{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:27:32Z","timestamp":1777894052689,"version":"3.51.4"},"reference-count":13,"publisher":"SAGE Publications","issue":"7","license":[{"start":{"date-parts":[[1991,8,1]],"date-time":"1991-08-01T00:00:00Z","timestamp":681004800000},"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":[[1991,8]]},"abstract":"<jats:p>The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range.<\/jats:p>","DOI":"10.1177\/002221949102400709","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"434-438","source":"Crossref","is-referenced-by-count":21,"title":["The Irrelevance of IQ to the Definition of Learning Disabilities"],"prefix":"10.1177","volume":"24","author":[{"given":"Jan","family":"Rispens","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tom A.","family":"van Yperen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Gijs A.","family":"van Duijn","sequence":"additional","affiliation":[{"name":"Jan Rispens received his PhD from the University of Utrecht in 1974. He is currently professor of special education at the University of Utrecht, with a specific interest in dyslexia research. Tom A. van Yperen received his PhD from the University of Leiden. He is assistant professor of special education at the University of Utrecht. His research focuses on the classification of developmental disorders. Gijs A. van Duijn is a specialist in research methodology. He is currently at the University of Leyden..."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1991,8,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/073428298300100404"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.2307\/1510788"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.2307\/1130460"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1016\/0022-4405(81)90029-7"},{"key":"atypb5","first-page":"15","volume-title":"Perspectives on dyslexia, Vol. 2: Cognition, language and treatment","author":"Rispens, J.","year":"1990"},{"key":"atypb6","volume-title":"A guide to a multi-axial classification scheme for psychiatric disorders in childhood and adolescence","author":"Rutter, M.","year":"1979","edition":"3"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1177\/002221948902200803"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1177\/002221948902200814"},{"key":"atypb9","first-page":"87","volume-title":"Psychological and educational perspectives on learning disabilities","author":"Stanovich, K.E.","year":"1986"},{"key":"atypb10","volume-title":"WISC-R. Nederlandse uitgave","author":"Van Haassen, P.P.","year":"1987"},{"key":"atypb11","volume-title":"Verantwoording toetsen aanvankelijk lezen en spellen (Specialistisch Bulletin, nr. 13)","author":"Verhoeven, L. T.","year":"1982"},{"key":"atypb12","volume-title":"Manual for the Wechsler Intelligence Scale for Children-Revised","author":"Wechsler, D.","year":"1974"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1177\/002246698401800404"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949102400709","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949102400709","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T07:09:21Z","timestamp":1777619361000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/002221949102400709"}},"subtitle":["Some Empirical Evidence"],"short-title":[],"issued":{"date-parts":[[1991,8]]},"references-count":13,"journal-issue":{"issue":"7","published-print":{"date-parts":[[1991,8]]}},"alternative-id":["10.1177\/002221949102400709"],"URL":"https:\/\/doi.org\/10.1177\/002221949102400709","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[1991,8]]}}}