Ghent University Academic Bibliography

Advanced

Identifying students with dyslexia in higher education

Wim Tops UGent, Maaike Callens UGent, Jan Lammertyn UGent, Valérie Van Hees UGent and Marc Brysbaert UGent (2012) ANNALS OF DYSLEXIA. 62(3). p.186-203
abstract
An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: Word reading, word spelling, and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
DEVELOPMENTAL DYSLEXIA, SELECTIVE METAANALYSIS, READING DISABILITIES, PROCESSING DEFICITS, DISABLED READERS, ADULT DYSLEXICS, Adult dyslexia, Classification, Cross validation, Diagnosis, Higher education, Prediction
journal title
ANNALS OF DYSLEXIA
Ann. Dyslexia
volume
62
issue
3
pages
186 - 203
Web of Science type
Article
Web of Science id
000308543100004
JCR category
REHABILITATION
JCR impact factor
1.52 (2012)
JCR rank
16/66 (2012)
JCR quartile
1 (2012)
ISSN
0736-9387
DOI
10.1007/s11881-012-0072-6
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2096692
handle
http://hdl.handle.net/1854/LU-2096692
date created
2012-05-01 21:16:46
date last changed
2015-06-17 10:01:52
@article{2096692,
  abstract     = {An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: Word reading, word spelling, and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.},
  author       = {Tops, Wim and Callens, Maaike and Lammertyn, Jan and Van Hees, Val{\'e}rie and Brysbaert, Marc},
  issn         = {0736-9387},
  journal      = {ANNALS OF DYSLEXIA},
  keyword      = {DEVELOPMENTAL DYSLEXIA,SELECTIVE METAANALYSIS,READING DISABILITIES,PROCESSING DEFICITS,DISABLED READERS,ADULT DYSLEXICS,Adult dyslexia,Classification,Cross validation,Diagnosis,Higher education,Prediction},
  language     = {eng},
  number       = {3},
  pages        = {186--203},
  title        = {Identifying students with dyslexia in higher education},
  url          = {http://dx.doi.org/10.1007/s11881-012-0072-6},
  volume       = {62},
  year         = {2012},
}

Chicago
Tops, Wim, Maaike Callens, Jan Lammertyn, Valérie Van Hees, and Marc Brysbaert. 2012. “Identifying Students with Dyslexia in Higher Education.” Annals of Dyslexia 62 (3): 186–203.
APA
Tops, W., Callens, M., Lammertyn, J., Van Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in higher education. ANNALS OF DYSLEXIA, 62(3), 186–203.
Vancouver
1.
Tops W, Callens M, Lammertyn J, Van Hees V, Brysbaert M. Identifying students with dyslexia in higher education. ANNALS OF DYSLEXIA. 2012;62(3):186–203.
MLA
Tops, Wim, Maaike Callens, Jan Lammertyn, et al. “Identifying Students with Dyslexia in Higher Education.” ANNALS OF DYSLEXIA 62.3 (2012): 186–203. Print.