |
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| Abstract: | The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (<80, 80–90, 90–110, >110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading‐related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability. |
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| Keywords: | reading disability cognitive ability IQ instrument special needs |
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