Identifying students with dyslexia in higher education

Tops, Wim; Callens, Maaike; Lammertyn, Jan; Hees, Valérie Van; Brysbaert, Marc

doi:10.1007/s11881-012-0072-6

Cited by 46 publications

(49 citation statements)

References 26 publications

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“…However, although the zero-order correlations are suggestive, they must be interpreted cautiously, as they do not take into account the shared variance between predictors. In order to more conclusively establish the robustness of SER, we conducted supplementary cross-validation techniques that are less likely to (spuriously) overestimate the amount of variance accounted for by SER (see Tops, Callens, Table 3 Correlations between predictor variables and standardized lexical-decision response times (RTs) for items in the English Lexicon Project (Balota et al, 2007) and the British Lexicon Project (Keuleers et al, 2012) Lammertyn, Van Hees, & Brysbaert, 2012). 4 In order to carry out cross-validation, the data set is first partitioned into a training set and a test (i.e., hold-back) set.…”

Section: Resultsmentioning

confidence: 99%

“…In line with Tops et al (2012), we relied on a resampling technique called tenfold cross-validation (Kuhn, 2008), wherein the data set is partitioned into ten folds (i.e., nine folds are used for training and one for testing in each iteration). Using R (R Development Core Team, 2011), we built separate predictive models based on the ELP (speeded naming and lexical decision) and BLP (lexical decision) data, using the resampling-based recursive feature elimination algorithm in the caret package (Kuhn, 2012).…”

Section: Resultsmentioning

confidence: 99%

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Sensory experience ratings for over 5,000 mono- and disyllabic words

2012

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Sensory experience ratings (SERs) reflect the extent to which a word evokes a sensory and/or perceptual experience in the mind of the reader. Juhasz, Yap, Dicke, Taylor, and Gullick (Quarterly Journal of Experimental Psychology 64: [1683][1684][1685][1686][1687][1688][1689][1690][1691] 2011) demonstrated that SERs predict a significant amount of variance in lexical-decision response times in two megastudies of lexical processing when a large number of established psycholinguistic variables are controlled for. Here we provide the SERs for the 2,857 monosyllabic words used in the Juhasz et al. study, as well as newly collected ratings on 3,000 disyllabic words. New analyses with the combined set of words confirmed that SERs predict a reliable amount of variance in the lexical-decision response times and naming times from the English Lexicon Project (Balota, Yap, Cortese, Hutchison, Kessler, Loftus, & Treiman, Behavior Research Methods 39:445-459, 2007) when a large number of surface, lexical, and semantic variables are statistically controlled for. The results suggest that the relative availability of sensory/perceptual information associated with a word contributes to lexical-semantic processing.Keywords Sensory experience rating . Embodied cognition . Visual word recognition . Semantic richness Recognizing a visual word is a complex process that includes access to its orthographic, phonological, and semantic representations. The purpose of the present study is to provide sensory experience ratings (SERs) on over 5,000 mono-and disyllabic words. SERs index the degree to which words evoke a sensory or perceptual experience when read silently. The rating is motivated by the grounded-cognition framework, which views conceptual processing as being rooted in the perceptual systems (e.g., Barsalou, Simmons, Barbey, & Wilson, 2003). For example, the word incense is rated relatively high on the 7-point SER scale (5.90). According to the theory, this word may not only create a mental image of incense in the mind of the reader, but also a slight but perceptible olfactory trace. This olfactory trace is believed to be available to the reader when asked to introspectively probe the experience, and it may impact word recognition processes, as evidenced by the impact of SERs on lexicaldecision performance (Juhasz et al., 2011).The activation of sensory/perceptual information during word processing is supported by neuroimaging data. For example, González et al. (2006), demonstrated that words related to the sense of smell produced more activity in olfactory areas of the brain than did control words. In addition, Pulvermüller, Shtyrov and Ilmoniemi (2005) showed that auditorily presented action verbs related to the face and leg activated corresponding brain regions consistent with the somatotopic map of the motor and premotor cortex. Importantly, this differential activation of brain regions occurred within 200 ms after the unique auditory stimulus was available. Pulvermüller et al. suggested that this time course im...

