The role of IQ in a component model of reading

被引：76
作者：
Tiu, RD
Thompson, LA
Lewis, BA
机构：
[1] Case Western Reserve Univ, Dept Psychol, Cleveland, OH 44106 USA
[2] Case Western Reserve Univ, Dept Pediat, Cleveland, OH 44106 USA
[3] Rainbow Babies & Childrens Hosp, Cleveland, OH 44106 USA
来源：
JOURNAL OF LEARNING DISABILITIES | 2003年 / 36卷 / 05期
关键词：
D O I：
10.1177/00222194030360050401
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The purpose of this study was to test the role of visual processing speed and IQ in a model of reading. This study investigated whether the processes involved in reading differ between a group of children with and a group without reading disability. These two groups of children completed tests of reading comprehension, listening comprehension, decoding, processing speed, and intelligence. The results indicated that processing speed explains a significant amount of variance in reading comprehension over that accounted for by the simple view of reading. Also, IQ accounts for a significant amount of variance in reading over that accounted for by the simple view of reading and processing speed. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in the children with reading disability. The results point to the importance of the role of IQ in predicting reading comprehension.
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收藏
页码：424 / 436
页数：13
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