Dyslexia and Visual-Spatial Talents: Compensation vs Deficit Model

Winner, Ellen; Károlyi, Catya von; Malinsky, Daphna; French, Lisa; Seliger, Colleen; Ross, Erin H.; Weber, Christina D.

doi:10.1006/brln.2000.2392

Cited by 85 publications

(98 citation statements)

References 41 publications

(47 reference statements)

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“…In contrast, Winner et al (2011) found that high school students with dyslexia compared to a non-dyslexic group did not have enhanced visual-spatial skills but rather deficits on many visuospatial tasks. This contradicts results from Duranovic, et al who found equivalent scores on similar tasks.…”

Section: Dyslexia and Visual-spatial Abilitymentioning

confidence: 68%

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Mogadime

2017

Brock Education Journal

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Section: Dyslexia and Visual-spatial Abilitymentioning

confidence: 68%

Complete Issue

Mogadime

2017

Brock Education Journal

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“…However, impairment of these abilities in subjects with dyslexia is commonly found in the literature (Facoetti, Paganoni, Turatto, Marzola, & Mascetti, 2000), but some nuances must and are being investigated, mainly in investigations which have greater ecological validity. For example, in studies undertaken by Brunswick, Martin and Marzano (2010) and Winner et al (2001) worse performance was verified in the majority of the visuospatial skills evaluated in the group with dyslexia; however, in tasks which were more related to the "real world" (computerized tri-dimensional activities made up of the evaluation of the location of paths and constructions) this group had better performance. In addition to this, Eide and Eide (2011) ascertained that individuals with dyslexia, when adults, tend to enter professions which are more linked with visual skills, such as arts, design, architecture and engineering.…”

Section: Discussionmentioning

confidence: 93%

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Alves

Nakano

2014

Paidéia (Ribeirão Preto)

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This study aimed to verify if the creativity of children with Developmental Dyslexia (CG; n = 13) differs from children without difficulties in reading and writing (NG; n = 13). Furthermore, we sought to verify how creativity could be related to intelligence. The Raven Colored Progressive Matrices Test and the Child Figural Creativity Test were applied in both groups. High correlations were found between intelligence and creativity in both groups, and variable correlations for the same type of analysis were found in the literature. There were no significant intergroup differences for creativity, although the NG had a higher overall average in creativity and the CG, the highest averages in most evaluated creative characteristics. The possible involvement of psychological/neuropsychological constructs with creativity, such as spatial processing and emotion, was discussed.

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“…Thus, if no RD/ non-RD difference is found, we are unsure that it may not have been found in younger ages and before the person's neurology has been changed by experience, reading interventions, normal maturation (e.g., puberty), or lack of appropriate stimulation/ practice. Similarly, if differences are found in older samples, we cannot be certain of their etiology: these could be inherent differences or differences acquired through choice or practice (e.g., Winner et al, 2001).…”

Section: Age and Developmental Trajectorymentioning

confidence: 99%

“…Others have looked at tasks requiring higher level thinking, creativity or dynamic nonverbal cognition such as rotating objects in the mind, or identifying rapidly Impossible Figures in space (Diehl et al, 2014;Olulade et al, 2012;Winner et al, 2001). Although some of these skills rely on related neurocognitive components, they often represent different behaviors and processing systems and should be considered clearly so as not to encourage the combining of skills into overly generalized conclusions about VS aptitude.…”

Section: Differentiating Cognitive Skillsmentioning

confidence: 99%

Visuo-Spatial Skills in Atypical Readers

Crogman¹,

Gilger²,

Hoeft³

2018

Oxford Scholarship Online

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Atypical learners, including those with developmental dyslexia or reading disorder (RD) and twice exceptionality (2e), exhibit a wide variety of cognitive profiles. The empirical data reviewed in this chapter suggest that RD individuals as a group do not generally exhibit superior visual-spatial abilities, but there appear to be specific types of visuo-spatial (VS) skills that RD individuals may show strengths in. This may be particularly true for a subset of RD individuals who could be classified as 2e-RD. This chapter aims to highlight the need for a different theoretical and applied approach to how VS skills in RD populations are considered; it also suggests the need for different methodologies to assess those skills. Recommendations are made for future research to better characterize the VS aspects of the RD profile, their possible neurological underpinnings, and what may be unique VS processing mechanisms in RD and 2e-RD populations.

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Dyslexia and Visual-Spatial Talents: Compensation vs Deficit Model

Cited by 85 publications

References 41 publications

Complete Issue

Complete Issue

Creativity and Intelligence in Children With and Without Developmental Dyslexia1

Visuo-Spatial Skills in Atypical Readers

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