Gender Ratio and Cognitive Profiles in Dyslexia: A Cross-National Study

Autor/inn/en	Jimenez, Juan E.; de la Cadena, Claudia Garcia; Siegel, Linda S.; O'Shanahan, Isabel; Garcia, Eduardo; Rodriguez, Cristina
Titel	Gender Ratio and Cognitive Profiles in Dyslexia: A Cross-National Study
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 24 (2011) 7, S.729-747 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-009-9222-6
Schlagwörter	Females; Dyslexia; Living Standards; Foreign Countries; Cognitive Processes; Gender Differences; Disabilities; Child Development; Comparative Analysis; Evaluation Methods; Spanish; Native Language Instruction; Educational Attainment; Parent Background; Guatemala; Spain + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lebensstandard; Ausland; Cognitive process; Kognitiver Prozess; Geschlechterkonflikt; Handicap; Behinderung; Kindesentwicklung; Spanisch; Native language education; Muttersprachlicher Unterricht; Bildungsabschluss; Bildungsgut; Elternhaus; Spanien
Abstract	The purpose of this study was to analyze possible gender-related differences in the prevalence of dyslexia. A cross-national comparison of Spain and Guatemala was conducted. Both countries speak the same language but have a different standard of living and educational level. A second purpose of this study was to analyze the cognitive profile of Guatemalan and Spanish males and females children with dyslexia. The log-linear analysis indicated that the number of dyslexics detected was different across the countries but there were no differences as a function of gender. Similarly, there were no significant or meaningful differences between dyslexic males and females in the cognitive processes involved in reading. Therefore, gender differences do not appear to be characteristic of developmental dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10