The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scor...
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| Veröffentlicht in: | Journal of learning disabilities 2003-01, Vol.36 (1), p.15-23 |
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| creator | Jimenez, Juan E. Siegel, Linda S. Rodrigo Lopez, Mercedes |
| description | This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children—Revised (< 80; 81—90; 91—109; 110—140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual—orthographic as opposed to phonological processing in English. |
| doi_str_mv | 10.1177/00222194030360010301 |
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A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children—Revised (< 80; 81—90; 91—109; 110—140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual—orthographic as opposed to phonological processing in English.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/00222194030360010301</identifier><identifier>PMID: 15490888</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Los Angeles, CA: Sage Publications</publisher><subject>Adolescent ; Canada ; Canada - epidemiology ; Categorization ; Child ; Children ; Cross-Cultural Comparison ; Cultural Differences ; Discrepancies ; Dyslexia - diagnosis ; Dyslexia - epidemiology ; Dyslexia - ethnology ; Elementary Education ; English language ; Female ; Foreign Countries ; Humans ; Intelligence ; Intelligence Quotient ; Intelligence tests ; Language ; Language Patterns ; Language Role ; Language Skills ; Learning disabilities ; Learning Disorders - ethnology ; Longitudinal Studies ; Male ; Orthographic processing ; Phonological processing ; Reading ; Reading Difficulties ; Reading disabilities ; Reading disabled children ; Severity of Illness Index ; Spain ; Spanish language ; Spanish Speaking ; Special education ; Spelling ; Task performance ; Verbal Ability ; Verbal Communication ; Vocabulary Development ; Wechsler Scales</subject><ispartof>Journal of learning disabilities, 2003-01, Vol.36 (1), p.15-23</ispartof><rights>Copyright PRO-ED Journals Jan/Feb 2003</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c455t-68ebbdb5fdaa8df152bfa12e2c05345a35df992359799582cc7e66434b69626b3</citedby><cites>FETCH-LOGICAL-c455t-68ebbdb5fdaa8df152bfa12e2c05345a35df992359799582cc7e66434b69626b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00222194030360010301$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00222194030360010301$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,777,781,4010,12827,21800,27904,27905,27906,30980,30981,43602,43603</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ660989$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/15490888$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Jimenez, Juan E.</creatorcontrib><creatorcontrib>Siegel, Linda S.</creatorcontrib><creatorcontrib>Rodrigo Lopez, Mercedes</creatorcontrib><title>The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children—Revised (< 80; 81—90; 91—109; 110—140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual—orthographic as opposed to phonological processing in English.</description><subject>Adolescent</subject><subject>Canada</subject><subject>Canada - epidemiology</subject><subject>Categorization</subject><subject>Child</subject><subject>Children</subject><subject>Cross-Cultural Comparison</subject><subject>Cultural Differences</subject><subject>Discrepancies</subject><subject>Dyslexia - diagnosis</subject><subject>Dyslexia - epidemiology</subject><subject>Dyslexia - ethnology</subject><subject>Elementary Education</subject><subject>English language</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Humans</subject><subject>Intelligence</subject><subject>Intelligence Quotient</subject><subject>Intelligence tests</subject><subject>Language</subject><subject>Language Patterns</subject><subject>Language Role</subject><subject>Language Skills</subject><subject>Learning disabilities</subject><subject>Learning Disorders - ethnology</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Orthographic processing</subject><subject>Phonological processing</subject><subject>Reading</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Reading disabled children</subject><subject>Severity of Illness Index</subject><subject>Spain</subject><subject>Spanish language</subject><subject>Spanish Speaking</subject><subject>Special education</subject><subject>Spelling</subject><subject>Task performance</subject><subject>Verbal Ability</subject><subject>Verbal