The Role of IQ in a Component Model of Reading

• Published in: Journal of learning disabilities Vol. 36; no. 5; pp. 424 - 436
• Main Authors: Tiu, Rolando D., Thompson, Lee A., Lewis, Barbara A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications 01-09-2003; Sage; SAGE PUBLICATIONS, INC
• Subjects: Achievement; Biological and medical sciences; Child; Child clinical studies; Children; Children & youth; Children with disabilities; Cognition; Decoding; Decoding (Reading); Developmental disorders; Disability; Dyslexia; Elementary Education; Humans; Intelligence; Intelligence Quotient; Intelligence tests; Learning disabilities; Learning disorders; Listening; Listening comprehension; Medical sciences; Memory; Oral Language; Processing speed; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Reaction Time; Reading; Reading Achievement; Reading Comprehension; Reading Difficulties; Reading disabilities; Reading Improvement; Reading Skills; School Districts; Short Term Memory; Special education; Speech Perception; Speed; Underachievement; Visual information processing; Visual Perception; Visual processing; Visualization; Wechsler Scales; Human; Verbal comprehension; Reading disorder; Cognition; Velocity; Theoretical model; Language; Learning disability; Information processing; Phonology; Intellectual ability; Visual information; Performance; Child; Intelligence quotient
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/00222194030360050401

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.