The Validity of a Battery of Phonemic and Orthographic Awareness Tasks for Adults with and without Dyslexia and Attention Deficit/Hyperactivity Disorder

Autor/inn/en	Gregg, Noel; Bandalos, Deborah L.; Coleman, Chris; Davis, J. Mark; Robinson, Kelly; Blake, Jamilia
Titel	The Validity of a Battery of Phonemic and Orthographic Awareness Tasks for Adults with and without Dyslexia and Attention Deficit/Hyperactivity Disorder
Quelle	In: Remedial and Special Education, 29 (2008) 3, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315951
Schlagwörter	Phonemics; Learning Disabilities; Dyslexia; Hyperactivity; Test Validity; Attention Deficit Disorders; Special Needs Students; Reading Skills; Phonemic Awareness; Orthographic Symbols; Writing Skills; College Students; Comparative Analysis + Suchen Sie Ihr Suchwort? Fonemsystem; Learning handicap; Lernbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hyperaktivität; Testvalidität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Sonderpädagogischer Förderbedarf; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Collegestudent
Abstract	The vast majority of adults with learning disabilities are those with deficits affecting reading decoding, reading and writing fluency, and spelling. Many adults with Attention Deficit/Hyperactivity Disorder (AD/HD) also demonstrate problems with reading and writing. Documenting the underlying reasons for reading underachievement among these groups of adults is critical from both an assessment and an accommodation perspective. The purposes of this study are threefold: (a) to extend our understanding of the nature of phonemic and orthographic awareness among various adult populations; (b) to explore the validity and separability of the latent constructs of phonemic and orthographic awareness and tasks used to measure these constructs across a population of 630 university students with dyslexia, AD/HD, dyslexia and AD/HD (comorbid), and no disabilities; and (c) to discuss the implications of these analyses for intervention and accommodation selection. (Contains 6 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10