How much does IQ matter?

[Anonymous]

Yes, I think it matters, but not in the way you are asking. Your post makes me think you are asking if high IQ equates to becoming rich.
Responses then state EQ as important, but I am not sure how important it is if we are talking about it making you rich.
Most people with high IQs do not care about being rich or becoming rich. Just like in any strata or any group of people, people excel and care about different things in life.
To me, IQ matter in a simple way that it makes you want to learn more, to accept that you barely know anything, to keep reaching to learn things even when you are 50, 60, 90 years old.
But, most importantly, to me IQ matters because it makes many things easier in life. People with high IQ and vast general knowledge know not to engage low IQ people, know not to argue about issues they know 100% with someone who is "proving" to them they are wrong.
It makes life easier, I think having high IQ.

[Anonymous]

Anonymous wrote:Yes, I think it matters, but not in the way you are asking. Your post makes me think you are asking if high IQ equates to becoming rich.
Responses then state EQ as important, but I am not sure how important it is if we are talking about it making you rich.
Most people with high IQs do not care about being rich or becoming rich. Just like in any strata or any group of people, people excel and care about different things in life.
To me, IQ matter in a simple way that it makes you want to learn more, to accept that you barely know anything, to keep reaching to learn things even when you are 50, 60, 90 years old.
But, most importantly, to me IQ matters because it makes many things easier in life. People with high IQ and vast general knowledge know not to engage low IQ people, know not to argue about issues they know 100% with someone who is "proving" to them they are wrong.
It makes life easier, I think having high IQ.

High IQ is correlated with intellectual curiosity, unfortunately in many careers, the average middle managers often discredit your curiosity and high IQ ppl may even feel like a failure when they are junior.

[Anonymous]

Anonymous wrote:IQ doesn’t really matter.
EQ matters more.

First part is not entirely true, second is. A low IQ will hold you back. A genius with a decent EQ can change the world.

[Anonymous]

DP agree -

We have two very bright DC with dyslexia and they both learned to read later than most kids using phonemic awareness and decoding (modified Orton Gillinghan method). Until they could read fluently we used a lot of audio stories to keep their imaginations stimulated.

Phonemic awareness and decoding is indeed the way all kids learn to read. So many children in mainstream classes struggled to learn to read after entire school systems bought into the non scientific theory of “whole language” or three cueing strategy. It encourages young students to guess words based on context and picture clues rather than decoding letters and sounds Many children using this method learned the stories by rote but did not learn how to actually read.

Many teaching strategies for gifted talented and learning disabled children represent best practices for all students. For example, apart from phonemic awareness and decoding programs; helping students to understand how their brains learn best, receiving information in multiple ways (verbally, written and interactive kinetic) clear guidance on expectations, structure and help with transitions between activities and classes,)

In terms of OP’s questions - many PPs have raised valuable insights. IQ does matter especially at the lower end. But for people of average and above range of intellectual abilities EQ, (such as being able to work well with others, resiliency when things go wrong, and reading social cues well) probably are equally, if not more, important.

One quality that I am not seeing mentioned yet is holding a hard work ethic. There is no substitute for hard work and self discipline.

[Anonymous]

Anonymous wrote:DP agree -

We have two very bright DC with dyslexia and they both learned to read later than most kids using phonemic awareness and decoding (modified Orton Gillinghan method). Until they could read fluently we used a lot of audio stories to keep their imaginations stimulated.

Phonemic awareness and decoding is indeed the way all kids learn to read. So many children in mainstream classes struggled to learn to read after entire school systems bought into the non scientific theory of “whole language” or three cueing strategy. It encourages young students to guess words based on context and picture clues rather than decoding letters and sounds Many children using this method learned the stories by rote but did not learn how to actually read.

Many teaching strategies for gifted talented and learning disabled children represent best practices for all students. For example, apart from phonemic awareness and decoding programs; helping students to understand how their brains learn best, receiving information in multiple ways (verbally, written and interactive kinetic) clear guidance on expectations, structure and help with transitions between activities and classes,)

In terms of OP’s questions - many PPs have raised valuable insights. IQ does matter especially at the lower end. But for people of average and above range of intellectual abilities EQ, (such as being able to work well with others, resiliency when things go wrong, and reading social cues well) probably are equally, if not more, important.

