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ERIC Number: EJ1160698
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1183-1189
EISSN: N/A
The Diagnosis Dilemma: Dyslexia and Visual-Spatial Ability
Kotsopoulos, Donna; Zambrzycka, Joanna; Makosz, Samantha; Asdrubolini, Emma; Babic, Jovana; Best, Olivia; Bines, Tara; Cook, Samantha; Farrell, Natalie; Gisondi, Victoria; Scott, Meghan; Siderius, Christina; Smith, Dyoni
Brock Education: A Journal of Educational Research and Practice, v26 n2 p103-110 2017
Visual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability. Despite our best efforts, and despite recruiting from a large potential sample population, we were unable to secure a sufficient amount of participants for statistical power. Thus, our findings consider the ethical dilemma of diagnosis; namely, (1) how do children come to be tested for disabilities? And, (2) what are the potential implications, mathematical or otherwise, for children who have disabilities but are not formally identified? This report has important implications for children with disabilities and for educators.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A