Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Autor/inn/en	Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W.
Titel	Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 21 (2016) 1, S.38-56 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2016-V21-I1-6971
Schlagwörter	Evidence Based Practice; Reading Achievement; Writing Evaluation; Dyslexia; Adolescents; Young Adults; Short Term Memory; Predictor Variables; Writing Achievement; Phonology; Decoding (Reading); Orthographic Symbols; Morphology (Languages); Syntax; Attention Control; Multiple Regression Analysis; Spelling; Genetics; Achievement Tests; Cognitive Tests; Reading Tests; Woodcock Johnson Psycho Educational Battery; Wechsler Individual Achievement Test; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Leseleistung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Kurzzeitgedächtnis; Prädiktor; Fonologie; Dekodierung; Morphology; Morphologie; Aufmerksamkeitstest; Schreibweise; Humangenetik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Lesetest; WIAT; Eignungsprüfung; Eignungstest
Abstract	The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and "Supervisory Attention" (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n = 31) or did not (n = 50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01