Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia

Callens, Maaike; Tops, Wim; Brysbaert, Marc

doi:10.1371/journal.pone.0038081

Cited by 108 publications

(139 citation statements)

References 42 publications

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“…showing that spelling problems persist for individuals with dyslexia, even for high functioning adults (Callens et al, 2012;Ehri, 1992;Hatcher et al 2002;Swanson & Hsieh, 2009;Vanderswalmen et al, 2010). More important than the statistical significance is the large effect size (d ≈ 2).…”

Section: Discussionmentioning

confidence: 99%

Spelling in Adolescents With Dyslexia

et al. 2012

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In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia.

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Section: Discussionmentioning

confidence: 99%

Spelling in Adolescents With Dyslexia

et al. 2012

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“…Criteria for diagnosis implied a score below the 10th percentile on the Gletschr The order of the KAIT, EMT and Klepel was counterbalanced. Reading tests and KAIT were administered only to participants for whom these data were not available from a prior study (Callens et al, 2012). Two control participants were excluded from analysis: one had previously participated in a similar Hebb study and the other reported Serial-order learning in dyslexia problems learning foreign languages.…”

Section: Participantsmentioning

confidence: 99%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel wordforms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of one month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

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“…Many poor readers are understandably concerned to ensure that their reading difficulties are not perceived by others as indicative of low intelligence. The hurt and humiliation that are often experienced by struggling readers, as a result of the perceptions and misunderstandings of others [35] are such that a diagnostic label that not only decouples intelligence and reading ability, but is also suggestive of higher-level intellectual functioning, will be highly attractive.…”

Section: The Resilience Of Discrepancy Testingmentioning

confidence: 99%

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

Elliott

Resing

2015

J. Intell.

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This paper examines the value of intelligence testing for the purpose of informing us how best to intervene with children with reading disability. While the original function of IQ testing was to ascertain whether a child was capable of profiting from schooling, there are many who now claim that cognitive assessment offers a range of diagnostic and prescriptive functions which can help teachers in delivering effective educational programs. This paper interrogates such assertions in relation to the assessment of IQ, cognitive strengths and weaknesses, executive functions, and the use of dynamic testing/assessment. The paper concludes that current evidence indicates that cognitive measures have limited relevance for instructional planning, and cognitive training programs have yet to show sufficient academic gains. For these reasons, it is recommended that our energies should be directed to the continuing development of powerful forms of academic skills-based instruction operating within a response to intervention framework.

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Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia

Cited by 108 publications

References 42 publications

Spelling in Adolescents With Dyslexia

Spelling in Adolescents With Dyslexia

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?

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