Impact of the Time of Diagnosis on the Perceived Competence of Adolescents with Dyslexia

Autor/inn/en	Battistutta, Layla; Commissaire, Eva; Steffgen, Georges
Titel	Impact of the Time of Diagnosis on the Perceived Competence of Adolescents with Dyslexia
Quelle	In: Learning Disability Quarterly, 41 (2018) 3, S.170-178 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Battistutta, Layla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718762124
Schlagwörter	Dyslexia; Adolescents; Competence; Diagnostic Tests; Disability Identification; Educational Diagnosis; Time Perspective; Scheduling; Adolescent Attitudes; Secondary School Students; Self Efficacy; Self Concept Measures; Beliefs; Correlation; Foreign Countries; Statistical Analysis; Luxembourg + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenz; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Zeitbezug; Disposition; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Korrelation; Ausland; Statistische Analyse
Abstract	Intergroup comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an academic setting. This small-scale study investigated the potential effect of diagnostic timing on competency perceptions within a sample of adolescents with dyslexia, either diagnosed in primary or secondary school, but paired on duration of intervention and academic impairment. Perceived competence was assessed via self-report on an academic, social, and more general level. These measures were complemented by open-ended questions investigating pupils' understanding and tolerance of their dyslexia. Early-diagnosed adolescents were found to hold higher academic and general competency perceptions. Moreover, pupils' personal statements to the open-ended questions revealed a statistically significant association between time of diagnosis and understanding as well as tolerance of dyslexia, indicating that early-diagnosed adolescents, compared with their late-diagnosed peers, have more adequate representations of their reading disorder as specific and non-stigmatizing and are more open to announcing their dyslexia to others. These preliminary findings suggest that diagnostic timing might lead early-diagnosed adolescents to a more adequate understanding of their dyslexia, which might also be related to higher competency perceptions. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01