The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography
The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography
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Authors
Dębska, Agnieszka
Łuniewska. Magdalena
Zubek, Julian
Chyl, Katarzyna
Dynak, Agnieszka
Dzięgiel‐Fivet, Gabriela
Plewko, Joanna
Jednoróg, Katarzyna
Grabowska, Anna
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Date
2021-08-13
Publisher
Journal title
Developmental Science
Issue
2
Volume
25
Pages
Pages
1-13
ISSN
1363-755X
1467-7687
1467-7687
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Access date
2021-08-13
Abstract PL
Abstract EN
This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills’ predictive value for reading. First, we compared school-aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia. Children with dyslexia, as a group, presented low PA and RAN scores, as well as limited implicit learning skills. However, we found no differences in the other domains. We found a phonological deficit in 51% and a RAN deficit in 26% of children with dyslexia. These deficits coexisted in 14% of the children. Deficits in other cognitive domains were uncommon and most often coexisted with phonological or RAN deficits. Despite having a severe reading impairment, 26% of children with dyslexia did not present any of the tested deficits. Second, in a group of children presenting a wide range of reading abilities (N = 211), we analysed the relationship between cognitive skills and reading level. PA and RAN were independently related to reading abilities. Other skills did not explain any additional variance. The impact of PA and RAN on reading skills differed. While RAN was a consistent predictor of reading, PA predicted reading abilities particularly well in average and good readers with a smaller impact in poorer readers.
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Keywords PL
Keywords EN
developmental dyslexia
double deficit
dyslexia subtypes
multiple case study
phonological awareness
rapid automatized naming
double deficit
dyslexia subtypes
multiple case study
phonological awareness
rapid automatized naming
Keywords other
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W poszukiwaniu przyczyn dysleksji: wieloaspektowe badania zaburzeń poznawczych i ich mózgowych korelatów
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