Literaturnachweis - Detailanzeige
| Autor/inn/en | Jimenez, Juan E.; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie |
|---|---|
| Titel | The Relative Roles of IQ and Cognitive Processes in Reading Disability |
| Quelle | In: Educational Psychology, 29 (2009) 1, S.27-43 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| Schlagwörter | Reading Difficulties; Intelligence Quotient; Cognitive Processes; Role; Reading Skills; Foreign Countries; Scores; Disabilities; Comparative Analysis; Memory; Measures (Individuals); Culture Fair Tests; Cognitive Ability; Intelligence Tests; Elementary School Students; Statistical Analysis; Spain |
| Abstract | 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.) (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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