The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish children

Journal of Learning Disabilities

Volumn 36, Issue 1, 2003, Pages 15-23

  Jiménez, Juan E ^a   Siegel, Linda S ^b   López, Mercedes Rodrigo ^b  

^a UNIVERSIDAD DE LA LAGUNA   (Spain)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037251957     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/00222194030360010301     Document Type: Article

References (40)

1. Arnold, L. E., Barneby, N., McNamus, J., Smeltzer, D. J., Conrad, A., Winer, G., et al. (1977). Prevention by specific perceptual remediation for vulnerable first-graders. Archives of General Psychiatry, 34, 1279-1294.
2. Backman, J., Brück, M., Herbert, M., & Seidenberg, M. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology, 38, 114-133.
3. Baluch, B., & Besner, D. (1991). Visual word recognition: Evidence for strategic control of lexical and nonlexical routines in oral reading. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 644-652.
4. Bishop, D. V. M., & Butterworth, G. E. (1980). Verbal-performance discrepancies: Relationship to birth risk and specific reading retardation. Cortex, 16, 375-389.
5. Bryson, S. E., & Werker, J. F. (1989). Toward understanding the problems in severely disabled readers: Part I. Vowel errors. Applied Psycholinguistics, 10, 1-12.
6. Cuetos, F. (1989). Lectura y escritura de palabras a través de la ruta fonológica [reading and spelling using a phonological route]. Infancia y Aprendizaje, 45, 71-84.
7. Das, J. P., Mensink, D., & Mishra, R. K. (1990). Cognitive processes separating good and poor readers when IQ is covaried. Learning and Individual Differences, 2, 423-436.
8. Foltz, G. S., & Poltrock, S. E. (Eds.). (1987). All purpose tester, PC version (APT PC). An experiment development system, (Available from Gregory Foltz and Steven Poltrock).
9. Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multidimensional comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
10. Goldman, R., Fristoe, M., & Woodcock, R. W. (1974). GFW Sound-symbol tests. Circle Pines, MN: American Guidance Service.
11. Graham, S. A., & Kline, R. B. (1991). IQ differences among poor readers: Do they matter? Unpublished manuscript, Concordia University, Montreal, Quebec.
12. Humphries, T., & Bone, J. (1993). Use of IQ criteria for evaluating the uniqueness of the learning disability profile. Journal of Learning Disabilities, 5, 348-351.
13. Jastak, J., & Jastak, S. (1978). The wide range achievement test. Wilmington, DE: Jastak.
14. Jiménez, J. E., & Rodrigo, M. (1994). Is it true that the differences in reading performance between students with and without LD cannot be explained by IQ? Journal of Learning Disabilities, 27, 155-163.
15. Johnston, R. S., Rugg, M. D., & Scott, T. (1987). The influence of phonology on good and poor readers when reading for meaning. Journal of Memory and Language, 26, 57-68.
16. Johnston, R. S., Rugg, M. D., & Scott, T. (1988). Pseudohomophone effects in 8 and 11 year old good and poor readers. Journal of Research in Reading, 11, 110-132.
17. Morais, J. (1995). Do orthographic and phonological peculiarities of alphabetically written languages influence the course of literacy acquisition? Reading and Writing: An Interdisciplinary Journal, 7, 1-7.
18. Perfetti, C. A., Bell, L. C, & Delaney, S. M. (1988). Automatic (prelexical) phonetic activation in silent word reading: Evidence from backward masking. Journal of Memory and Language, 27, 59-70.
19. Rodrigo, M., & Jiménez, J. E. (2000). IQ vs. phonological decoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12, 129-142
20. Sebastián, N. (1991). Reading by analogy in a shallow orthography. Journal of Experimental Psychology: Human Perception and Performance, 17, 471-477.
21. Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition, 19, 1-30.
22. Share, D. L., Jorm, A. F., Matthews, R., & McLean, R. (1988). Lexical decision and naming times of young disabled readers with function and content words. Australian Journal of Psychology, 40, 11-18.
23. Share, D. L., Jorm, A. P., McGee, R., Silva, P.A., McLean, R., Matthews, R., et al. (1987). Dyslexia and other myths. Unpublished manuscript, University of Otago Medical School, Dunedin, New Zealand.
24. Share, D. L., & Silva, P. A. (1987). Language deficits and specific reading retardation: Cause or effect? British Journal of Disorders of Communication, 22, 219-226.
25. Siegel, L. S. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of reading disability. Canadian journal of Psychology, 42, 201-215.
26. Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-478.
27. Siegel, L. S. (1990). IQ and learning disabilities: R.I.P. In H. L. Swanson & B. Keogh (Eds.), Learning disabilities: Theoretical and research issues (pp. 111-128). Hillsdale, NJ: Erlbaum.
28. Siegel, L. S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25, 618-629.
29. Siegel, L. S., & Faux, D. (1989). Acquisition of certain grapheme-phoneme correspondences in normally achieving disabled readers. Reading and Writing: An Interdisciplinary Journal, 1, 37-52.
30. Siegel, L. S., & Himel, N. (in press). Socioeconomic status, age and the classification of dyslexies and poor readers: The dangers of using IQ scores in the definition of reading disability. Dyslexia.
31. Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical sensitivity, phonological, and short term memory skills in normally achieving and subtypes of learning disabled children. Developmental Psychology, 24, 28-37.
32. Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319-344.
33. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
34. Toro, J., & Cervera, M. (1980). Test de anǎlisis de lectoescritura [Reading and spelling test]. Madrid: Aprendizaje Visor.
35. Valtin, R. (1978-1979). Dyslexia: Deficit in reading or deficit in research? Reading Research Quarterly, 14, 201-221.
36. Venezky, R. L. (1970). The structure of English orthography. The Hague: Mouton.
37. Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. San Antonio, TX: Psychological Corp.
38. Wechsler, D. (1989). Escala de inteligencia de Wechsler para niños [Wechsler intelligence scale for children]. Madrid: TEA.
39. Werker, J. F., Bryson, S. E., & Wassenberg, K. (1989). Toward understanding the problem in severely disabled readers. Part II: Consonant errors. Applied Psycholinguistics, 10, 13-30.
40. Woodcock, R. W. (1973). Woodcock reading mastery test. Circle Pines, MN: American Guidance Service.