Anchoring the Deficit of the Anchor Deficit: Dyslexia or Attention?

Autor/inn/en	Willburger, Edith; Landerl, Karin
Titel	Anchoring the Deficit of the Anchor Deficit: Dyslexia or Attention?
Quelle	In: Dyslexia, 16 (2010) 2, S.175-182 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.404
Schlagwörter	Reading Difficulties; Dyslexia; Time Management; Reading Skills; Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Time Perspective; Foreign Countries; German; Second Language Learning; Intelligence; Correlation; Elementary School Students + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Zeitmanagement; Reading skill; Lesefertigkeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Zeitbezug; Ausland; Deutscher; Zweitsprachenerwerb; Intelligenz; Klugheit; Korrelation
Abstract	In the anchoring deficit hypothesis of dyslexia ("Trends Cogn. Sci.", 2007; 11: 458-465), it is proposed that perceptual problems arise from the lack of forming a perceptual anchor for repeatedly presented stimuli. A study designed to explicitly test the specificity of the anchoring deficit for dyslexia is presented. Four groups, representing all combinations of reading skills (high or low) and attention (high or low), were given a time estimation task in which a standard tone was compared with tones of varying length. Poor readers showed problems only if they had limited attentional skills as well, while poor readers with good attention were unaffected. It is concluded that a single deficit in time estimation is not sufficient to cause reading deficits. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10