The Cognitive Basis of Dyslexia in School-Aged Children: A Multiple Case Study in a Transparent Orthography

Autor/inn/en	Debska, Agnieszka; Luniewska, Magdalena; Zubek, Julian; Chyl, Katarzyna; Dynak, Agnieszka; Dziegiel-Fivet, Gabriela; Plewko, Joanna; Jednoróg, Katarzyna; Grabowska, Anna
Titel	The Cognitive Basis of Dyslexia in School-Aged Children: A Multiple Case Study in a Transparent Orthography
Quelle	In: Developmental Science, 25 (2022) 2, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luniewska, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13173
Schlagwörter	Cognitive Processes; Bias; Dyslexia; Phonological Awareness; Naming; Prediction; Reading Skills; Reading Difficulties; Elementary School Students + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Vorhersage; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit
Abstract	This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills' predictive value for reading. First, we compared school-aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia. Children with dyslexia, as a group, presented low PA and RAN scores, as well as limited implicit learning skills. However, we found no differences in the other domains. We found a phonological deficit in 51% and a RAN deficit in 26% of children with dyslexia. These deficits coexisted in 14% of the children. Deficits in other cognitive domains were uncommon and most often coexisted with phonological or RAN deficits. Despite having a severe reading impairment, 26% of children with dyslexia did not present any of the tested deficits. Second, in a group of children presenting a wide range of reading abilities (N = 211), we analysed the relationship between cognitive skills and reading level. PA and RAN were independently related to reading abilities. Other skills did not explain any additional variance. The impact of PA and RAN on reading skills differed. While RAN was a consistent predictor of reading, PA predicted reading abilities particularly well in average and good readers with a smaller impact in poorer readers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01