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ERIC Number: EJ823925
Record Type: Journal
Publication Date: 2009-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0144-3410
The Relative Roles of IQ and Cognitive Processes in Reading Disability
Jimenez, Juan E.; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie
Educational Psychology, v29 n1 p27-43 Jan 2009
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 (less than 80, 80-90, 90-110, greater than 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. (Contains 2 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain