{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,4]],"date-time":"2026-11-04T09:10:51Z","timestamp":1793783451901,"version":"4.6.1"},"reference-count":38,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2000,5,1]],"date-time":"2000-05-01T00:00:00Z","timestamp":957139200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2000,5]]},"abstract":"<jats:p>In this article we discuss research bearing on the traditional use of the IQ-achievement discrepancy to define specific reading disability. We initially review the evidence presented by Rutter and Yule (1975) in support of this practice, and then discuss results from subsequent studies that have questioned the reliability of their findings. We also discuss results from more recent studies demonstrating that the IQ-achievement discrepancy does not reliably distinguish poor from normal readers, whereas language-based measures do reliably distinguish these groups. We highlight results from a study we recently completed, in which it was found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. In view of the convergent evidence against the use of IQ scores to define specific reading disability, we suggest that the IQ-achievement discrepancy definition of this disorder be discarded.<\/jats:p>","DOI":"10.1177\/002221940003300302","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"223-238","source":"Crossref","is-referenced-by-count":288,"title":["Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers"],"prefix":"10.1177","volume":"33","author":[{"given":"Frank R.","family":"Vellutino","sequence":"first","affiliation":[{"name":"Child Research and Study Center, Husted Hall, The University at Albany, 135 Western Ave., Albany, NY 12222"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Donna M.","family":"Scanlon","sequence":"additional","affiliation":[{"name":"University at Albany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"G.","family":"Reid Lyon","sequence":"additional","affiliation":[{"name":"National Institute of Child Health and Human Development"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2000,5,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1037\/h0055592"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.2307\/746948"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1080\/00220671.1950.10881801"},{"key":"atypb4","volume-title":"Predicting reading failure in the infant school","author":"Butler, S.","year":"1971"},{"key":"atypb5","volume-title":"The early detection of reading difficulties (3rd ed.). 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(1985). Learning disabilities research: False starts and broken promises. In S. Vaughn & C. Bos (Eds.), Research in learning disabilities: Issues and future directions (pp. 69-83). 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(1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279-324). 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