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The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children

Developmental and Educational Psychology Department at Universidad de La Laguna in Islas Canarias, Spain

Linda S. Siegel

Special Education at the University of British Columbia

Mercedes Rodrigo Lopez

Department of Educational and Developmental Psychology, La Laguna University

This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children—Revised (< 80; 81—90; 91—109; 110—140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual—orthographic as opposed to phonological processing in English.

Journal of Learning Disabilities, Vol. 36, No. 1, 15-23 (2003)
DOI: 10.1177/00222194030360010301


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