The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography

StatusVoR
Simple item page
cris.lastimport.scopus2025-04-03T03:13:32Z
dc.abstract.enThis 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.
dc.affiliationFaculty of Psychology
dc.affiliationInstytut Psychologii
dc.contributor.authorDębska, Agnieszka
dc.contributor.authorŁuniewska. Magdalena
dc.contributor.authorZubek, Julian
dc.contributor.authorChyl, Katarzyna
dc.contributor.authorDynak, Agnieszka
dc.contributor.authorDzięgiel‐Fivet, Gabriela
dc.contributor.authorPlewko, Joanna
dc.contributor.authorJednoróg, Katarzyna
dc.contributor.authorGrabowska, Anna
dc.date.access2021-08-13
dc.date.accessioned2024-10-26T09:49:09Z
dc.date.available2024-10-26T09:49:09Z
dc.date.created2021-08-13
dc.date.issued2021-08-13
dc.description.abstract<jats:title>Abstract</jats:title><jats:p>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 (<jats:italic>n</jats:italic> = 51) to typical readers (<jats:italic>n</jats:italic> = 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 (<jats:italic>N</jats:italic> = 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.</jats:p>
dc.description.accesstimeat_publication
dc.description.grantnumber2014/14/A/HS6/00294
dc.description.granttitleW poszukiwaniu przyczyn dysleksji: wieloaspektowe badania zaburzeń poznawczych i ich mózgowych korelatów
dc.description.issue2
dc.description.physical1-13
dc.description.versionfinal_published
dc.description.volume25
dc.identifier.doi10.1111/desc.13173
dc.identifier.issn1363-755X
dc.identifier.issn1467-7687
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/1040
dc.identifier.weblinkhttps://onlinelibrary.wiley.com/doi/full/10.1111/desc.13173
dc.languageen
dc.pbn.affiliationpsychologia
dc.rightsCC-BY
dc.rights.questionYes_rights
dc.share.articleOTHER
dc.subject.endevelopmental dyslexia
dc.subject.endouble deficit
dc.subject.endyslexia subtypes
dc.subject.enmultiple case study
dc.subject.enphonological awareness
dc.subject.enrapid automatized naming
dc.swps.sciencecloudnosend
dc.titleThe cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography
dc.title.journalDevelopmental Science
dc.typeJournalArticle
dspace.entity.typeArticle