Share D L, McGee R, Silva P A
J Am Acad Child Adolesc Psychiatry. 1989 Jan;28(1):97-100. doi: 10.1097/00004583-198901000-00018.
Concepts such as developmental reading disorder and dyslexia have been used to refer to children whose actual reading achievement is substantially below that predicted by performance on IQ tests. Such diagnostic concepts assume that IQ sets a limit on either the level of achievement or the rate of progress of which a child is capable. This assumption was investigated in a longitudinal study of an unselected cohort of 741 children whose reading achievement was assessed at ages 7, 9, 11, and 13 years. Findings on rates of progress and levels of achievement clearly indicate that IQ does not set a limit on reading progress, even in extreme low IQ children. Thus, the use of IQ tests to determine achievement potential in reading appears unwarranted.
诸如发展性阅读障碍和诵读困难等概念，一直被用来指那些实际阅读成绩大幅低于智商测试表现所预测水平的儿童。此类诊断概念假定，智商为儿童所能达到的成绩水平或进步速度设定了限制。在一项对741名儿童的无特定选择队列进行的纵向研究中，对这一假设进行了调查，这些儿童在7岁、9岁、11岁和13岁时接受了阅读成绩评估。关于进步速度和成绩水平的研究结果清楚地表明，即使对于智商极低的儿童，智商也不会对阅读进步设限。因此，利用智商测试来确定阅读方面的成就潜力似乎毫无根据。
