The role of intelligence in the definition of dyslexia.

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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.
Originele taal-2English
TitelLearning Disabilities. A Challenge to Teaching and Instruction
RedacteurenP. Ghesquière
UitgeverijLeuven University Press
Aantal pagina's24
ISBN van geprinte versie978-90-5867-444-9
StatusPublished - 2005

Publicatie series

NaamStudia Paedagogica

Bibliografische nota

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


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