Advanced search
1 file | 1.23 MB

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).
Author
Organization
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.
Keywords
DISABILITIES, CHILDREN, ADULT DYSLEXICS, POSTSECONDARY STUDENTS, DEVELOPMENTAL DYSLEXIA, SKILLS, METAANALYSIS, ACQUISITION, ORTHOGRAPHY, PREVALENCE

Downloads

  • Cognitive Profile of Students Who Enter Higher.pdf
    • full text
    • |
    • open access
    • |
    • PDF
    • |
    • 1.23 MB

Citation

Please use this url to cite or link to this publication:

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.
@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},
}

Altmetric
View in Altmetric
Web of Science
Times cited: