Protective Factors and Compensation in Resolving Dyslexia

Autor/inn/en	van Viersen, Sietske; de Bree, Elise H.; de Jong, Peter F.
Titel	Protective Factors and Compensation in Resolving Dyslexia
Quelle	In: Scientific Studies of Reading, 23 (2019) 6, S.461-477 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1603543
Schlagwörter	Dyslexia; Secondary School Students; Academically Gifted; At Risk Students; Foreign Countries; Comorbidity; Reading Strategies; Grade 7; Grade 8; Reading Fluency; Reading Skills; Spelling; Phonology; Short Term Memory; Visual Perception; Spatial Ability; Language Tests; Verbal Ability; Intelligence; Grammar; Netherlands; Wechsler Intelligence Scale for Children; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Ausland; Reading strategy; Leselernstufe; Lesetechnik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Reading skill; Lesefertigkeit; Schreibweise; Fonologie; Kurzzeitgedächtnis; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Language test; Sprachtest; Mündliche Leistung; Intelligenz; Klugheit; Grammatik; Niederlande
Abstract	Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk factors showed support for both the resolving-deficit and compensatory-mechanism theories: Resolving and persistent groups were comparable on phoneme deletion and nonalphanumeric rapid automatized naming, but resolvers outperformed students with persistent dyslexia on spoonerisms and alphanumeric rapid automatized naming. For the protective factors, resolvers consistently showed more pronounced cognitive strengths in verbal areas relevant for literacy development, which is in line with the compensatory-mechanism theory. We conclude that, besides underlying deficits resolving to some extent, compensation is a plausible explanation for resolving literacy difficulties in gifted students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01