Adult Reading History Questionnaire--Modified

Parrila, Rauno; Georgiou, George K.; Corkett, Julie K.

doi:10.1037/t52486-000

Cited by 20 publications

(34 citation statements)

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“…Al revisar los trabajos anteriormente comentados y los autoinformes utilizados (Lefly y Pennington, 2000;McLoughlin et al, 2002;Parrila, Corkett, Kirby & Hein, 2003;Vinegrad, 1994), se observó que el perfil de las personas con trastornos de lectura se obtiene a partir de tres tipos de datos: a) la trayectoria del aprendizaje lector y la escolaridad, b) los antecedentes familiares, y c) las dificultades actuales para la lectoescritura. Como puede apreciarse este último bloque es de una naturaleza distinta a los anteriores.…”

Section: Primer Estudio: Selección De Los íTems Críticosunclassified

A self-report questionnaire on reading-writing difficulties for adults. [Autoinforme de Trastornos Lectores para AdultoS (ATLAS)]

et al. 2015

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Resumen: En este trabajo se presenta un cuestionario de autoinforme de trastornos lectores para adultos en español (ATLAS). Se comienza por revisar las investigaciones que demuestran la utilidad y la fiabilidad de los autoinformes como instrumento para valorar las habilidades lectoescritoras de los adultos. A continuación se describe un estudio destinado a seleccionar los ítems críticos en función de su capacidad discriminativa. Este estudio permitió la elaboración de la versión final del autoinforme. Finalmente, en un segundo estudio se contrastan los datos recogidos a través del autoinforme con los obtenidos mediante pruebas psicométricas en una población universitaria. Los resultados indican que los ítems permiten (a) describir las principales dificultades de lectoescritura y (b) discriminar entre normolectores y estudiantes con dificultades. Por otra, (c) los resultados muestran que la autovaloración realizada mediante el autoinforme coincide con las medidas obtenidas mediante pruebas objetivas. Estos resultados apoyan la utilidad y fiabilidad del uso del ATLAS para detectar adultos con trastornos de lectoescritura. Presenta, además, la ventaja de ser fácil y rápido de usar. Palabras clave: Dislexia; dificultades de lectoescritura; adultos; autoinformes.Title: A self-report questionnaire on reading-writing difficulties for adults Abstract: In this paper a self-report questionnaire on reading-writing difficulties for adults in Spanish (ATLAS) is presented. Studies that use selfreport questionnaires as a tool for screening of reading-writing difficulties in adults were reviewed. Two studies were carried out to determine the validity and reliability of ATLAS. The first study was aimed to select the critical items and to assess their reliability and discriminability. In the second study the assessment reported through the answers to the questionnaire was contrasted with the results of psychometric tests. Results showed that (a) items were suitable descriptors for adult difficulties, (b) there were significant correlations between self-report scores and reading measures, and (c) the items discriminate between good and poor readers. The results of this study demonstrated that ATLAS is a sensitive tool to screen adults with reading difficulties. As a further advantage, ATLAS is an easy-to-use and time-saving instrument. Key words: Dyslexia; reading-writing difficulties; adults; self-report questionnaires. IntroducciónUn buen número de investigaciones han utilizado autoinformes para indagar acerca de la historia de aprendizaje de la lectura y las dificultades actuales de los adultos. La razón es que permiten reunir en poco tiempo información fiable sobre un número amplio de aspectos (incluso sin la presencia del examinador), cualidades de indudable valor dada la dificultad de lograr la participación de personas adultas en tareas de evaluación (Gilger, Pennington y DeFries, 1991; SchulteKörne, Deimel y Remschmidt, 1997). Este trabajo tiene como objetivo presentar y describir la elaboración de un Autoinforme de Trasto...

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Section: Primer Estudio: Selección De Los íTems Críticosunclassified

A self-report questionnaire on reading-writing difficulties for adults. [Autoinforme de Trastornos Lectores para AdultoS (ATLAS)]

et al. 2015

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“…The high-functioning dyslexic group consisted of 27 participants (nine males and 18 females) who reported a significant history of reading difficulties and whose performance on the elementary education section of the modified Adult Reading History Questionnaire (Parrila, Corkett, Kirby, & Hein, 2003) indicated reading acquisition difficulties in childhood. Nine of them had recent diagnoses and had received or were receiving services for learning-disabled students.…”

Section: Participantsmentioning

confidence: 99%

Processing of derived forms in high-functioning dyslexics

2006

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We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants' response times varied systematically as a function of morphological complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular aspect of morphology; that of derived forms.

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“…The control group met three criteria: they (a) displayed no at-risk/ high-risk scores on the College ADHD Response Evaluation-Student Response Inventory (CARE-SRI; Glutting, Sheslow, & Adams, 2002), (b) obtained scores below the cutoff scores established in previous studies on the Adult Reading History Questionnaire-Revised (ARHQ-R; Parrila, Corkett, Kirby, & Hein, 2003) indicating that no significant reading difficulties were present, and (c) exhibited average or better scores in comparison to age norms on the Test of Word Reading Efficiency Phonemic Decoding and Sight Word subtests ) and on Rapid Digit Naming task of Comprehensive Test of Phonological Processing .…”

Section: Methods Participantsmentioning

confidence: 99%

“…This questionnaire was initially developed by Lefly and Pennington (2000) and was adapted by Parrila et al (2003). The students were asked about their reading and spelling ability, reading speed, attitudes toward school and reading, additional assistance they received, repeating grades or courses, effort required to succeed, and print exposure.…”

Section: Reading-related Measuresmentioning

confidence: 99%