To quote Tom Lehrer
"Life is like a sewer - what you get out of it depends on what you put into
it."
Graham
> -----Original Message-----
> From: Keith Silvester [mailto:[log in to unmask]]
> Sent: 15 May 2003 10:26
> To: [log in to unmask]
> Subject: Re: dyslexia and changing IQ
>
>
> So, that's a bit like emails - the more I do, the more I tend
> to get back!
>
> Keith Silvester
>
> -----Original Message-----
> From: Sellick Graham [mailto:[log in to unmask]]
> Sent: 15 May 2003 09:41
> To: [log in to unmask]
> Subject: Re: dyslexia and changing IQ
>
>
> "Does this mean that a good degree of basic reading improves the IQ of
> dyslexics? Thus proving Margaret's point, or is it the chicken and egg
> situation?"
>
> I have found over the years that the more IQ tests that I do the more
> intelligent I appear to get.
> This appears to support the view that as with nearly
> everything, the more
> you do something, generally the better you get at it!
>
> Graham
>
> > -----Original Message-----
> > From: Boyce, Mark [mailto:[log in to unmask]]
> > Sent: 15 May 2003 09:27
> > To: [log in to unmask]
> > Subject: Re: dyslexia and changing IQ
> >
> >
> > On that note it is the case that dyslexia has "good and bad
> > days" depending
> > on the environment and self-belief of the individual. I have
> > also noticed
> > that, when carrying out needs assessments, that students who
> > are persistent
> > readers in spite of their dyslexia do well on the symbol
> > search but are
> > generally quite weak on coding. This then correlates with a
> good basic
> > reading age but weak comprehension age on the WORD test.
> > However, those
> > dyslexics who avoid reading altogether tend to do poorly on
> > all these tests.
> >
> > Does this mean that a good degree of basic reading improves
> the IQ of
> > dyslexics? Thus proving Margaret's point, or is it the
> chicken and egg
> > situation?
> >
> > Mark Boyce
> >
> > -----Original Message-----
> > From: Margaret Herrington
> > [mailto:[log in to unmask]]
> > Sent: 14 May 2003 17:12
> > To: [log in to unmask]
> > Subject: Re: dyslexia and changing IQ
> >
> >
> > Thanks for raising this Ginny...I for one have received IQ
> > test results, for
> > individual HE students, which have varied considerably
> > between those taken
> > during schooling and those taken during university studies.
> > Educational
> > psychologists usually acknowledge that this is a
> > possibility....they are
> > often aware of the weaknesses of their own tests.
> >
> > Margaret
> > >>> [log in to unmask] 05/14/03 16:39 PM >>>
> > I have just been reading the April version of the Guidance
> > chapter 7 page
> > 35 about dyslexia assessments and I wonder what anyone else
> > thinks about
> > the statement that IQ doesn't change.
> >
> > I know the basic potential isn't supposed to change, but the
> > tests measure
> > what you can do or have learnt rather than raw potential.
> > Suppose a child
> > is identified as dyslexic in school and then has regular
> > tuition so that
> > the key language skills are more or less in place. This
> > isn't a cure for
> > dyslexia. You still have to work your way round the effects
> > of short-term
> > memory problems, and various other adult affects of dyslexia.
> > However you
> > can get language stable enough to do really quite well in
> the literacy
> > tests available. I suspect that some adults will have
> > literacy results
> > that when compared with child values of IQ make it look like
> > the dyslexia
> > is no longer a problem and that if a new IQ test were done
> the results
> > would increase with the literacy skill increase. In which case the
> > difference between IQ and literacy would still be evident.
> >
> > What research has been done? Is anyone doing any? What does
> > anyone else
> > think?
> >
> > Ginny Stacey
> >
> > Dr Ginny Stacey
> > Support Tutor for Dyslexic Students
> >
> > Oxford Brookes University
> > Student Services
> > Helena Kennedy Student Centre, Headington HillCampus
> > Headington, Oxford OX3 0BP
> >
> > email: [log in to unmask]
> > tel: 01865 484659
> >
>
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