{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:29:38Z","timestamp":1777894178575,"version":"3.51.4"},"reference-count":50,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[1994,3,1]],"date-time":"1994-03-01T00:00:00Z","timestamp":762480000000},"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":[[1994,3]]},"abstract":"<jats:p>This study was designed to demonstrate whether the differences in reading between students with learning disabilities (LD) and non-learning disabled students (NLD) can be explained by IQ. A sample of 133 Spanish children (85 male, 48 female) ranging in age from 8 to 13 years were classified into four groups according to IQ as measured by the Wechsler Intelligence Scale for Children-Revised (&lt;80; 81\u201490; 91\u2014109: 110\u2014140) and into two groups based on reading level (LD and NLD). A lexical decision task was used and we manipulated different word parameters (length, positional syllabic frequency, and familiarity) and pseudoword parameters (length and positional syllabic frequency) to study the routes used by both groups. Our findings indicate that IQ does not explain the differences between children with LD and NLD children in lexical processing. We found that the lexical and sublexical parameters have a greater influence on students with LD than NLD students, independent of IQ. In synthesis, the LD group has more difficulty in lexical processing, which is influenced by poor phonological skills.<\/jats:p>","DOI":"10.1177\/002221949402700304","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"155-163","source":"Crossref","is-referenced-by-count":37,"title":["Is It True That the Differences in Reading Performance Between Students With and Without LD Cannot Be Explained by IQ?"],"prefix":"10.1177","volume":"27","author":[{"given":"Juan E. Jim\u00e9nez","family":"Glez","sequence":"first","affiliation":[{"name":"Juan E. Jim\u00e9nez Glez received his PhD in educational psychology from the University of La Laguna in 1985. He is currently a titular professor of learning disabilities in the Department of Developmental and Educational Psychology at the University of La Laguna and serves as a consulting editor for the Journal of Learning Disabilities. His research interests include phonological awareness, and naming and lexical access in children with LD."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mercedes Rodrigo","family":"L\u00f3pez","sequence":"additional","affiliation":[{"name":"Mercedes Rodrigo L\u00f3pez is a titular professor of developmental psychology in the Department of Developmental and Educational Psychology at the University of La Laguna. His research interests focus on cognitive processes in good readers and those with reading disabilities. Address: Juan E. Jim\u00e9nez Glez, Facultad de Psicologia, Universidad de La Laguna, Campus de Guajara, La Laguna, 38200 S\/C de Tenerife (Islas Canarias), Espa\u00f1a."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1994,3,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949102400306"},{"key":"atypb2","first-page":"75","volume":"4","author":"Alvarez, C.","year":"1992","journal-title":"Cognitiva"},{"key":"atypb3","first-page":"558","volume-title":"Attention and performance","author":"Baron, J.","year":"1976"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1177\/002221949202500307"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066X.41.10.1059"},{"key":"atypb6","first-page":"502","volume-title":"BMDP statistical software manual","author":"Brown, M. 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(1991).\n                      An\u00e1lisis de las diferentes estrategias lectoras en los alumnos de E.G.B.: El modelo evolutivo doble ruta ante el diagn\u00f3stico de las dislexias\n                      [Reading strategies in pupils from E.G.B.: The dual route developmental model in the diagnosis of dyslexia]. Unpublished manuscript, Universidad de Oviedo."},{"key":"atypb28","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.77.1.78"},{"key":"atypb29","doi-asserted-by":"publisher","DOI":"10.1037\/0033-295X.88.5.375"},{"key":"atypb30","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-8295.1981.tb02174.x"},{"key":"atypb31","volume-title":"Reading ability.","author":"Perfetti, C. 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