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The Role of IQ in the Diagnosis of Reading Disorders: The Quest for a Subtype Based on Aptitude/Achievement Discrepancy

  • Chapter
Perspectives on the Classification of Specific Developmental Disorders

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 13))

Abstract

In the history of the reading field, the quest to identify subtypes of reading disability has been as enticing as it has been futile. There is enormous face validity to the idea that poor readers differ among themselves in the way they have become poor readers and in the cognitive underpinnings of their disability. Yet the field has failed to progress beyond step one in defining separable groups of disabled readers — that is, subgroups who are behaviourally, genetically, and physiologically different from other poor readers.

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Authors
  1. Keith E. Stanovich
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  2. Linda S. Siegel
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Editors and Affiliations

  1. Dept. of Educational Sciences, Utrecht University, P.O. Box 80140, 3508 TC, Utrecht, The Netherlands

    Jan Rispens

  2. Netherlands Institute of Care and Welfare, P.O. Box 19152, 3501 DD, Utrecht, The Netherlands

    Tom A. van Yperen

  3. University of London, UK

    William Yule

  4. Dept. of Child and Adolescent Psychiatry, Institute of Psychiatry, De Crespigny Park, SE5 8AF, London, UK

    William Yule

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Stanovich, K.E., Siegel, L.S. (1998). The Role of IQ in the Diagnosis of Reading Disorders: The Quest for a Subtype Based on Aptitude/Achievement Discrepancy. In: Rispens, J., van Yperen, T.A., Yule, W. (eds) Perspectives on the Classification of Specific Developmental Disorders. Neuropsychology and Cognition, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2581-1_6

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