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Intelligence and dyslexia: Implications for diagnosis and intervention
Linköping University, Department of Behavioural Sciences.
Linköping University, Department of Behavioural Sciences.
1999 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 40, no 2, 127-134 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.

Place, publisher, year, edition, pages
Wiley InterScience , 1999. Vol. 40, no 2, 127-134 p.
Keyword
Intelligence, dyslexia, diagnosis, intervention
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-16552DOI: 10.1111/1467-9450.00109OAI: oai:DiVA.org:liu-16552DiVA: diva2:158365
Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2017-12-14Bibliographically approved
In thesis
1. Varieties of reading disability: Phonological and orthographic word decoding deficits and implications for interventions
Open this publication in new window or tab >>Varieties of reading disability: Phonological and orthographic word decoding deficits and implications for interventions
2000 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed.

The thesis critically examines the inclusion of the concept of intelligence in the definition of developmental dyslexia. It is suggested that variations in word decoding skills should offer a more solid basis for a study of varieties of reading disability. The empirical studies showed that a) in young children there was a shift from phonological to orthographic word decoding; b) phonological type children (weak in phonological decoding) were characterised by specific phonological deficits; c) surface type children (weak in orthographic decoding) showed more global cognitive deficits suggesting a general developmental delay; d) surface type children showed impaired visual implicit memory for words, which might be associated with limited print exposure; e) an improvement in phonological awareness only transferred to an improved text reading ability for some reading disabled children; f) children who did not benefit from a phonological intervention seemed to rely on orthographic word decoding in text reading.

Thus, the thesis suggests that variations in phonological and orthographic word decoding skills offer a useful basis for the study of varieties of reading disability and that educational interventions should pay regard to what the child is already attempting to do when reading.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2000. 61 p.
Series
Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 1
Keyword
Reading disability, dyslexia, word decoding, individual differences
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-16558 (URN)91-7219-867-2 (ISBN)
Public defence
2000-11-17, Eklundska salen, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Supervisors
Note
On the day of the defence date the status of article IV was: Manuscript.Available from: 2009-02-02 Created: 2009-02-02 Last updated: 2012-01-24Bibliographically approved

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Gustafson, StefanSamuelsson, Stefan

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