One quality that I am not seeing mentioned yet is holding a hard work ethic. There is no substitute for hard work and self discipline.

^^^
Meant to respond to 00:17

[Anonymous]

Anonymous wrote:DP agree -

We have two very bright DC with dyslexia and they both learned to read later than most kids using phonemic awareness and decoding (modified Orton Gillinghan method). Until they could read fluently we used a lot of audio stories to keep their imaginations stimulated.

Phonemic awareness and decoding is indeed the way all kids learn to read. So many children in mainstream classes struggled to learn to read after entire school systems bought into the non scientific theory of “whole language” or three cueing strategy. It encourages young students to guess words based on context and picture clues rather than decoding letters and sounds Many children using this method learned the stories by rote but did not learn how to actually read.

Many teaching strategies for gifted talented and learning disabled children represent best practices for all students. For example, apart from phonemic awareness and decoding programs; helping students to understand how their brains learn best, receiving information in multiple ways (verbally, written and interactive kinetic) clear guidance on expectations, structure and help with transitions between activities and classes,)

In terms of OP’s questions - many PPs have raised valuable insights. IQ does matter especially at the lower end. But for people of average and above range of intellectual abilities EQ, (such as being able to work well with others, resiliency when things go wrong, and reading social cues well) probably are equally, if not more, important.

One quality that I am not seeing mentioned yet is holding a hard work ethic. There is no substitute for hard work and self discipline.

I strongly disagree on your statement that phonemic awareness is the way ALL kids learn to read. Some kids learn visual and memorize words, it might be that in English both are required as many words are a guessing game until you know them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DP agree -

We have two very bright DC with dyslexia and they both learned to read later than most kids using phonemic awareness and decoding (modified Orton Gillinghan method). Until they could read fluently we used a lot of audio stories to keep their imaginations stimulated.

Phonemic awareness and decoding is indeed the way all kids learn to read. So many children in mainstream classes struggled to learn to read after entire school systems bought into the non scientific theory of “whole language” or three cueing strategy. It encourages young students to guess words based on context and picture clues rather than decoding letters and sounds Many children using this method learned the stories by rote but did not learn how to actually read.

Many teaching strategies for gifted talented and learning disabled children represent best practices for all students. For example, apart from phonemic awareness and decoding programs; helping students to understand how their brains learn best, receiving information in multiple ways (verbally, written and interactive kinetic) clear guidance on expectations, structure and help with transitions between activities and classes,)

In terms of OP’s questions - many PPs have raised valuable insights. IQ does matter especially at the lower end. But for people of average and above range of intellectual abilities EQ, (such as being able to work well with others, resiliency when things go wrong, and reading social cues well) probably are equally, if not more, important.

One quality that I am not seeing mentioned yet is holding a hard work ethic. There is no substitute for hard work and self discipline.

I strongly disagree on your statement that phonemic awareness is the way ALL kids learn to read. Some kids learn visual and memorize words, it might be that in English both are required as many words are a guessing game until you know them.

Have you read up on the debacle following entire school systems adopting that theory (whole language) for how students learn to read? Many children learning via that method never learned how to read but how to predict words and that only works for so long. I am not talking about comprehension or analysis of stories but simply the function of learning to read.

The science that all kids learn to read through phonemic awareness and decoding is called "The Science of Reading"; it primarily focuses on the concept of phonics, which teaches the relationship between letters and their corresponding sounds, allowing children to decode words by breaking them down into individual phonemes and blending them together.

Phonemic awareness:
The ability to identify and manipulate individual sounds (phonemes) within words, which is considered a crucial foundation for reading acquisition.

Decoding:
The process of using letter-sound relationships to decipher unfamiliar words.

Phonics instruction:
Systematic and explicit teaching of letter-sound correspondences to enable decoding.
Other important components:
Phonological awareness (broader sound awareness), fluency, vocabulary, and comprehension.