Converging evidence increasingly calls into question the validity of 'traditional' assessment methods which commonly involve a discrepancy model or within which an IQ figure remains significant.There appears to be a continuing emphasis upon demonstrating the existence of a dyslexic condition at the expense of seeking to link assessment with intervention; and some question also exists whether there are characteristics which clearly differentiate a dyslexic sub-sample from other learning-disabled groups either in terms of cognitive functioning or of response to teaching method.