Linked Life Data

1431539

Source:http://linkedlifedata.com/resource/pubmed/id/1431539

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
9
pubmed:dateCreated
1992-12-4
pubmed:abstractText
This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
C
pubmed:status
MEDLINE
pubmed:month
Nov
pubmed:issn
0022-2194
pubmed:author
pubmed:issnType
Print
pubmed:volume
25
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
555-61, 573
pubmed:dateRevised
2009-11-11
pubmed:meshHeading
pubmed:year
1992
pubmed:articleTitle
The validity of discrepancy-based definitions of reading disabilities.
pubmed:affiliation
Department of Pediatrics, University of Texas Medical School, Houston 77030.
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, P.H.S.