Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Abstract

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

“…In this study, the participants with dyslexia, including officially identified and high-risk children, were expected to perform at least one standard deviation below their respective age means on the Chinese word reading subtest of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD) (Ho et al, 2000a ). This criterion for selecting children with dyslexia has been used by many previous studies (e.g., Berninger et al, 1998 , 2008 ; Gallagher et al, 2000 ; Nielsen et al, 2016 ). The characteristics of the two groups of participants are shown in Table 1 .…”

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

“…These individuals, termed "twice exceptional" often outperform normal peers on verbal, working memory and language skill tasks but have delays in phonological awareness and rapid naming tasks. They also demonstrate very high verbal reasoning, and further, the challenge for teachers and parents of these individuals thus lies in identification of dyslexia as abilities of gifted individuals with dyslexia often mask the effects of dyslexia on oral and written language tasks as well as standardized tests [38], while core deficits associated with dyslexia remain [39].…”

Corrección de las dificultades psicopedagógicas de la lectura en español

“…Los resultados de este estudio también han permitido considerar que la apropiación de la lectura inicial se beneficia de una posterior enseñanza centrada en el sentido y significado de textos escritos, que solo puede alcanzarse a través de un amplio vocabulario oral, una apropiada sintaxis y habilidades de pensamiento verbal que permiten dar cuenta del sentido literal e implícito de un texto (Nielsen et al, 2016;Solovieva, 2016;Suggate, 2016;Wanzek et al, 2011). Al respecto, Solovieva (2016) y Solovieva y Quintanar (2009) afirman que una adecuada organización del proceso de adquisición de la lectura debe tener presentes todos sus componentes, así como sus etapas de interiorización.…”