VIDEO ONLY: The Brain Basis of the Phonological Deficit in Dyslexia is Independent of IQ - Steven G. Feifer, D.Ed., ABPdN 1 CE

Level of Activity: Advanced The role of IQ in the diagnosis of developmental dyslexia has historically been essential when using a discrepancy model as the sole source of diagnosing a learning disability in children. However, the reauthorization of the Individuals with Disabilities Education Improvement Act (2004) no longer requires the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability. Nevertheless, many educational diagnosticians continue to use a discrepancy model to diagnose reading disorders despite emerging evidence from neuropsychology suggesting IQ has little relationship with phonological processing. Using functional magnetic resonance imaging, this article examines the neurocognitive functions of children with and without discrepancies to determine the role of IQ in the identification of developmental dyslexia in children. Objectives: 1) Participants will be able to differentiate between a specific learning disability in reading and developmental dyslexia. 2) Participants will learn the specific relationship between intelligence test scores and reading achievement. 3) Participants will learn the inherent biases in using a discrepancy method to identify reading disabilities in children from lower socioeconomic status and background.