DOES IQ AND READING LEVEL INFLUENCE TREATMENT OUTCOMES? IMPLICATIONS FOR THE DEFINITION OF LEARNING DISABILITIES

Abstract

This chapter summarizes the quantitative literature on whether intervention outcomes for students with learning disabilities (LD) are influenced by variations in IQ and reading level. The analysis clearly shows that a significant intelligence×reading level interaction emerges in treatment outcomes. Across a broad array of interventions it was found that studies which include samples with reading and IQ scores in the 16th and 25th percentile range (standard scores between 84 and 91) yield significantly higher effect sizes than studies that include samples in same low reading range but with higher IQ scores. An analysis of subsets of this data yield similar findings. Implications for definitions of learning disabilities that include measures of intelligence are discussed.

Citation

Swanson, H.L. (2003), "DOES IQ AND READING LEVEL INFLUENCE TREATMENT OUTCOMES? IMPLICATIONS FOR THE DEFINITION OF LEARNING DISABILITIES", Advances in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 16), Emerald Group Publishing Limited, Bingley, pp. 205-222. https://doi.org/10.1016/S0735-004X(03)16007-7

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