The Use of Intelligence Tests in the Diagnosis of Specific Reading Disability

Mather, Nancy; Schneider, Deborah

doi:10.1007/978-1-4939-1562-0_26

Cited by 5 publications

(2 citation statements)

References 68 publications

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“…The screening and identification process for dyslexia can be challenging due to its complex nature. However, Cognitive and achievement tests serve as fundamental tools for diagnosing dyslexia [32]. However, dyslexic children continue to face ongoing challenges, often due to a lack of teacher awareness about dyslexia and inadequate screening [33].…”

Section: Discussionmentioning

confidence: 99%

Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

2023

Sci. Lett.

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Dyslexia, a specific learning difficulty, has a profound impact on reading skills, language processing and mathematical abilities. It hampers word recognition, spelling, comprehension and decoding skills. The objective of this study was to ascertain the occurrence of dyslexia and its influence on mathematics achievement among secondary school students in Nepal. A mixed-method research design was employed for this purpose. The sample included 904 students from grade IX selected randomly. To identify dyslexic students, quantitative data was collected using adapted assessment tools such as the dyslexic student’s checklist for teachers (DSCT), dyslexic students’ checklist for parents (DSCP) and dyslexia identification self-assessment questionnaire (DISQ). These tools were utilized to screen for dyslexia. Qualitative data was gathered through an observation checklist and semi-structured interviews with selected students to verify the presence of dyslexia. The findings of the study revealed a prevalence rate of 5.53% for dyslexic students at the secondary level, with a slightly higher prevalence among male students (5.94%) compared to female students (5.22%). Moreover, the research demonstrated that dyslexic students exhibited significantly lower achievement scores in mathematics when compared to their non-dyslexic peers.

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Section: Discussionmentioning

confidence: 99%

Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

2023

Sci. Lett.

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“…In previous studies, children with learning disabilities were screened mainly through three ways: the ability–achievement discrepancy approach, Response to Intervention (RTI) and cognitive and neuropsychological assessment of Processing Strengths and Weaknesses (PSW). However, a large number of subsequent studies believed that the ability–achievement discrepancy approach was inefficient to some extent [ 1 ], and the RTI was only a preventive method for early identification and intervention of students with learning disabilities, rather than a screening method for students with learning disabilities [ 2 ]. The PSW has significant advantages in accurately identifying students with special learning disabilities, understanding their learning problems, and providing targeted intervention plans [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities

AL-Qadri

Zhao

2022

Children

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This study aims to investigate the core cognitive factors that affect reading and math performance of children of the grades 1–6 in Xi’an, Shaanxi Province, China, as well as the differences between children with dyslexia and mathematical disabilities (MD). Therefore, this study mainly evaluated the Cattell Horn Carroll (CHC) cognitive factors for 427 Chinese children and explored the core cognitive factors that affect Chinese children’s reading and math performance. Students with dyslexia (n = 34), students with mathematics learning disabilities (n = 34), and 34 normal children were randomly selected as the control group. In order to explore the differences in cognitive development, we analyzed the differences among the three groups (Dyslexia, mathematical learning disabilities (MD), and normal children). The results revealed the following: (1) almost all cognitive ability factors in this study are significantly related to students’ reading and mathematical achievements. (2) the core cognitive factors for predicting Chinese dyslexia students are crystallized intelligence, auditory processing and working memory. Executive function, spatial relationship and working memory are the core cognitive factors to predict Chinese children’s mathematical achievements. (3) in addition, there are differences in cognitive deficits between disabled Chinese children in reading and math, among which those with reading deficits have extensive auditory processing deficits; while children with mathematic deficits have worse executive function. Recommendations were made based on these findings.

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Intelligent Testing With the WISC®‐V

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The Use of Intelligence Tests in the Diagnosis of Specific Reading Disability

Cited by 5 publications

References 68 publications

Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

Investigation of the Impact of Dyslexia on Mathematics Achievements Among Secondary Level Students in Nepal

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities

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