Cognitive and non‐cognitive factors in educational and occupational outcomes—Specific to reading disability?

Abstract

Low education and unemployment are common adult‐age outcomes associated with childhood RD (c‐RD). However, adult‐age cognitive and non‐cognitive factors associated with different outcomes remain unknown. We studied whether these outcomes are equally common among individuals with c‐RD and controls and whether these outcomes are related to adult‐age literacy skills or cognitive and non‐cognitive factors or their interaction with c‐RD. We examined adult participants with c‐RD (n = 48) and their matched controls (n = 37). Low education was more common among c‐RD than the controls, whereas long‐term unemployment was equally common in both groups. Moreover, adult‐age literacy skills, cognitive skills and non‐cognitive factors were related to both low education and long‐term unemployment. Only a few c‐RD‐specific associations emerged: c‐RD, especially in interaction with low verbal or reading comprehension, was associated with low education, and c‐RD in interaction with slow adult‐age reading was associated with long‐term unemployment. Avoidant coping style, emotional wellbeing and social functioning were related to education, and life‐satisfaction to unemployment irrespective of c‐RD. Thus, the non‐cognitive factors associated with education and employment are similar in individuals with and without c‐RD. Special attention should be paid to training c‐RD individuals in basic academic, social and emotional skills.

Electrophysiological correlates of phonological and temporal regularities in speech processing

“…This reduced sensitivity to atypical stress patterns may be simply related to a developmental delay, and not a lasting deficit that persists into adulthood. Finally, the dyslexic participants included in this study were recruited from within the university community based on selfreported diagnosis, and are thus likely not representative of the dyslexic population as a whole (Kortteinen et al, 2021). This may also explain the lack of group differences in the tests of rhythmic skills.…”

“…While this recruitment ensured comparable educational backgrounds between typical and dyslexic readers, it also results in a sample that is likely not representative of the dyslexic population as a whole. In fact, recent analyses in Finland suggest that only 16.7% of individuals with diagnosed childhood reading difficulties go on to pursue higher education, in contrast to 41.5% without such a diagnosis (Kortteinen et al, 2021). Additionally, there are reports of increased numbers of dyslexia diagnosis in Dutch high schools (Ministerie van Onderwijs, Cultuur en Wetenschap, 2019), which exceed the expected prevalence rates (Blomert, 2005).…”

Reading and math skills of students with special educational needs in regular and special classes

“…Lugemisoskus on kooliedukuse ja ühiskonnas toimetuleku oluline eeldus: põhikooliõpilased, kes mõistavad hästi kirjalikke tekste, on õppimises üldjuhul edukamad ning jätkavad suurema tõenäosusega oma õpinguid gümnaasiumis kui nende lugemisega raskustes olevad eakaaslased (Hakkarainen et al, 2013(Hakkarainen et al, , 2016. Lisaks on teada, et lugemisraskustega noored katkestavad õpingud teiste õpilastega võrreldes sagedamini (Hakkarainen et al, 2015;Smart et al, 2017) ning nende haridustase jääb suhteliselt madalaks (Kortteinen et al, 2021).…”

How Learning to Read Changes the Listening Brain

“…Despite standardized curricula and teaching programs at school, children reach very different levels of reading fluency. Proficiency in reading determines personal achievement not only during primary and secondary education but also societal attainment later in life ( UNESCO, 2006 ; Hudson et al, 2009 ; Livingston et al, 2018 ; Kortteinen et al, 2020 ). This especially affects the 5–10% of children with developmental dyslexia who struggle to acquire fluent reading skills despite adequate intellectual abilities and schooling opportunities ( Blomert, 2005 ; Shaywitz and Shaywitz, 2008 ).…”