Characteristics of cognitive deficits and writing skills of Polish adults with developmental dyslexia

Bogdanowicz, Katarzyna M.; Łockiewicz, Marta; Bogdanowicz, Marta; Pąchalska, Maria

doi:10.1016/j.ijpsycho.2013.03.005

Cited by 27 publications

(22 citation statements)

References 28 publications

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“…In addition, people with dyslexia also demonstrate poor performance in phonological tasks and rapid naming (Bogdanowicz, Lockiewicz, Bogdanowicz, & Pachalska, 2014;Hatcher et al, 2002;Swanson & Hsieh, 2009), as repeatedly shown in the literature on developmental dyslexia (Snowling, Bishop, & Stothard, 2000;Stanovich & Siegel, 1994;Swan & Goswami, 1997), supporting the existence of impairment in the phonological processing of words.…”

Section: Introductionsupporting

confidence: 66%

Reading difficulties in Spanish adults with dyslexia

Suárez‐Coalla

Cuetos

2015

Ann. of Dyslexia

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Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic system favours the reading fluency. The aim of this study was to get an insight of the reading characteristics of Spanish adults with dyslexia and also to infer the reading strategies that they are using. For that purpose, a group of 30 dyslexics (M age = 32 years old) and an age-matched group of 30 adults without reading disabilities completed several phonological and reading tasks: phonological awareness tasks, rapid automatic naming, lexical decision, word and pseudoword reading, letter detection and text reading. The results showed that highly educated Spanish dyslexics performed significantly worse than the control group in the majority of the tasks. Specifically, they showed difficulties reading long pseudowords, indicating problems in automating the grapheme-phoneme rules, but they also seem to present difficulties reading words, which indicate problems with the lexical route. It seems that the Spanish dyslexic adults, as in deep orthographies, continue having difficulties in phonological awareness tasks, rapid naming and reading.

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Section: Introductionsupporting

confidence: 66%

Reading difficulties in Spanish adults with dyslexia

Suárez‐Coalla

Cuetos

2015

Ann. of Dyslexia

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“…Nevertheless, their reading and naming speed were also significantly slower than in children and adults without learning difficulties (De Luca et al, 2002; Hatcher et al, 2002; Ramus et al, 2003; White et al, 2006; Everatt et al, 2008; Willburger et al, 2008; Boets and De Smedt, 2010; De Smedt and Boets, 2011; Beidas et al, 2013; Bogdanowicz et al, 2014; Suarez-Coalla et al, 2014; Law et al, 2015). …”

Section: Dissociating Functional Illiteracy From Illiteracy and Dyslexiamentioning

confidence: 80%

“…The results suggest that the phonological symptoms associated with dyslexia persist into adulthood (Hatcher et al, 2002; Ramus et al, 2003; Beidas et al, 2013; Bogdanowicz et al, 2014; Law et al, 2015). A study that compared adults with and without learning difficulties demonstrated that even high-achieving dyslexic adults are slower in phonological, semantic, and syntactic judgment tasks (Rüsseler et al, 2007).…”

Section: Dissociating Functional Illiteracy From Illiteracy and Dyslexiamentioning

confidence: 91%

A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects

et al. 2016

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Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community’s development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.

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“…This is used to assess dyslexia in primary and secondary school students and as such it is included in the set of dyslexia diagnostic tools normally administered in Polish state counselling centres. However, it has also been employed for adults' reading assessment [33].…”

Section: Discussionmentioning

confidence: 99%

Non-word reading test vs anaesthesia. How do anaesthetised patients decode the contents without referring to the meaning?

Płotek¹,

Cybulski²,

Łockiewicz³

et al. 2014

Anaesthesiol Intensive Ther

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Background: The aim of this study was to examine the phonological functioning (reading speed and accuracy) of hospital patients under general anaesthesia administered during colonoscopy. Methods: In this study the 'Łatysz' non-word reading test was used to measure the impact of selected anaesthetics on the phonological aspect of language processing (defined as decoding without referring to the meaning) in a group of 22 anaesthetised patients compared to 23 non-anaesthetised patients from university clinics. Results: Compared to the preoperative performance, a decrease in reading accuracy and reading speed was observed only in the Anaesthesia Group -AG (in the subjects aged ≥ 35 years) 1.5 h after the administration of anaesthetics. Postoperatively, the AG were significantly slower and less accurate than the Control Group -CG -after 1.5 h. After 3 h, the AG had regained their baseline values both in reading accuracy and reading speed. During the last assessment session, the AG pronounced 82% of the words correctly, while the CG pronounced 74% correctly. Moreover, subjects aged ≥ 35 years performed worse than younger subjects in their reading accuracy and speed. Conclusions: The patients who underwent colonoscopy under general anaesthesia manifested impaired phonological functioning shortly after the procedure, both in the speed and accuracy of reading non-words. However, the accuracy problems subsided relatively quickly.

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Characteristics of cognitive deficits and writing skills of Polish adults with developmental dyslexia

Cited by 27 publications

References 28 publications

Reading difficulties in Spanish adults with dyslexia

Reading difficulties in Spanish adults with dyslexia

A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects

Non-word reading test vs anaesthesia. How do anaesthetised patients decode the contents without referring to the meaning?

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