IQ is not strongly related to response to reading instruction: a meta-analytic interpretation.(Report): An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on September 22, 2009. The length of the article is 13626 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: A meta-analysis of 22 studies evaluating the relation of different assessments of IQ and intervention response did not support the hypothesis that IQ is an important predictor of response to instruction. We found an [R.sup.2] of .03 in models with IQ and the autoregressor as predictors and a unique lower estimated [R.sup.2] of. 006 and a higher estimated Re of. 013 in models with IQ, the autoregressor, and additional covariates as predictors. There was no evidence that these aggregated effect sizes were moderated by variables such as the type of IQ measure, outcome, age, or intervention. In simulations of the capacity of variables with effect sizes of .03 and .001 for predicting response to intervention, we found little evidence of practical significance.

Citation Details
Title: IQ is not strongly related to response to reading instruction: a meta-analytic interpretation.(Report)
Author: Karla K. Stuebing
Publication:Exceptional Children (Magazine/Journal)
Date: September 22, 2009
Publisher: Council for Exceptional Children
Volume: 76 Issue: 1 Page: 31(23)

Article Type: Report

Distributed by Gale, a part of Cengage Learning