Members of the immediate families of twenty children with specific reading disability were examined to determine the prevalence of reading disability within the families. A procedure was developed for identifying adults who may have compensated for a disability manifested more clearly in childhood. Forty-five percent of 75 first-degree relatives of the parents were affected and there was a significantly greater number of affected male relatives than females. No single mode of genetic transmission is evident after inspection of the pedigrees. It is suggested that the disorder is genetically heterogeneous and that subgroups of disabled readers should be looked for.
Over 500 men who attended the Gow School, an independent school for boys with developmental dyslexia, were given a follow-up questionnaire from 1 to 38 years after they left the school. More than half had graduated from college; business was the most frequently chosen major in college; most were employed in managerial or related business positions; and their adult reading habits and attitudes did not compare well with those of other men of similar socioeconomic backgrounds. Socioeconomic status and IQ were not predictive of adult outcome among these men in contrast to their effect in the general population. An important result was that severity of the reading problem upon entrance to Gow and the academic and remedial progress of the men while at the school were highly predictive of adult educational, occupational, and attitudinal status.
SUMMARY One hundred and fifty‐four adult relatives of children with specific reading disability, and a group of 90 adults matched for age, sex, educational level and IQ, were given a battery of intelligence, reading and spelling tests and a questionnaire on their reading history, habits and attitudes. Data obtained from the latter group were used to derive multiple regression equations for the prediction of reading and spelling scores. An index was derived for each adult, expressing actual scores relative to those predicted. A definition of severe and borderline reading disability was validated, using the scores from the questionnaire. RÉSUMÉ Mise en place et validation d'une traduction quantitative des difficultés spécifiques de lecture chez l'adulte Cent cinquante quatre adultes prtsentant des liens familiaux avec des enfants porteurs de troubles spécifiques de lecture et un groupe de 90 adultes appariés pour l'âge, le sexe, le niveau d'éducation et le QI, se sont vus présentés une batterie de tests d'intelligence, des tests de lecture et d'orthographe, un questionnaire sur leurs antécédents de lecture, leur habitudes et leurs attitudes. Les données obtenues à partir du second groupe ont été utilistes pour définir des équations à régression multiple permettant la prédiction de scores de lecture et d'orthographe. Un index a étéétabli pour chaque adulte comparant les scores réels aux scores prédits. Une définition d'un trouble de lecture sévère et limite a été validée en utilisant les scores du questionnaire. ZUSAMMENFASSUNG Bestimmung und Bestätigung einer quantitativen Definition bestimmter Leseschwächen bei Erwachsenen 150 erwachsene Verwandte von Kindern mit bestimmten Leseschwächen und eine Gruppe von 90 Erwachsenen entsprechenden Alters, Geschlechtes, Bildungsgrades un IQ bekamen eine Reihe von Intelligenz‐, Lese‐ und Buchstabiertests und einen Fragebogen über ihre Leseentwicklung, ihre Gewohnheiten und ihr Verhalten. Die Daten der zweiten Gruppe wurden dazu benutzt, multiple Regressionsgleichungen zur Voraussage von Lese‐ und Buchstabierscores aufzustellen. Für jeden Erwachsenen wurde ein Index gebildet, indem die aktuellen Scores relativ zu den vorausgesagten ausgedruckt wurden. Die Definition von schwerer und leichter Leseschwäche wurde durch die Scores der Fragebögen bestätigt. RESUMEN Derivación y validación de una definicion cuantitativa de la dificultad específica para la lectura en adultos A ciento cincuenta y cuatro adultos, parientes de niños con dificultad específica para la lectura, y a un grupo de 90 adultos correspondientes según la edad, sexo, nivel de educacion y CI se les pasó una batería de inteligencia, tests de lectura y deletreo y un cuestionario de su historia lectora, hábitos y actitudes. Los datos obtenidos del grupo último fueron utilizados para derivar multiples ecuaciones de regresión para la predicción de puntajes para la lectura y el deletreo. Se derivó un indice para cada adulto expresando los puntajes reales de los predichos. Una definición de la dificultad de la para la le...
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