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An Evaluation of the Discrepancy Definition of Dyslexia
Linda S. Siegel
Linda S. Siegel has held faculty positions at the University of Missouri and McMaster University Medical School and is currently a professor in the Department of Instruction and Special Education at the Ontario Institute for Studies in Education. She received her BA degree from Queens College (New York) and her PhD from Yale University. She has conducted research in cognitive and language development, learning disabilities, reading, intelligence testing, and the social interaction of children with developmental disabilities. She is currently editor of the International Journal of Behavioral Development and has been Associate Editor of Child Development. Address: Linda S. Siegel, Department of Instruction and Special Education, Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6.
The purpose of this study was to determine whether children with dyslexia, that is, children whose reading levels were significantly lower than would be predicted by their IQ scores, constituted a distinctive group when compared with poor readers, that is, children whose reading scores were consistent with their IQ scores. The performance of children with dyslexia, poor readers, and normally achieving readers was compared on a variety of reading, spelling, phonological processing, language, and memory tasks. Although the children with dyslexia had significantly higher IQ scores than the poor readers, these two groups did not differ in their performance on reading, spelling, phonological processing, or most of the language and memory tasks. In all cases, the performance of both reading disabled groups was significantly below that of nondisabled readers. The findings were similar whether absolute difference or regression scores were used. Reading disabled children, whether or not their reading is significantly below the level predicted by their IQ scores, experience significant problems in phonological processing, short-term and working memory, and syntactic awareness. On the basis of these data, there does not seem to be a need to differentiate between individuals with dyslexia and poor readers. Both of these groups are reading disabled and have deficits in phonological processing, verbal memory, and syntactic awareness.
Journal of Learning Disabilities, Vol. 25, No. 10,
618-629 (1992)
DOI: 10.1177/002221949202501001
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