Issues in the assessment of literacy‐related difficulties across language backgrounds: a cross‐linguistic comparison

Abstract

This paper focused on the assessment of phonological skills amongst children with developmental dyslexia. Findings from assessments of English and Hungarian monolingual children with and without literacy deficits and bilingual Filipino children with and without literacy deficits in English indicated that performance on phonological-based tasks often used in dyslexia assessment batteries was influenced by the language background. Monolingual English children with poor literacy skills showed characteristic deficits in most areas of phonological ability, whereas Hungarian counterparts showed little evidence of such difficulties. Bilingual Filipino children with poor English literacy skills showed equivalent profiles to their monolingual counterparts only when assessments in both English and Filipino were considered. The paper discusses difficulties of generalising assessment procedures from one language context to another.

Funções neuropsicológicas em crianças com dificuldades de leitura e escrita

“…É quase unânime na literatura a constatação de que os disléxicos apresentam déficits nas habilidades de processamento fonológico, apesar da dificuldade de generalizar os achados das avaliações destas habilidades para outras línguas (Everatt, Smythe, Ocampo & Gyarmathy, 2004). Porém, há estudos indicando que o déficit em consciência fonológica, por exemplo, não é encontrado em todas as crianças disléxicas (Landerl & Wimmer, 2000;Manis & cols., 1997).…”

Characterization of Programmers with Dyslexia

“…The percentage of the sample (6.5%) stating that they believe that they are dyslexic is the range of adult population with dyslexia that goes from 5% to 10% [7]. It is usually considered that adults with dyslexia have obvious symptoms of low selfesteem and no confidence and feel helpless in some life situations [8], but the result for these variables, after applying a chi-squared test, confirm that these emotional variables do not play a role in defining their profile.…”

Rapid Automatic Naming Performance of Young Spanish–English Speaking Children

“…2 F/R Lunch reflects the percentage of the school population that receives free or reduced lunch. 3 White-Hispanic Gap reflects the achievement gap between average performances in state English language arts assessment for Hispanic students compared to White students in the district. Reported in standard deviations (see [58]).…”

“…Among these challenges, traditional literacy and achievement assessments have their foundation in research on monolingual English-speaking children [3]. Although monolinguals and DLLs may experience overlapping educational experiences, DLLs exhibit unique literacy and/or biliteracy development because of their knowledge of two languages [4,5].…”