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Peer reviewedGlez, Juan E. Jimenez; Lopez, Mercedes Rodrigo – Journal of Learning Disabilities, 1994
A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Education, Foreign Countries
