TY - JOUR
AU - Vellutino, Frank R.
AB - of the Further Analysis Between Relationship Reading Achievement and Intelligence: to Response Naglieri Frank R. Vellutino to the that the behind the use of the we et (Vellutino al., 2000) IQ- However, aglieri’s response logic to define were careful to out that when ! achievement ar- IQ-achievement discrepancy discrepancy point is flawed because dis- achievement is defined as the ticle written and by myself reading disability reading & scores are derived to written corre- text, (Vellutino, Scanlon, my colleagues crepancy typically ability comprehend of basic and lations between measures of intelli- 2000) reflects a view from tests skills, Lyon, regarding reading the evidence that a child does and measures of achieve- the between relationship intelligence suggests gence reading held not have to have a to score ment tend to be more robust and less and achievement IQ reading long very high least in the on such because the various intelli- scholars and at mercurial, by many practitioners- average range tests. we cited a considerable tests available contain that the two are suffi- Indeed, specifically, gence typically of evidence to this as- items that evaluate and correlated to the use of amount ciently justify support knowledge are on measures test 
TI - Further Analysis of the Relationship Between Reading Achievement and Intelligence
JF - Journal of Learning Disabilities
DO - 10.1177/002221940103400404
DA - 2001-07-01
UR - https://www.deepdyve.com/lp/sage/further-analysis-of-the-relationship-between-reading-achievement-and-U8GL8HK33B
SP - 306
EP - 310
VL - 34
IS - 4
DP - DeepDyve
ER -