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The Validity of Discrepancy-Based Definitions of Reading Disabilities
Jack M. Fletcher
Jack M. Fletcher, PhD, is a professor of pediatrics at The University of Texas Medical School at Houston. He is a diplomate, American Board of Clinical Neuropsychology, and is principal investigator of several NIH grants concerned with the classification of neurobehavioral disorders of childhood, and with recovery of function in children with brain injury.
David J. Francis
David J. Francis, PhD, is an associate professor in the Department of Psychology at the University of Houston, where he teaches in the quantitative department program. Dr. Francis is interested in measurement issues in children with developmental disabilities.
Byron P. Rourke
Byron P. Rourke, PhD, is professor of psychology and university professor at the University of Windsor. He has coauthored and edited several books on child neuropsychology and nonverbal learning disabilities.
Sally E. Shaywitz
Sally E. Shaywitz, MD, is a professor of pediatrics and a developmental pediatrician and a developmental pediatrician in the Department of Pediatrics, Yale University School of Medicine. Dr. Shaywitz is also co-director of the Center for the Study of Learning and Attention Disorders at Yale University. She is interested in learning and attentional disorders in childhood and is the principal investigator of the Connecticut Longitudinal Study.
Bennett A. Shaywitz
Bennett A. Shaywitz, MD, is a pediatric neurologist and professor, Department of Pediatrics, Yale University School of Medicine. He is principal investigator and co-director of the Center for the Study of Learning and Attentional Disorders at Yale University. Dr. Shaywitz is interested in the classification and pharmacology of learning and attentional disorders in children. Address: Jack M. Fletcher, Department of Pediatrics MSB 3.136, The University of Texas Medical School, 6431 Fannin, Houston, TX 77030.
This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.
Journal of Learning Disabilities, Vol. 25, No. 9,
555-561 (1992)
DOI: 10.1177/002221949202500903
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