The Validity of Discrepancy-Based Definitions of Reading Disabilities

This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of se...

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Bibliographic Details
Published inJournal of learning disabilities Vol. 25; no. 9; p. 555
Main Author Fletcher, Jack M
Format Journal Article
LanguageEnglish
Published United States 01.11.1992
Subjects
Academic Achievement
Achievement
Adolescent
Child
Definitions
Discrepancy Model
Dyslexia - classification
Dyslexia - diagnosis
Dyslexia - psychology
Educational Diagnosis
Elementary Secondary Education
Eligibility
Evaluation Methods
Female
Handicap Identification
Humans
Intelligence
Intelligence Quotient
Learning Disabilities
Male
Neuropsychological Tests
Phonetics
Reading Difficulties
Speech Perception
Test Validity
Validity
Wechsler Scales
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Summary:This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores. (Author/JDD)
ISSN:0022-2194
DOI:10.1177/002221949202500903