A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

Vogel, Susan A.; Holt, Janet K.

doi:10.1002/dys.244

Cited by 22 publications

(23 citation statements)

References 18 publications

(18 reference statements)

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“…In three studies, data from the International Adult Literacy Survey (IALS) were used [52,59,60]. Curtis, Breslin, and Pole [50] used the data from the Canadian Community Health Survey of 2003.…”

Section: Resultsmentioning

confidence: 99%

Factors influencing work participation of adults with developmental dyslexia: a systematic review

et al. 2014

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BackgroundEvidence has been synthesized to determine hindering and facilitating factors associated with the work participation of adults with developmental dyslexia (DD), classified according to the International Classification of Functioning, Disability and Health (ICF).MethodsA systematic literature review has been performed. Two search strings were used to determine the population and the context of work. The ICF was expanded with two subdivisions: one that made the environmental factors more work-related and a subdivision of personal factors. For data extraction the method known as qualitative metasummary was used and the manifest frequency effect size (MFES) for each category in the ICF was calculated.ResultsFrom 33 included studies 318 factors have been extracted and classified in the ICF. In the classification the frequency of occurrences and the consistency in direction (i.e., hindering or facilitating) have been made visible. The ICF categories with the highest MFES were mental functions with factors like feelings and emotions about dyslexia; activities like reading or writing/spelling; participation with factors like acquiring and keeping a job; social relationships at work where the attitudes and support of the employer and co-workers are important; working conditions with factors like the availability of assistive technology and accommodations on the job; and personal factors like self-disclosure and coping strategies.ConclusionsIn the context of work DD affects nearly all domains of functioning, mostly in a negative way. Within each domain the impact of DD increases over the course of life. To overcome that negative influence, many forms of adaptation, compensation, or coping are mentioned. Also notable is the lack of positive attitudes toward DD of the participants with DD—with the exception of the attitudes of teachers with DD—as well as on the part of colleagues, supervisors, and employers.

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Section: Resultsmentioning

confidence: 99%

Factors influencing work participation of adults with developmental dyslexia: a systematic review

et al. 2014

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“…On average, mothers of control participants had completed approximately one additional year of education than mothers of participants with dyslexia ( d = 0.57). This discrepancy likely reflects the facts that dyslexia is familial (Pennington & Olson, 2005) and associated with lower levels of educational achievement (Boetsch, Green, & Pennington, 1996; Vogel & Holt, 2003). There was not a significant group difference in race.…”

Section: Methodsmentioning

confidence: 99%

Subtypes of developmental dyslexia: Testing the predictions of the dual-route and connectionist frameworks

2013

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We investigated the phonological and surface subtypes of developmental dyslexia in light of competing predictions made by two computational models of single word reading, the dual-route cascaded model (DRC; Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) and Harm and Seidenberg’s connectionist model (HS model; Harm & Seidenberg, 1999). The regression-outlier procedure was applied to a large sample to identify children with disproportionately poor phonological coding skills (phonological dyslexia) or disproportionately poor orthographic coding skills (surface dyslexia). Consistent with the predictions of the HS model, children with “pure” phonological dyslexia, who did not have orthographic deficits, had milder phonological impairments than children with “relative” phonological dyslexia, who did have secondary orthographic deficits. In addition, pure cases of dyslexia were more common among older children. Consistent with the predictions of the DRC model, surface dyslexia was not well conceptualized as a reading delay; both phonological and surface dyslexia were associated with patterns of developmental deviance. In addition, some results were problematic for both models. We identified a small number of individuals with severe phonological dyslexia, relatively intact orthographic coding skills, and very poor real word reading. Further, a subset of controls could read normally despite impaired orthographic coding. The findings are discussed in terms of improvements to both models that might help better account for all cases of developmental dyslexia.

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“…First, self-identification has been shown to be a valid measure of reading difficulties (Schulte-Korne, Deimel, & Remschmidt, 1997). Second, self-identification was used in the International Adult Literacy Survey (Vogel & Holt, 2003) and most recently in the Canadian Community Health Survey: Mental Health and Well-Being, Cycle 1.2 (Wilson, Armstrong, Furrie, & Walcot, 2009). Third, in arguing for the validity of self-identification for dyslexia, Wilson et al (2009) stressed that 'those who also identify as dyslexic would more likely typify those who meet the narrow criteria of reading difficulties within the more heterogeneous category of LD' (p. 26).…”

Section: Measures Dyslexiamentioning

confidence: 99%

Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood

Carawan

Nalavany

Jenkins

2015

Aging & Mental Health

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A comparative study of adults with and without self‐reported learning disabilities in six English‐speaking populations: What have we learned?

Cited by 22 publications

References 18 publications

Factors influencing work participation of adults with developmental dyslexia: a systematic review

Factors influencing work participation of adults with developmental dyslexia: a systematic review

Subtypes of developmental dyslexia: Testing the predictions of the dual-route and connectionist frameworks

Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood

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