The role of intelligence in the definition of dyslexia.

    Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review


    The disputable role of intelligence in the concept and definition of developmental dyslexia is critically evaluated. The implicit assumptions of the discrepancy concept connected with the underachievement conceptualization are explicated. Further it is shown that the regression-based operationalisation of a discrepancy is logically inconsistent with the underlying concept of underachievement. Finally, an attempt is made to explain the specificity paradox: the requirement that dyslexia be defined as a deficit that is reasonably specific to the reading task, while cognitive differences are ubiquitous between reading disabled and nondisabled children.
    Original languageEnglish
    Title of host publicationLearning Disabilities. A Challenge to Teaching and Instruction
    EditorsP. Ghesquière
    PublisherLeuven University Press
    Number of pages24
    ISBN (Print)978-90-5867-444-9
    Publication statusPublished - 2005

    Publication series

    NameStudia Paedagogica

    Bibliographical note

    P. Ghesquière & A.J.J.M. Ruijssenaars (Eds.).


    • intelligence
    • discrepancy, learning disabilities, regression


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