| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. | The Relative Roles of IQ and Cognitive Processes in Reading Disability |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. | Jimenez, Juan E.; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. | 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 |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. | Educational Psychology, v29 n1 p27-43 Jan 2009 |
More Info:
 Help Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward. More Info:
Help | Yes |
| Publisher:Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. | 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 |
| Publication Date:The date the document or article was published. | 2009-01-00 |
| Pages:The total number of pages including all front-matter. | 17 |
| Pub Types:The type of document (e.g., report) or publication medium. | Journal Articles; Reports - Research |
| Abstract:A brief narrative description of the journal article, document, or resource. | 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.) |
