On the irrelevance of intelligence in predicting responsiveness to reading instruction.: An article from: Exceptional Children
Book Details
Author(s)Douglas Fuchs, Caresa L. Young
PublisherThomson Gale
ISBN / ASINB000JYW0S2
ISBN-13978B000JYW0S2
MarketplaceFrance 🇫🇷
Description
This digital document is an article from Exceptional Children, published by Thomson Gale on September 22, 2006. The length of the article is 14341 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading disabled to determine whether IQ predicted responsiveness to reading intervention. In 8 of the 13 studies, it accounted for unique variance. It was a stronger and more consistent predictor among older students in interventions designed to strengthen reading comprehension; a weaker and less consistent predictor among younger children in phonological awareness training. Implications are discussed for the identification and treatment of students with LD and the LD construct.
Citation Details
Title: On the irrelevance of intelligence in predicting responsiveness to reading instruction.
Author: Douglas Fuchs
Publication:Exceptional Children (Magazine/Journal)
Date: September 22, 2006
Publisher: Thomson Gale
Volume: 73 Issue: 1 Page: 8(23)
Distributed by Thomson Gale
From the author: There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading disabled to determine whether IQ predicted responsiveness to reading intervention. In 8 of the 13 studies, it accounted for unique variance. It was a stronger and more consistent predictor among older students in interventions designed to strengthen reading comprehension; a weaker and less consistent predictor among younger children in phonological awareness training. Implications are discussed for the identification and treatment of students with LD and the LD construct.
Citation Details
Title: On the irrelevance of intelligence in predicting responsiveness to reading instruction.
Author: Douglas Fuchs
Publication:Exceptional Children (Magazine/Journal)
Date: September 22, 2006
Publisher: Thomson Gale
Volume: 73 Issue: 1 Page: 8(23)
Distributed by Thomson Gale
