Research Studies on Dyslexia: Participant Inclusion and Exclusion Criteria

Autor/inn/en	Lopes, João A.; Gomes, Cristina; Oliveira, Célia R.; Elliott, Julian G.
Titel	Research Studies on Dyslexia: Participant Inclusion and Exclusion Criteria
Quelle	In: European Journal of Special Needs Education, 35 (2020) 5, S.587-602 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopes, João A.) ORCID (Oliveira, Célia R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1732108
Schlagwörter	Dyslexia; Reading Difficulties; Research; Sampling; Intelligence Quotient; Reading Achievement; Research Methodology; Periodicals; Journal Articles; Children; Cognitive Ability; Wechsler Intelligence Scale for Children; Wechsler Adult Intelligence Scale; Raven Progressive Matrices; Wechsler Preschool and Primary Scale of Intelligence; Stanford Binet Intelligence Scale; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Forschung; Intelligenzquotient; Leseleistung; Research method; Forschungsmethode; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Child; Kind; Kinder; Denkfähigkeit
Abstract	Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000-2019). The findings show that: (1) researchers use a wide range of inclusion and exclusion criteria; that (2) IQ-reading achievement discrepancy is the most common inclusion criterion for dyslexia samples; (3) studies typically compare dyslexic samples to normal controls but not to other poor readers; (4) dyslexia seems to be employed as a catch-all term for poor readers in general, not as a term to define a specific type of poor reader. Finally, (5) dyslexia studies are very rarely published in educational journals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01