A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…

This comparison of regression discrepancy model results for learning disability identification used published IQ-achievement and reliability coefficients and generic, mean values. Use of mean IQ-achievement values resulted in higher discrepancy rates for a clinical sample. Use of both mean IQ-achievement and reliability values resulted in higher…

Comparisons of Wechsler Intelligence Scale for Children-Revised scores, for 24 children with learning disabilities demonstrating a low verbal, high performance intelligence quotient (IQ) discrepancy and 33 slow learning children having uniformly low verbal and performance IQs, revealed few cognitive differences beyond the Performance Scale…

Word recognition data from identical and fraternal twins and siblings (N=172) indicated that the phonological coding deficit of children with reading disabilities was highly heritable. Orthographic coding was not significantly heritable. Poor readers with low IQs were superior to similar reading but average IQ readers in phonological coding.…

The Regression Discrepancy Model, intended to increase accuracy in assessing severe discrepancy between IQ and achievement scores in students with learning disabilities, is examined. The model's initial equation is shown to produce results which bias the detection of severe discrepancy at lower IQ levels. Methods to minimize or remove this bias…

Comparison of Wechsler Intelligence Scale for Children (WISC)-Revised and WISC III IQs for 64 students with specific learning disabilities and 55 students with mental retardation (MR) found that correlations were lower than those reported in the WISC-III manual. Only Performance IQs for students with MR matched the correlations reported in the…

Use of the discrepancy approach in defining learning disabilities is challenged, as intelligence tests do not measure potential, are not independent from what is measured by achievement tests, and are not powerful predictors of low reading performance. Use of intelligence tests in analysis, identification, and definition of learning disabilities…

In commenting on Linda Siegel's argument (in EC221505) that Intelligence Quotient is not causally related to reading difficulties, this paper argues that Intelligence Quotient is relevant to the definition of reading disabilities but that present knowledge may not justify its use in the selection of children for special services. (JDD)

This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…

A longitudinal investigation was conducted on the development of conservation skills in learning disabled (LD) children. During each of 3 years, six measures of conservation from the Concept Assessment Kit (space, number, substance, weight, continuous quantity, and discontinuous quantity) were administered to 31 newly identified LD students and 33…

The position that intelligence and achievement are essentially different measures of the same construct has often been referred to as a "jangle fallacy." Such a position challenges the present practice of placing children in learning disabilities programs based on a discrepancy between Intelligence Quotient (IQ) and achievement. This…

This study examined the concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test (K-BIT) with 75 elementary and middle school students with learning disabilities, who had been referred for triennial multidisciplinary re-evaluations. High and significant correlations were found between the K-BIT and the Wechsler…

This response to a paper by Linda Siegel (EC221505) discusses research on the relationship between social skills and Intelligence Quotient or academic performance. The research indicates that it is erroneous to assume that Intelligence Quotient or academic achievement account for the social problems of children with learning disabilities. (JDD)

Results of the comparison of metacomponential functioning and knowledge acquisition of adults with either mild mental retardation or learning disabilities found that (1) knowledge base is the best predictor of metacomponential skill, (2) metacomponential orchestration differentiates the two groups, and (3) IQ mediates metacognition, but does not…

Analyzed intelligence and achievement test scores for 100 learning disabled boys to investigate the Wechsler Intelligence Scale for Children (Revised) as a predictor of Woodcock Johnson reading, mathematics, and written language scores. WISC-R performance IQ predicted the greatest variance. (JAC)