Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

Autor/inn/en	van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.
Titel	Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 6, S.1173-1192 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Viersen, Sietske)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9717-x
Schlagwörter	Foreign Countries; Second Language Learning; Reading Instruction; Spelling Instruction; Gifted; Dyslexia; Grade 7; Grade 8; Orthographic Symbols; Indo European Languages; English (Second Language); Reading Tests; French; German; Pretests Posttests; Native Language; Reading Skills; Literacy; Comparative Analysis; Bayesian Statistics; Children; Intelligence Tests; Hypothesis Testing; Netherlands; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Begabter, Hoch Begabter; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lesetest; Französisch; Deutscher; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Intelligence test; Intelligenztest; Hypothesenprüfung; Hypothesentest; Niederlande
Abstract	A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01