Learning Disabilities

The diagnosis of learning disabilities varies depending on where one resides, with different states having different requirements for a learning disability diagnosis. Differences among states vary between psychometric measurement practices, which are called discrepancy models. However, most definitions share the requirement that a significant discrepancy exist between ability and achievement. The Intelligence Quotient (IQ) test becomes an important part of the diagnosis in these definitions. Such a discrepancy model leads to differing numbers of children identified as learning disabled (Sofie and Riccio 2002). Children and adolescents who are in the low average range of intelligence have a more difficult time qualifying for services as they must score very low on an achievement test in order to qualify (Semrud-Clikeman et al. 1992).

Children who have language difficulties frequently score poorly on the verbal portion of the IQ test, thus lowering their scores (Aaron 1997; Morris et al. 1998; Siegel 1992). These children and those from backgrounds other than the middle and upper class may be penalized by standardized tests that are far from culture-free (Greenfield 1997; Siegel 1990; Stanovich 1986). The highest concentration of poor readers has been found in certain ethnic groups and in poor urban neighborhoods (Snow, Burns, and Griffin 1998). Children from impoverished backgrounds or those from a different culture may not have acquired sufficient knowledge in order to answer the IQ test questions correctly. In fact, research has found that many of these children are not classified as learning disabled but rather as slow learners and often not considered bright enough to profit from remediation (Siegel 1990). The current methods of diagnosing children with learning disabilities assume that intelligence is a prerequisite for reading attainment. Research has indicated that IQ scores account for only 25 percent of the variance in reading scores and, as such, is not an important variable in predicting how a child will read (Aaron 1997; Swanson, Hoskyn, and Lee 1999). R. Valencia (1995) found that major achievement tests may underestimate the learning of minority children, particularly those whose primary language is not English. A study found that IQ explained only 6 percent of the variance of a Hispanic child's variance and only 10 percent of an African-American child's grades (Figueroa and Sassenrath, 1989).

Some authors suggest that children reading below grade level should be provided with reading support no matter what ability level they possess. Sally Shaywitz and her colleagues (1992) found that reading disabilities occur along a continuum with no clear difference between children with reading problems and those usually classified as slow learners. Further research has found more similarities than differences between slow learners and those with learning disabilities with few differences present between these two groups on measures of reading, spelling, and phonics knowledge (Siegel 1990). Linda Siegel concluded that the more the task is related to reading the less important intelligence is to reading achievement.