Intellectual Quotient in School Population with Dyslexia: A Structural Equation Model

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Catalina Quintero-López
Víctor Daniel Gil-Vera
Yulissa Fernanda Rúa Arias
María Carolina Santamaría Tamayo
Nathalia Ruiz Galarzo
Sebastián Cataño González


Adequate intellectual functioning promotes learning (both pedagogical and experiential) and problem-solving. People with dyslexia have a normal total intellectual quotient (IQ) but cognitive deficiencies that affect the acquisition of reading skills. The aim of our research was to analyze the relationship between IQ index scores and the total IQ in 120 patients diagnosed with dyslexia, aged between 7 and 16 years, undergoing intervention at a neuropsychological center in the city of Medellín, Colombia. A structural equation model (SEM) was constructed using RCran 4.0.4 software, to examine the relationship between latent variables: Working Memory (WM), Verbal Comprehension (VC), Processing Speed (PS), Perceptual Reasoning (PR), and total IQ, using the Wechsler Intelligence Scale. The results show that the covariance between the WM index and the total IQ was positive (.73), indicating a direct relationship between these variables. It is concluded that there is a low performance in the WM index and the total IQ among the evaluated population.

Wechsler Intelligence Scale Intellectual Quotient Schoolchildren Hypothetical Relational Models Specific Learning Disorder


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Article Details

Author Biographies

Catalina Quintero-López, Universidad Católica Luis Amigó

Magíster en Neuropsicología.

Víctor Daniel Gil-Vera, Universidad Católica Luis Amigó

Doctor en Ingeniería.

Yulissa Fernanda Rúa Arias, Universidad Católica Luis Amigó


María Carolina Santamaría Tamayo, Universidad Católica Luis Amigó


Nathalia Ruiz Galarzo, Universidad Católica Luis Amigó


Sebastián Cataño González, Universidad Católica Luis Amigó