Developmental Dyslexia in Dutch

Verhoeven, Ludo

doi:10.1017/9781108553377.004

Cited by 4 publications

(3 citation statements)

References 65 publications

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“…However, possible disorders in learning to read, like dyslexia, can only be diagnosed after a period of reading instruction (American Psychiatric Association, 2013). In the Netherlands, dyslexia assessment is conducted halfway through Grade 2 at the earliest (Verhoeven, 2019), taking into account the persistency criterium for dyslexia defined in DSM‐V (, 2013). It remains unclear whether poor decoders develop similarly during these first few school years, or if their developmental trajectories vary.…”

Section: Introductionmentioning

confidence: 99%

Understanding variation in prospective poor decoders: A person‐centred approach from kindergarten to Grade 2

et al. 2023

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In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre‐reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre‐reading skills. Using latent profile analysis, we found three distinct pre‐reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.

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Section: Introductionmentioning

confidence: 99%

Understanding variation in prospective poor decoders: A person‐centred approach from kindergarten to Grade 2

et al. 2023

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“…B. in Finnland (Lyytinen et al 2019), alternativ auch in unterschiedlichen Settings über die Jugendhilfe, z. B. in Deutschland (Schreck Graf von Reischach 2006;Huck 2020a) oder in den Niederlanden (Verhoeven 2019), organisiert. Dies bedeutet, dass die LRS-Förderung sowohl inner-als auch außerschulisch und durch verschiedene Berufsgruppen (z.…”

Section: Introductionunclassified

What framework is needed to support children with learning difficulties?

Schmidt

2022

Gr Interakt Org

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ZusammenfassungDieser Artikel der Zeitschrift Gruppe. Interaktion. Organisation. beschreibt einen organisationssoziologisch fundierten Analyserahmen für die Untersuchung und den Vergleich von Fördersystemen für Lernende mit einer Lese-Rechtschreib-Störung/Lese-Rechtschreib-Schwäche (LRS). Es wird ein Vorgehen beschrieben, mit dem eine wissenschaftlich, bildungspolitisch und schulpraktisch relevante Fragestellung an den Schnittstellen von Organisation, Team und Individuum bearbeitet werden kann. Betroffene benötigen beim Schriftspracherwerb zusätzliche über den Regelunterricht hinausgehende Förderung. Aufgrund der benötigten Individualisierung außerhalb eines sonderpädagogischen Förderbedarfs stellt diese einen Sonderfall inklusiver Praxis dar. Die Unterstützung wird in verschiedenen Ländern sowohl innerhalb als auch alternativ außerhalb der Schule organisiert. Dabei entstehen länderübergreifende Unterschiede in der Trias aus Organisation, professionellen Normen und staatlicher Regulation.

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“…; Leonard 2014: 3). According to epidemiological studies, the two disorders affect between 5% and 10% of the child population (Tomblin et al 1997;Snowling 2000;Leonard 2014;Verhoeven, Perfetti & Pugh 2019). Furthermore, both PLI and DD are of a genetic nature (Samples & Lane 1985;Bishop & Edmundson 1986;Lewis & Thompson 1992); indeed, it is common for these pathologies to run in families (Gilger, Pennington, & DeFries 1991;Rice, Haney, & Wexler 1998;Fisher & DeFries 2002).…”

Section: Introductionmentioning

confidence: 99%

Primary Language Impairment and Developmental Dyslexia

Marra

2022

CHIMERA

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Primary Language Impairment (PLI) and Developmental Dyslexia (DD) are developmental disorders which primarily affect language (and language-related abilities) from childhood onwards. Recent studies on DD have evidenced morphosyntactic weaknesses, in conjunction with a core phonological impairment. Therefore, compelling parallelism between children with DD and PLI is inferred. In the present paper, we will address the trivial issue of the relationship between the two disorders by discussing Italian data from a two-case study. In order to do so, we collected, transcribed and analyzed samples of spontaneous and elicited speech of two Italian speaking children. In addition, we proved their linguistic abilities by conducting standardized tests in order to evaluate the disruption of any linguistic level, with particular reference to phonology and morphosyntax. We intend to support the Comorbidity Model, which holds the view that PLI and DD are distinct but potentially comorbid developmental disorders.

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Developmental Dyslexia in Dutch

Cited by 4 publications

References 65 publications

Understanding variation in prospective poor decoders: A person‐centred approach from kindergarten to Grade 2

Understanding variation in prospective poor decoders: A person‐centred approach from kindergarten to Grade 2

What framework is needed to support children with learning difficulties?

Primary Language Impairment and Developmental Dyslexia

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