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Sensory experience ratings for over 5,000 mono- and disyllabic words

2012

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“…Thus, one possibility is that adults with dyslexia continue to have a deficit in word recognition and parallel processing of graphemes (Ben-Dror, Pollatsek, & Scarpati, 1991;Booth, Perfetti, McWhinney, & Hunt, 2000;Hanley, 1997;Shany & Breznitz, 2011;Taroyan & Nicolson, 2009). Moreover, they do not appear to benefit from context because they are also slower at reading texts (Szenkovits & Ramus, 2005;Tops, Callens, Lammertyn, Van Hees, & Brysbaert, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, two recent studies in Dutch with a large number of participants were published Tops et al, 2012). Callens et al (2012) examined the possibility of generalising the findings found in English by Hatcher et al (2002) to Dutch, a more transparent language.…”

Section: Introductionmentioning

confidence: 99%

Reading difficulties in Spanish adults with dyslexia

Suárez‐Coalla

Cuetos

2015

Ann. of Dyslexia

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Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic system favours the reading fluency. The aim of this study was to get an insight of the reading characteristics of Spanish adults with dyslexia and also to infer the reading strategies that they are using. For that purpose, a group of 30 dyslexics (M age = 32 years old) and an age-matched group of 30 adults without reading disabilities completed several phonological and reading tasks: phonological awareness tasks, rapid automatic naming, lexical decision, word and pseudoword reading, letter detection and text reading. The results showed that highly educated Spanish dyslexics performed significantly worse than the control group in the majority of the tasks. Specifically, they showed difficulties reading long pseudowords, indicating problems in automating the grapheme-phoneme rules, but they also seem to present difficulties reading words, which indicate problems with the lexical route. It seems that the Spanish dyslexic adults, as in deep orthographies, continue having difficulties in phonological awareness tasks, rapid naming and reading.

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“…These students face different learning constraints and develop different strategies and mechanisms for coping with difficulties [4], often struggle with low self-esteem and psychological problems [5], and have a bad image of themselves and a higher level of ascension [6], a higher level of loneliness [7], and a lower level of hope in education than students without difficulty [8]. Research indicates that early screening difficulties at the beginning of the study have long-term positive impacts on learning, confidence, and future academic success [9] and long-term perspective of employability.…”

Section: Introductionmentioning

confidence: 99%

Validation of a Screening Model for Referrals to Support Students with Hidden Disabilities in Higher Education

Dizdarevic¹,

Bratovčić²,

Mehmedinović³

et al. 2018

JSS

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This study describes validation of a screening model for Referrals to Support with Hidden Disabilities in Higher Education. A screening model describes the screening procedures implemented by HEIs in all 8 public universities in Bosnia and Herzegovina. In the study, 5073 bachelor students were participated. There were 1371 (27%) male and 3702 (73%) female participants. In this research, the questionnaire for students in higher education was used. In order to validate the screening model, a multivariate method of exploratory factor analysis was applied. The intercorrelation of manifest variables was calculated, and on the basis of the obtained coefficients, the variables were selected for further analysis. The variables were subjected by calculating the coefficient of the inner consistency of the Cronbach alpha, and an estimate of the reliability of the variables was made by calculating the interstellar statistics. On the basis of the obtained results of factor analysis, a set of 28 manifest variables have been reduced to 15 variables that have satisfactory reliability and internal agreement, and it is justifiable to use them as a screening model. Findings support the requirement for a reliable and valid standardized assessment procedure for HEIs, which would provide equitable access to an initial diagnosis.

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Identifying students with dyslexia in higher education

Cited by 46 publications

References 26 publications

Sensory experience ratings for over 5,000 mono- and disyllabic words

Sensory experience ratings for over 5,000 mono- and disyllabic words

Reading difficulties in Spanish adults with dyslexia

Validation of a Screening Model for Referrals to Support Students with Hidden Disabilities in Higher Education

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