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

For languages other than English there is a lack of 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 stude...

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Autores principales:	Maaike Callens, Wim Tops, Marc Brysbaert
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2012
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/21a117fafd8c4469961a76b140ce8bc9
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id	oai:doaj.org-article:21a117fafd8c4469961a76b140ce8bc9
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spelling	oai:doaj.org-article:21a117fafd8c4469961a76b140ce8bc92021-11-18T07:15:39ZCognitive profile of students who enter higher education with an indication of dyslexia.1932-620310.1371/journal.pone.0038081https://doaj.org/article/21a117fafd8c4469961a76b140ce8bc92012-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22719864/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203For languages other than English there is a lack of 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 for accuracy between d = 1 and d = 2), arithmetic (d≈1), and phonological processing (d>0.7). Except for spelling, these deficits were larger for speed related measures than for accuracy related measures. Students with dyslexia also performed slightly inferior on 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 suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for students with dyslexia in higher education are outlined.Maaike CallensWim TopsMarc BrysbaertPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 7, Iss 6, p e38081 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Maaike Callens Wim Tops Marc Brysbaert Cognitive profile of students who enter higher education with an indication of dyslexia.
description	For languages other than English there is a lack of 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 for accuracy between d = 1 and d = 2), arithmetic (d≈1), and phonological processing (d>0.7). Except for spelling, these deficits were larger for speed related measures than for accuracy related measures. Students with dyslexia also performed slightly inferior on 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 suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for students with dyslexia in higher education are outlined.
format	article
author	Maaike Callens Wim Tops Marc Brysbaert
author_facet	Maaike Callens Wim Tops Marc Brysbaert
author_sort	Maaike Callens
title	Cognitive profile of students who enter higher education with an indication of dyslexia.
title_short	Cognitive profile of students who enter higher education with an indication of dyslexia.
title_full	Cognitive profile of students who enter higher education with an indication of dyslexia.
title_fullStr	Cognitive profile of students who enter higher education with an indication of dyslexia.
title_full_unstemmed	Cognitive profile of students who enter higher education with an indication of dyslexia.
title_sort	cognitive profile of students who enter higher education with an indication of dyslexia.
publisher	Public Library of Science (PLoS)
publishDate	2012
url	https://doaj.org/article/21a117fafd8c4469961a76b140ce8bc9
work_keys_str_mv	AT maaikecallens cognitiveprofileofstudentswhoenterhighereducationwithanindicationofdyslexia AT wimtops cognitiveprofileofstudentswhoenterhighereducationwithanindicationofdyslexia AT marcbrysbaert cognitiveprofileofstudentswhoenterhighereducationwithanindicationofdyslexia
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Cognitive profile of students who enter higher education with an indication of dyslexia.

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