Defining Learning and Language Disabilities

Abstract

This article employed multivariate graphic techniques to address three issues concerning the use of IQ tests for identifying children with learning and/or language disabilities. The first issue concerns the weakness of the conceptual rationale for models that suggest that IQ directly, influences the attainment of academic and/or language skills. The second issue addresses psychometric issues that relate to the significance of an IQ/attainment difference score. The third issue involves the psychometric limitations of simple comparisons of IQ and attainment scores. This article shows that the historically prominent role of IQ tests for identifying children with learning and/or language disabilities is conceptually and psychometrically unwarranted.