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.
|Title of host publication||Learning Disabilities. A Challenge to Teaching and Instruction|
|Publisher||Leuven University Press|
|Number of pages||24|
|Publication status||Published - 2005|
P. Ghesquière & A.J.J.M. Ruijssenaars (Eds.).
- discrepancy, learning disabilities, regression