Forgive me if I'm sounding pedantic, but I didn't think that I would need to
explain what I meant by "chicken and egg". What I was asking was is it weak
symbol search scores causing them not to read? Or is their symbol search
score improving because of their reading. If the later is true then IQ
scores will not stay the same if students are actively developing strategies
that compensate for their dyslexia.

Mark Boyce

-----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
>