Explaining the Sex Difference in Dyslexia

Autor/inn/en	Arnett, Anne B.; Pennington, Bruce F.; Peterson, Robin L.; Willcutt, Erik G.; DeFries, John C.; Olson, Richard K.
Titel	Explaining the Sex Difference in Dyslexia
Quelle	In: Journal of Child Psychology and Psychiatry, 58 (2017) 6, S.719-727 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12691
Schlagwörter	Dyslexia; Gender Differences; Reading Difficulties; Cognitive Processes; Inhibition; Attention Deficit Hyperactivity Disorder; Comorbidity; Clinical Diagnosis; Disproportionate Representation + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Geschlechterkonflikt; Reading difficulty; Leseschwierigkeit; Cognitive process; Kognitiver Prozess; Hemmung
Abstract	Background: Males are diagnosed with dyslexia more frequently than females, even in epidemiological samples. This may be explained by greater variance in males' reading performance. Methods: We expand on previous research by rigorously testing the variance difference theory, and testing for mediation of the sex difference by cognitive correlates. We developed an analytic framework that can be applied to group differences in any psychiatric disorder. Results: Males' overrepresentation in the low performance tail of the reading distribution was accounted for by mean and variance differences across sex. There was no sex difference at the high performance tail. Processing speed (PS) and inhibitory control partially mediated the sex difference. Verbal reasoning emerged as a strength in males. Conclusions: Our results complement a previous finding that PS partially mediates the sex difference in symptoms of attention deficit/hyperactivity disorder (ADHD), and helps explain the sex difference in both dyslexia and ADHD and their comorbidity. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01