ERIC Number: EJ967338
Record Type: Journal
Publication Date: 2012-Jul
Abstractor: As Provided
Reference Count: 39
Identifying High-Functioning Dyslexics: Is Self-Report of Early Reading Problems Enough?
Deacon, S. Helene; Cook, Kathryn; Parrila, Rauno
Annals of Dyslexia, v62 n2 p120-134 Jul 2012
We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n = 31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n = 20) and one with no self-reported reading acquisition problems (comparison group; n = 33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.
Descriptors: Dyslexia, College Students, Questionnaires, Reading Fluency, Reading Comprehension, Reading Rate, Phonological Awareness, Comparative Analysis, Reading Difficulties, Measurement Techniques, Clinical Diagnosis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A