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Peer reviewed Peer reviewed
ERIC Number: EJ608047
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Differentiating between Difficult-to-Remediate and Readily Remediated Poor Readers: More Evidence against the IQ-Achievement Discrepancy Definition of Reading Disability.
Vellutino, Frank R.; Scanlon, Donna M.; Lyon, G. Reid
Journal of Learning Disabilities, v33 n3 p223-38 May-Jun 2000
This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.) (Author/CR)
Descriptors: Classification, Clinical Diagnosis, Definitions, Elementary Secondary Education, Evaluation Methods, Intelligence Quotient, Learning Disabilities, Reading Difficulties, Student Evaluation
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A