Abstract
Stanovich (1991) recommends substituting listening comprehension for intelligence scores in determining reading disability. This recommendation overlooks several complicating factors. Schell (1982) showed that simple raw score discrepancies between listening comprehension and reading comprehension as apparently suggested by Stanovich are invalid to identify underachievers in reading, particularly in Grades 1 through 3 and possibly through Grade 6. Such comparisons can be made validly only if some kind of standard scores are used. But this procedure would require certain rigorous norming procedures for both tests. Furthermore, it may be necessary to equate both difficulty and content of text as well as item type and item difficulty if a multiple-choice format is used.
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