High Reading Skills Mask Dyslexia in Gifted Children

Autor/inn/en	van Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H.
Titel	High Reading Skills Mask Dyslexia in Gifted Children
Quelle	In: Journal of Learning Disabilities, 49 (2016) 2, S.189-199 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414538517
Schlagwörter	Dyslexia; Academically Gifted; Reading Skills; Elementary School Students; Foreign Countries; Cognitive Ability; Spelling; Language Skills; Phonological Awareness; Naming; Short Term Memory; Grammar; Vocabulary; Hypothesis Testing; Reading Tests; Bayesian Statistics; Comparative Analysis; Comorbidity; Grade 2; Grade 3; Grade 4; Intelligence Tests; Children; Spatial Ability; Visual Perception; Netherlands; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading skill; Lesefertigkeit; Ausland; Denkfähigkeit; Schreibweise; Language skill; Sprachkompetenz; Kurzzeitgedächtnis; Grammatik; Wortschatz; Hypothesenprüfung; Hypothesentest; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Intelligence test; Intelligenztest; Child; Kind; Kinder; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Niederlande
Abstract	This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with dyslexia). The test battery included measures of literacy (reading/spelling) and cognitive abilities related to literacy and language (phonological awareness [PA], rapid automatized naming [RAN], verbal short-term memory [VSTM], working memory [WM], grammar, and vocabulary). It was hypothesized that gifted children with dyslexia would outperform children with dyslexia on literacy tests. In addition, a core-deficit model including dyslexia-related weaknesses and a compensational model involving giftedness-related strengths were tested using Bayesian statistics to explain their reading/spelling performance. Gifted children with dyslexia performed on all literacy tests in between children with dyslexia and TD children. Their cognitive profile showed signs of weaknesses in PA and RAN and strengths in VSTM, WM, and language skills. Findings indicate that phonology is a risk factor for gifted children with dyslexia, but this is moderated by other skills such as WM, grammar, and vocabulary, providing opportunities for compensation of a cognitive deficit and masking of literacy difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01