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Peer reviewedAckerman, Peggy T.; And Others – Learning Disabilities Research and Practice, 1996
Forty adolescents with reading/spelling disabilities were assigned on the basis of IQ/achievement discrepancy scores to either a dyslexic or slow learner group. Significantly more females than males were in the slow learner category. Despite having lower IQs, the slow learning group had higher achievement levels, but group differences on…
Descriptors: Academic Achievement, Adolescents, Dyslexia, Intelligence Quotient
