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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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Peer reviewed Peer reviewed
ERIC Number: EJ608047
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
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
Identifiers: N/A