Translating Scientific Progress in Dyslexia into Twenty-first Century Diagnosis and Interventions

Shaywitz, Bennett A.; Weiss, Lawrence G.; Saklofske, Donald H.; Shaywitz, Sally E.

doi:10.1016/b978-0-12-404697-9.00009-1

Cited by 3 publications

(5 citation statements)

References 30 publications

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“…Untethering students from their calculators may have extended benefits as students can spend more time critically thinking about chemistry problems and not about basic arithmetic operations that should be part of their long-term memories at an effortless retrieval level. Sets of practice problems that require the same operation without a calculator in hand have proven most effective . Commercially available chemistry-math primers are available from Pearson’s Mastering Chemistry, Norton, and Cengage, and several introductory publications regarding the mathematics needed for chemistry are for sale on Amazon ( Calculations in Chemistry by Dahm and Nelson, Maths for Chemists by Cunningham), and examples are available online for free (e.g., Mathematics in Chemistry , copyright Shodor).…”

Section: Discussionmentioning

confidence: 99%

“…Sets of practice problems that require the same operation without a calculator in hand have proven most effective. 49 Commercially available chemistry-math primers are available from Pearson's Mastering Chemistry, Norton, and Cengage, and several introductory publications regarding the mathematics needed for chemistry are for sale on Amazon (Calculations in Chemistry by Dahm and Nelson, Maths for Chemists by Cunningham), and examples are available online for free (e.g., Mathematics in Chemistry, copyright Shodor). We have found that it is not just being able to crunch numbers that will make the difference; it is the students' level of "mental math" that appears to be building the foundation for success.…”

Section: ■ Implicationsmentioning

confidence: 99%

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Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry

et al. 2021

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The Math-Up Skills Tests (MUST) has been used in multiple research projects conducted by the Networking for Science Advancement (NSA) team to determine how automaticity skills (what can be done without a calculator) in arithmetic can be used to predict if students will be successful (course average = 69.5%+) in general chemistry. This study expands our investigations to include how students’ quantitative literacy/quantitative reasoning (QL/QR) abilities influence their success. The NSA team studied multiple classes at eight universities (n = 1,915) within a broad geographic setting in one large, majority-minority southwestern US state. In a short amount of required classroom time, it is possible to identify students at the beginning of the semester who will struggle in first- and second-semester general chemistry (Chem I and Chem II). Results show a strong correlation between students’ automaticity MUST skills and their QL/QR ability (r = 0.60) and indicate that when taking both diagnostic assessments into consideration, convincing signals appear allowing for the identification of almost 50% of the Chem I students and about 45% of the Chem II students who will not succeed. With the addition of the QL/QR to the first-week assessments, about 9% more students who enter the courses underprepared were identified than when only the MUST was administered. Outcomes indicate that students with at least average arithmetic and QL/QR automaticity abilities are those who are better prepared for these courses. For on-sequence students with at least one average or above diagnostic score, 88.3% Chem I and 90.5% Chem II were successful.

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Section: Discussionmentioning

confidence: 99%

Section: ■ Implicationsmentioning

confidence: 99%

Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry

et al. 2021

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“…For example, the Individuals With Disabilities Education Improvement Act (IDEIA; 2004) defines learning disabilities in terms of a child’s lack of achievement compared to other students of the same age or grade and a failure to respond to evidence-based instruction. IDEIA moved away from previous conceptualizations of learning disabilities based on intraindividual discrepancies in favor of classification based on skill deficits and impairment (Shaywitz, Weiss, Saklofske, & Shaywitz, 2016). Similarly, the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-5 ; American Psychiatric Association, 2013) requires individuals with learning disorders to show normative deficits in academic skills.…”

Section: Students With Disabilities At Selective Private Collegesmentioning

confidence: 99%

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

2016

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Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education.

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“…Despite focus on remediation of deficits associated with dyslexia (Shaywitz, Weiss, Saklofske, & Shaywitz, 2015), some scholars have examined the potential for strengths and improvements in certain aspects of attentional and cognitive processing that individuals with dyslexia may exhibit compared to normal readers (for a review, see Gilger, Allen, & Castillo, 2016). For example, Von Károlyi, Winner, Gray, and Sherman (2003) reviewed existing evidence and claims regarding the existence of the so-called 'visual-spatial talent' in individuals with dyslexia.…”

Section: Visuospatial Talents Associated With Dyslexiamentioning

confidence: 99%

“…Five to ten percent of school-aged children are identified with developmental dyslexia (Shaywitz, 1996). It is a consensus that people with dyslexia exhibit subpar reading ability compared to normal readers (Orton, 1925;Geschwind, 1982), which cannot be attributed to a lack of educational opportunities or neurological damage (World Health Organization, 2004).…”

Section: Introductionmentioning

confidence: 99%

Is Reading Impairment Associated with Enhanced Holistic Processing in Comparative Visual Search?

Wang

Schneps²,

Antonenko

et al. 2016

Dyslexia

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This study explores a proposition that individuals with dyslexia develop enhanced peripheral vision to process visual-spatial information holistically. Participants included 18 individuals diagnosed with dyslexia and 18 who were not. The experiment used a comparative visual search design consisting of two blocks of 72 trials. Each trial presented two halves of the display each comprising three kinds of shapes in three colours to be compared side-by-side. Participants performed a conjunctive search to ascertain whether the two halves were identical. In the first block, participants were provided no instruction regarding the visual-spatial processing strategy they were to employ. In the second block, participants were instructed to use a holistic processing strategy-to defocus their attention and perform the comparison by examining the whole screen at once. The results did not support the hypothesis associating dyslexia with talents for holistic visual processing. Using holistic processing strategy, both groups scored lower in accuracy and reacted faster, compared to the first block. Impaired readers consistently reacted more slowly and did not exhibit enhanced accuracy. Given the extant evidence of strengths for holistic visual processing in impaired readers, these findings are important because they suggest such strengths may be task dependent. Copyright © 2016 John Wiley & Sons, Ltd.

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Translating Scientific Progress in Dyslexia into Twenty-first Century Diagnosis and Interventions

Cited by 3 publications

References 30 publications

Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry

Early Warning Signals from Automaticity Diagnostic Instruments for First- and Second-Semester General Chemistry

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

Is Reading Impairment Associated with Enhanced Holistic Processing in Comparative Visual Search?

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