Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities and relationships between these disabilities and core skills. Assessment of moderator variables is crucial for development of appropriate intervention strategies. Advocacy may be necessary to establish…

Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…

This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of segregating children with reading deficiencies…