Communication</subject><subject>Vocabulary Development</subject><subject>Wechsler Scales</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AVQMV</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>K50</sourceid><sourceid>M1D</sourceid><sourceid>M2O</sourceid><recordid>eNqF0U1v1DAQBmALgehS-AcVijhwC4w_xh9HWLZQVAlByzlyksmuS9ZJ46wQ_75edgUIIXry4X1mbOtl7IzDK86NeQ0ghOBOgQSpAXg--QO24ChtqYyFh2yxJ-XenLAnKd0AgBJGP2YnHJUDa-2CddcbKr5Q7-cwxLQJY_GW5u9Esbj4XPjY5sy3Ia6LdyH5OvRhDpSKEItVXPchbcqrkfy3PVj6mKWPP6euRh9zWiw3oW8nik_Zo873iZ4dz1P29Xx1vfxQXn56f7F8c1k2CnEutaW6bmvsWu9t23EUdee5INEASoVeYts5JyQ64xxa0TSGtFZS1dppoWt5yl4e9o7TcLujNFfbkBrqex9p2KXKImZv8V5oODptrbwXokHDFdoMX_wFb4bdFPNvq9yAEIBgMlIH1ExDShN11TiFrZ9-VByqfa3Vv2rNY8-Pu3f1ltrfQ8ceMzg7AJpC8ytefdQanHU55oc4-TX98a7_3XkHBdyyKQ</recordid><startdate>200301</startdate><enddate>200301</enddate><creator>Jimenez, Juan E.</creator><creator>Siegel, Linda S.</creator><creator>Rodrigo Lopez, Mercedes</creator><general>Sage Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>7T9</scope></search><sort><creationdate>200301</creationdate><title>The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children</title><author>Jimenez, Juan E. ; Siegel, Linda S. ; Rodrigo Lopez, Mercedes</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c455t-68ebbdb5fdaa8df152bfa12e2c05345a35df992359799582cc7e66434b69626b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Adolescent</topic><topic>Canada</topic><topic>Canada - epidemiology</topic><topic>Categorization</topic><topic>Child</topic><topic>Children</topic><topic>Cross-Cultural Comparison</topic><topic>Cultural Differences</topic><topic>Discrepancies</topic><topic>Dyslexia - diagnosis</topic><topic>Dyslexia - epidemiology</topic><topic>Dyslexia - ethnology</topic><topic>Elementary Education</topic><topic>English language</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Humans</topic><topic>Intelligence</topic><topic>Intelligence Quotient</topic><topic>Intelligence tests</topic><topic>Language</topic><topic>Language Patterns</topic><topic>Language Role</topic><topic>Language Skills</topic><topic>Learning disabilities</topic><topic>Learning Disorders - ethnology</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Orthographic processing</topic><topic>Phonological processing</topic><topic>Reading</topic><topic>Reading Difficulties</topic><topic>Reading disabilities</topic><topic>Reading disabled children</topic><topic>Severity of Illness Index</topic><topic>Spain</topic><topic>Spanish language</topic><topic>Spanish Speaking</topic><topic>Special education</topic><topic>Spelling</topic><topic>Task performance</topic><topic>Verbal Ability</topic><topic>Verbal Communication</topic><topic>Vocabulary Development</topic><topic>Wechsler Scales</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jimenez, Juan E.</creatorcontrib><creatorcontrib>Siegel, Linda S.</creatorcontrib><creatorcontrib>Rodrigo Lopez, Mercedes</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Public Health Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>Art, Design & Architecture Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>ProQuest One Literature - 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A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children—Revised (< 80; 81—90; 91—109; 110—140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual—orthographic as opposed to phonological processing in English.</abstract><cop>Los Angeles, CA</cop><pub>Sage Publications</pub><pmid>15490888</pmid><doi>10.1177/00222194030360010301</doi><tpages>9</tpages></addata></record> |
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| subjects | Adolescent Canada Canada - epidemiology Categorization Child Children Cross-Cultural Comparison Cultural Differences Discrepancies Dyslexia - diagnosis Dyslexia - epidemiology Dyslexia - ethnology Elementary Education English language Female Foreign Countries Humans Intelligence Intelligence Quotient Intelligence tests Language Language Patterns Language Role Language Skills Learning disabilities Learning Disorders - ethnology Longitudinal Studies Male Orthographic processing Phonological processing Reading Reading Difficulties Reading disabilities Reading disabled children Severity of Illness Index Spain Spanish language Spanish Speaking Special education Spelling Task performance Verbal Ability Verbal Communication Vocabulary Development Wechsler Scales |
| title | The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children |
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