Are IQ Scores Valid for Children Who Are Poor Readers
01 Dec 1993-Psychological Assessment (American Psychological Association)-Vol. 5, Iss: 4, pp 400-407
TL;DR: This article evaluated whether the external validity of IQ scores was moderated by reading levels within 2 separate samples of referred children, and found that IQ scores had expected correlations with external measures of verbal, visual-spatial, short-term memory, and arithmetic ability, and these relations were invariant across levels of reading skill.
Abstract: Remedial services for children with reading problems are often allocated according to discrepancies between reading and IQ scores. Results of some recent research suggest, however, that IQ scores of poor readers do not covary with their levels of functioning in other cognitive domains. This study evaluated whether the external validity of IQ scores (from the Wechsler Intelligence Scale for Children—Revised) was moderated by reading levels within 2 separate samples of referred children. We found that IQ scores had expected correlations with external measures of verbal, visual-spatial, short-term memory, and arithmetic ability, and that these relations were invariant across levels of reading skill. Many school-age children have reading difficulties, but only some may be classified as reading disabled, which indicates a discrepancy between specific reading proficiency and general cognitive ability. Children so classified may be eligible for general learning disability services or for more specialized programs for the reading disabled. Poor readers who do not meet ability-achievement discrepancy definitions of reading disability may receive other remedial services but, in some instances, may receive none at all. For example, poor readers with IQ scores in the borderline range (e.g., 70-79 on Wechsler scales) may be ineligible for special education services because they are considered to be "slow learners." Poor readers with even lower IQ scores (e.g., 60-69), however, may be eligible for placement in classrooms for the educable mentally impaired, where they may at least receive more individual attention than "slow learners" who remain in regular classrooms. Considering the implications for children's educational careers, it is crucial to demonstrate the validity of allocating special education resources on the basis of discrepancies between reading and general ability levels. There have been two types of criticisms about this method of allocation, however, the second of which provides the main focus of this study. First, as with the broader notion of learning disability, there are numerous conceptual and statistical problems with the operational definition of "significant" ability-reading discrepancies (e.g., see Kamphaus, Frick, & Lahey, 1991; Reynolds, 1984-1985). Second, there has been much debate about whether IQ tests provide valid estimates of general cognitive capacity for children with reading problems. For example, some researchers have argued that poor readers may obtain artificially low IQ scores because
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TL;DR: In this paper, a cross-lagged panel analysis of WISC-III and achievement test scores of 289 students assessed for special education eligibility with a test-retest interval of 2.8 years was conducted.
179 citations
TL;DR: In this paper, an alternative assessment model for the evaluation of children with reading problems is proposed based on lessons learned from the Kaufman Assessment Battery for Children (K-ABC) and their implications for future directions are identified.
Abstract: When the Kaufman Assessment Battery for Children (K-ABC ; A. S. Kaufman & N. L. Kaufman, 1983a, 1983b) was published just over 10 years ago, it had many unique features, including its information processing model and specific recommendations for educational remediation. Although the test has received much attention because of these characteristics, the K-ABC has also been the subject of much controversy. Through consideration of some of these arguments, lessons that researchers in the field of child assessment may learn from the K-ABC and their implications for future directions are identified. Based in part on lessons learned from the K-ABC, an alternative assessment model for the evaluation of children with reading problems is proposed at the end of this article.
20 citations
01 Jan 1998
TL;DR: In this paper, the authors present a list of tables, figures and figures for each of the following categories: Table 1, Table 2, Table 3, Table 4, Table 5, Table 6
Abstract: ....................................................................................................................... iii List of Tables .............................................................................................................. viii List of Figures ................................................................................................................ x Chapter
7 citations
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01 Jan 1964
TL;DR: Some comments on the association of oral sepsis with osteoarthritis and on the reasons for buccal perforation of apical abscesses are debatable.
Abstract: the mouth in the region of the first molars. Extreme attrition and dislocation-more noticeable in lower molarsled to a high incidence of pulp exposure and apical disease, causing marked disorganization of the dental arches. The repetition engendered by the author's style makes the paper somewhat long. The positive radiographs and some of the photographs lack clarity, figure 63, for example, being impossible to interpret. Again, some comments on the association of oral sepsis with osteoarthritis (page 147) and on the reasons for buccal perforation of apical abscesses (page 145) are debatable.
725 citations
TL;DR: The logic and empirical data supporting the proposition that intelligence tests are not necessary for the definition of a learning disability were examined and empirical evidence was presented that poor readers at a variety of IQ levels show similar reading, spelling, language, and memory deficits.
Abstract: The purpose of this article was to examine the logic and the empirical data supporting the proposition that intelligence tests are not necessary for the definition of a learning disability. Four assumptions of the use of IQ test scores in the definition of learning disabilities were examined. These assumptions were (a) IQ tests measure intelligence; (b) intelligence and achievement are independent, and the presence of a learning disability will not affect IQ scores; (c) IQ scores predict reading, and children with low IQ scores should be poor readers; and (d) reading disabled children with different IQ scores have different cognitive processes and information skills. It was argued that IQ scores measure factual knowledge, expressive language abilities, and short-term memory, among other skills, and that because children with learning disabilities have deficits in these areas, their scores may be spuriously low. It was also shown that some children with low IQ scores can be good readers, indicating that low IQ scores do not necessarily result in poor reading. Empirical evidence was presented that poor readers at a variety of IQ levels show similar reading, spelling, language, and memory deficits. On logical and empirical grounds, IQ test scores are not necessary for the definition of learning disabilities.
643 citations