The influence of reading ability on intelligence measures.

Durrell, Donald D.

doi:10.1037/h0069978

Cited by 13 publications

(4 citation statements)

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“…And, although a number of studies have reported higher correlations between intelligence and reading achievement when the participants were older children and adults (Allen, 1944;Bond & Fay, 1950;Durrell, 1933;Ladd, 1933;Lennon, 1950), Malmquist (1960) and others (Bond & Fay,1950;Durrell, 1933;Ladd, 1933) have made note of the fact that the intelligence tests used in these studies typically had high verbal content and / or entailed reading ability. Such findings suggest that observed correlations between tests of reading achievement and tests of intelligence may often be an artifact of shared variance contributed by language-based abilities underlying performance on both sets of measures.…”

Section: Contraindications Tomentioning

confidence: 99%

Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers

2000

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In this article we discuss research bearing on the traditional use of the IQ-achievement discrepancy to define specific reading disability. We initially review the evidence presented by Rutter and Yule (1975) in support of this practice, and then discuss results from subsequent studies that have questioned the reliability of their findings. We also discuss results from more recent studies demonstrating that the IQ-achievement discrepancy does not reliably distinguish poor from normal readers, whereas language-based measures do reliably distinguish these groups. We highlight results from a study we recently completed, in which it was found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. In view of the convergent evidence against the use of IQ scores to define specific reading disability, we suggest that the IQ-achievement discrepancy definition of this disorder be discarded.

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Section: Contraindications Tomentioning

confidence: 99%

Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers

2000

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“…Durrell (20) finds that children whose reading ability is better than would be expected from their Binet IQ do better on paper-andpencil intelligence tests than on the Binet.…”

Section: Effect Of Changed Social or Educational Environmentmentioning

confidence: 99%

"Constancy" of the IQ.

Thorndike¹

1940

Psychological Bulletin

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“…Among others, Durrell 1 has demonstrated that reading ability markedly influences the results of intelligence tests. The intelligence of children handicapped in reading is prone to be underestimated when determined by individual or group measures of verbal intelligence.…”

mentioning

confidence: 99%

Deriving language and non-language measures of intelligence from the Kuhlmann-Anderson intelligence tests.

Spache¹

1941

Journal of Educational Psychology

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The influence of reading ability on intelligence measures.

Cited by 13 publications

References 0 publications

Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers

Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers

"Constancy" of the IQ.

Deriving language and non-language measures of intelligence from the Kuhlmann-Anderson intelligence tests.

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