Developmental Cognitive Neuroscience Laboratory: Faculty Publications
Accessibility Remediation
If you are unable to use this item in its current form due to accessibility barriers, you may request remediation through our remediation request form.
Document Type
Article
Date of this Version
November 1989
Abstract
Investigated specificity in reading disability by comparing 2 approaches to defining and selecting children with reading disabilities. One approach defined reading disability according to cutoff scores representing appropriate levels of intelligence and reading deficiency, whereas the other approach adjusted these scores for their intercorrelation through regression procedures. Results reveal differences in which of 1,069 children (aged 9-14 yrs) were identified as reading disabled, depending on the definition used. However, differences in neuropsychological performance between Ss whose reading scores were discrepant or not discrepant with their IQ scores were small and nonspecific for both definitions.