Access the full text.
Sign up today, get DeepDyve free for 14 days.
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
Summary. Empirical findings are presented on the distribution of over‐and under‐achievement in reading in five general population groups encompassing four age‐groups and two parts of the country—a major city and an area of small towns. It is shown that reading achievement does not exactly parallel IQ at all levels of intelligence, confirming the inappropriateness of the achievement ratio and like statistics. It is argued that over‐ and under‐achievement are best defined in terms of a regression equation based on IQ scores. Defined in this way, reading ability follows a generally normal distribution, over‐achievement and under‐achievement occurring with roughly the same frequency. However, there is a significant departure from normality at the extreme lower end of the curve such that gross under‐achievement in reading occurs at well above the expected frequency. This suggests that there is a meaningful group of children with specific reading retardation which is not explicable simply in terms of the bottom of a continuum.
British Journal of Educational Psychology – Wiley
Published: Feb 1, 1974
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.