The Locus of So-Called IQ Test Results in Reading Disabilities

I n her article, Siegel points out the irrelevance of so-called IQ test results in the diagnosis and remediation of learn-ing disabilities (LD). She begins by dis-mantling some perceived prevailing as-sumptions of the central role of "normal intelligence " in defining learning disabil-ities. These prevailing assumptions as stated are that (a) IQ tests measure intel-ligence, (b) intelligence and achievement are interdependent, (c) the relationship of IQ scores with reading performance is linear, and (d) reading performance of individuals with reading disabilities (RD) will differ as a result of IQ. She argues against each of these perceived assump-tions and proposes abandoning "the IQ test in the analysis of the child with LD" or at least abandoning the "IQ-achieve-ment definition. " If a test is needed to diagnose reading disability, Siegel pro-poses that a pseudoword test would be the most predictive. She further suggests that word recognition tests are the next choice and would eschew reading com-prehension tests because of the involve-ment of other factors such as meta-cog-nitive processes and world knowledge. It is clear that Siegel is attempting to grapple with a number of related issues: intelligence tests and their role in learn-ing disabilities, diagnosis and remedia-tion of individuals with learning disabil-ities, and the specific proposal of using only pseudoword tests to assess reading disabilities, if one kind of task is to be used. All of these are tall orders and could not be fulfilled in the space of one paper. For this and for other reasons, the issues raised in her paper will need to be carefully examined