Study Finds No Link Between Dyslexia and IQ

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This is an important study that should expand efforts to help kids with reading and spelling difficulties independent of IQ.
Unfortunately this article gets one part wrong: It incorrectly states, "The results showed that children with dyslexia had the same patterns of brain activation as those without dyslexia, regardless of whether or not they had low IQ scores in relation to their reading abilities."
It should have said that the study showed that children with reading disabilities/dyslexia had similar patterns of brain activity (such as the phonological processing) whether they "low" or high IQ's.
The problem with these kinds of errors in reporting is not just semantics. Some folks then assume that dyslexia doesn't exist.

Sanford Shapiro of OR 11:15PM November 12, 2011

We have just been denied SLD eligibility within our school - even though our son shows explicit dyslexic traits and there is a 2 std discrepancy in his school psychological evaluations in IQ performance related to processing speed. (He has a high IQ). There is also 2 std discrepancy between oral and written expression. He has 'stealth' dyslexia - very poor decoding - but strong comprehension that has masked reading problems (assessed as none because our very bright son has passed state standardized reading tests with average scores.) My son's non-normal written format and broke spelling is visible and problematic.
Dyslexia can be 'remediated' but the majority of students can not grow out of it.... This article does not point out the 'lack of automacity' in reading/writing of a dyslexic student and subsequent tasking school environment for dyslexic students.
RTI for Dyslexics is appealing but... If very bright students in elementary school are not being found eligible for support as SLD - because when 'remediated' they can 'pass a state standardized test' (our son has received $000s of tutorial support) they will meet academic walls in high school, if not earlier... as academic rigor increases exponentially in reading/writing in complexity and AMOUNT.

karen cormack of FL 7:52AM November 07, 2011