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Cognitive profile of students who enter higher education with an indication of dyslexia

Maaike Callens UGent, Wim Tops UGent and Marc Brysbaert UGent (2012) PLOS ONE. 7(6).
abstract
For languages other than English there is little empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnosed with dyslexia with a control group of 100 students without learning disabilities. Our study showed selective deficits in reading and writing (effect sizes between d = 1 and d = 2), arithmetic (d ≈ 1), and phonological processing (d ≈ 1). Except for spelling, these deficits were mainly due to processing speed. Students with dyslexia also performed slightly worse in the KAIT tests of crystallized intelligence, due to the retrieval of verbal information from long-term memory. No significant differences were observed in the KAIT tests of fluid intelligence. The profile we obtained agrees with a recent meta-analysis of English findings (Swanson & Hsieh, 2009), suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for dyslexia students in higher education are outlined.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
DISABILITIES, CHILDREN, ADULT DYSLEXICS, POSTSECONDARY STUDENTS, DEVELOPMENTAL DYSLEXIA, SKILLS, METAANALYSIS, ACQUISITION, ORTHOGRAPHY, PREVALENCE
journal title
PLOS ONE
PLoS One
volume
7
issue
6
article number
e38081
Web of Science type
Article
Web of Science id
000305341900018
JCR category
MULTIDISCIPLINARY SCIENCES
JCR impact factor
3.73 (2012)
JCR rank
7/56 (2012)
JCR quartile
1 (2012)
ISSN
1932-6203
DOI
10.1371/journal.pone.0038081
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1940223
handle
http://hdl.handle.net/1854/LU-1940223
date created
2011-11-08 15:57:12
date last changed
2016-12-21 15:42:40
@article{1940223,
  abstract     = {For languages other than English there is little empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnosed with dyslexia with a control group of 100 students without learning disabilities. Our study showed selective deficits in reading and writing (effect sizes between d = 1 and d = 2), arithmetic (d \ensuremath{\asymp} 1), and phonological processing (d \ensuremath{\asymp} 1). Except for spelling, these deficits were mainly due to processing speed. Students with dyslexia also performed slightly worse in the KAIT tests of crystallized intelligence, due to the retrieval of verbal information from long-term memory. No significant differences were observed in the KAIT tests of fluid intelligence. The profile we obtained agrees with a recent meta-analysis of English findings (Swanson \& Hsieh, 2009), suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for dyslexia students in higher education are outlined.},
  articleno    = {e38081},
  author       = {Callens, Maaike and Tops, Wim and Brysbaert, Marc},
  issn         = {1932-6203},
  journal      = {PLOS ONE},
  keyword      = {DISABILITIES,CHILDREN,ADULT DYSLEXICS,POSTSECONDARY STUDENTS,DEVELOPMENTAL DYSLEXIA,SKILLS,METAANALYSIS,ACQUISITION,ORTHOGRAPHY,PREVALENCE},
  language     = {eng},
  number       = {6},
  title        = {Cognitive profile of students who enter higher education with an indication of dyslexia},
  url          = {http://dx.doi.org/10.1371/journal.pone.0038081},
  volume       = {7},
  year         = {2012},
}

Chicago
Callens, Maaike, Wim Tops, and Marc Brysbaert. 2012. “Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia.” Plos One 7 (6).
APA
Callens, Maaike, Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. PLOS ONE, 7(6).
Vancouver
1.
Callens M, Tops W, Brysbaert M. Cognitive profile of students who enter higher education with an indication of dyslexia. PLOS ONE. 2012;7(6).
MLA
Callens, Maaike, Wim Tops, and Marc Brysbaert. “Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia.” PLOS ONE 7.6 (2012): n. pag. Print.