In Defence of Discrepancy Definitions of Specific Learning Difficulties

Summary Frederickson and Reason (1995) proposed the Phonological Assessment Battery as a measure of dyslexia superior to the IQ‐reading age discrepancy model, which they regard as outmoded. It is argued that this is a false juxtaposition based on a failure to distinguish between two distinct purposes of the traditional model, namely (a) diagnosis of dyslexia and (b) measurement of severity of specific learning difficulties (SpLD) in a broader sense. An examination of Stanovich's work shows that he sees his work as providing the basis for a rapprochement between the pro‐dyslexia/pro‐IQ and anti‐dyslexia/anti‐IQ factions. It is argued that Rack's (1995) framework, and especially his distinction between SpLD and dyslexia, parallels Stanovich's thinking and provides a framework for further progress in our approach to the assessment of SpLD.