Do Ability and Reading Achievement Correlate?

B / (2000) have done an excellent job of discussing the use of IQ-achievement test discrepancy as a defining characteristic of children with learning disabilities. Their position is that the IQ discrepancy approach does not reliably differentiate poor readers from typical readers; they have em-phasized their recent findings that IQ did not relate to children’s response to remediation, and they have argued that IQ and achievement test scores are poorly correlated. Although I agree with many of their criticisms of tradi-tional IQ tests and the use of the IQ-