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EJ967338 - Identifying High-Functioning Dyslexics: Is Self-Report of Early Reading Problems Enough?

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ERIC #:	EJ967338
Title:	Identifying High-Functioning Dyslexics: Is Self-Report of Early Reading Problems Enough?
Authors:	Deacon, S. Helene; Cook, Kathryn; Parrila, Rauno
Descriptors:	Dyslexia; College Students; Questionnaires; Reading Fluency; Reading Comprehension; Reading Rate; Phonological Awareness; Comparative Analysis; Reading Difficulties; Measurement Techniques; Clinical Diagnosis
Source:	Annals of Dyslexia, v62 n2 p120-134 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-07-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	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.
Abstractor:	As Provided
Reference Count:	39

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0736-9387
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1007/s11881-012-0068-2

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