Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Tiu, R. D.
Right arrow Articles by Lewis, B. A.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Tiu, R. D., Jr.
Right arrow Articles by Lewis, B. A.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 36, No. 5, 424-436 (2003)
DOI: 10.1177/00222194030360050401

The Role of IQ in a Component Model of Reading

Rolando D. Tiu, Jr.

Department of Psychology, Case Western Reserve University, rdt5{at}po.cwru.edu

Lee A. Thompson

Department of Psychology, Case Western Reserve University

Barbara A. Lewis

Department of Pediatrics, Case Western Reserve University and Rainbow Babies Children's Hospital

The purpose of this study was to test the role of visual processing speed and IQ in a model of reading. This study investigated whether the processes involved in reading differ between a group of children with and a group without reading disability. These two groups of children completed tests of reading comprehension, listening comprehension, decoding, processing speed, and intelligence. The results indicated that processing speed explains a significant amount of variance in reading comprehension over that accounted for by the simple view of reading. Also, IQ accounts for a significant amount of variance in reading over that accounted for by the simple view of reading and processing speed. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in the children with reading disability. The results point to the importance of the role of IQ in predicting reading comprehension.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 J Learn DisabilHome page
T. Heiman, L. C. Zinck, and N. L. Heath
Parents and Youth With Learning Disabilities: Perceptions of Relationships and Communication
J Learn Disabil, November 1, 2008; 41(6): 524 - 534.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
J. Ferreira, J. Ronnberg, S. Gustafson, and A. Wengelin
Reading, Why Not? Literacy Skills in Children With Motor and Speech Impairments
Communication Disorders Quarterly, August 1, 2007; 28(4): 236 - 251.
[Abstract] [PDF]