Defining Learning Disability: Does IQ Have Anything Significant to Say?
Abstract
A debate exists in the research community about replacing the traditional IQ/achievement discrepanc method for learning disability identification with a response-to-intervention model. This new assessment paradigm uses a student’s level of improvement with small-group or individual programming to determine a possible need for classification and long-term special education programming. A central issue in the discussion focuses on the utility of IQ in defining students with learning disabilities. To address this question, IQ data were analyzed for Grades 3 to 5 students (N=150) who had completed the Reading Recovery (RR) Grade 1 literacy intervention; some students (N=35) were later identified with learning disabilities. By using school boards’ IQ/achievement discrepancy method as well as three other reading composite cut-off scores for learning disabilities classification, significant differences were found between identified and non-identified groups of students. Implications for learning disabilities assessment and identification within a response-to-intervention model are discussed.
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