Gustafson S, Samuelsson S
Department of Education and Psychology, Linköping University, Sweden.
Scand J Psychol. 1999 Jun;40(2):127-34. doi: 10.1111/1467-9450.00109.
In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.
在本文中，我们批判性地审视了将智商纳入阅读障碍定义所涉及的理论问题和实际后果。根据差异标准，如果个体的阅读技能低于根据其智商分数所预期的水平，那么他们就会被归类为患有阅读障碍。然而，我们认为智力是一个模糊的概念，而且智力水平与单词解码技能之间不存在明确的因果关系。此外，高智商和低智商的阅读能力差的读者表现出相同的阅读表现模式，这表明两组人可能都能从相同的补救活动中受益。文中呈现了语音技能在阅读障碍中关键作用的证据，并结合这些发现讨论了阅读障碍的一个更新的定义。最后，我们提出了两种基于结果的、针对阅读能力差的读者的替代分类方法，并概述了对个体干预的一些关键影响。
