IQ and Reading Progress: A Test of the Capacity Notion of IQ

DAVID L. SHARE; ROB McGEE; PHIL A. SILVA

doi:10.1097/00004583-198901000-00018

IQ and Reading Progress: A Test of the Capacity Notion of IQ

DAVID L. SHARE, ROB McGEE, PHIL A. SILVA

Research output: Contribution to journal › Article › peer-review

Abstract

Concepts such as developmental reading disorder and dyslexia have been used to refer to children whose actual reading achievement is substantially below that predicted by performance on IQ tests. Such diagnostic concepts assume that IQ sets a limit on either the level of achievement or the rate of progress of which a child is capable. This assumption was investigated in a longitudinal study of an unselected cohort of 741 children whose reading achievement was assessed at ages 7, 9, 11, and 13 years. Findings on rates of progress and levels of achievement clearly indicate that IQ does not set a limit on reading progress, even in extreme low IQ children. Thus, the use of IQ tests to determine achievement potential in reading appears unwarranted.

Original language	English
Pages (from-to)	97-100
Number of pages	4
Journal	Journal of the American Academy of Child and Adolescent Psychiatry
Volume	28
Issue number	1
DOIs	https://doi.org/10.1097/00004583-198901000-00018
State	Published - 1989
Externally published	Yes

Bibliographical note

Funding Information:
Dr. Silva and Dr. AfcGee are, respectively. Director and Deputy Director of the Dunedin Multidisciplinary Health and Development Research Unit. Dr. Share was a visiting researcher at the Unit at the time ofthis study and was supported by a Neil Hamilton Fairley Fellowship (National Health and Medical Research Council of Australia). Limited reprints available from Dr. Share. 'I" University of Haifa, Haifa. Israel. The Unit is supported by the Medical Research Council ofNew Zealand. the Departments of Education and Health, and involves severaldepartments ofthe UniversityofOtago. The authors are indebted to the many volunteers whose contributions make this ongoing study possible. 0890-8567/89/2801-0097$02.00/0© 1989bytheAmericanAcademy of Child and Adolescent Psychiatry.

Keywords

IQ tests
developmental reading disorder
dyslexia
reading achievement

ASJC Scopus subject areas

Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1097/00004583-198901000-00018

Cite this

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abstract = "Concepts such as developmental reading disorder and dyslexia have been used to refer to children whose actual reading achievement is substantially below that predicted by performance on IQ tests. Such diagnostic concepts assume that IQ sets a limit on either the level of achievement or the rate of progress of which a child is capable. This assumption was investigated in a longitudinal study of an unselected cohort of 741 children whose reading achievement was assessed at ages 7, 9, 11, and 13 years. Findings on rates of progress and levels of achievement clearly indicate that IQ does not set a limit on reading progress, even in extreme low IQ children. Thus, the use of IQ tests to determine achievement potential in reading appears unwarranted.",

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IQ and Reading Progress: A Test of the Capacity Notion of IQ

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

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