Psychological Resources of Adults with Developmental Dyslexia

Autor/inn/en	Lockiewicz, Marta; Bogdanowicz, Katarzyna M.; Bogdanowicz, Marta
Titel	Psychological Resources of Adults with Developmental Dyslexia
Quelle	In: Journal of Learning Disabilities, 47 (2014) 6, S.543-555 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413478663
Schlagwörter	Developmental Disabilities; Dyslexia; Adults; Visual Perception; Spatial Ability; Creativity; Motivation; Aspiration; Reading Difficulties; Writing Difficulties; Academic Achievement; Personality; High School Students; College Students; Foreign Countries; Verbal Ability; Nonverbal Ability; Psychological Testing; Intelligence Tests; Poland; Wechsler Memory Scale + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Kreativität; psychologische; Motivation (psychologisch); Streben; Reading difficulty; Leseschwierigkeit; Schreibstörung; Schulleistung; Personalität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Ausland; Mündliche Leistung; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Intelligence test; Intelligenztest; Polen
Abstract	The aim of our study was to describe specific psychological resources of adults with developmental dyslexia and compare them with psychological resources of adults without developmental dyslexia. Potential differences were analyzed in visual-spatial, creative, and motivational abilities. No evidence was found for either creative, or visuospatial superiority in adults with developmental dyslexia. The results suggest, however, that visual-spatial processing of nonverbal material by adults with developmental dyslexia allows them to efficiently execute tasks that are based on sequential material. Moreover, the participants with specific difficulties in reading and writing exhibited a significantly higher level of aspirations than their peers without such difficulties with a comparable level of educational achievement. These results suggest that succeeding in different fields by highly functioning adult dyslexics may depend on personality and motivational factors, rather than cognitive factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10