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The Relative Roles of IQ and Cognitive Processes in Reading Disability
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Jimenez, Juan E.; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie – Educational Psychology, 2009
The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (less than 80, 80-90, 90-110, greater than 110) and reading disabled (RD) and…
Descriptors: Reading Difficulties, Intelligence Quotient, Cognitive Processes, Role