TY  - JOUR
AU  - Jiménez, J.E.
AU  - Siegel, L.
AU  - O'Shanahan, I.
AU  - Ford, L.
T1  - The relative roles of IQ and cognitive processes in reading disability
LA  - eng
PY  - 2009
SP  - 27
EP  - 43
T2  - Educational Psychology
SN  - 0144-3410
VL  - 29
IS  - 1
AB  - 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 (80, 80-90, 90-110, 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.
DO  - 10.1080/01443410802459226
UR  - https://portalciencia.ull.es/documentos/5e3c357a29995246bbf5d5f8
DP  - Dialnet - Portal de la Investigación
ER  -