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ERIC Number: EJ1185346
Record Type: Journal
Publication Date: 2018-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Impact of the Time of Diagnosis on the Perceived Competence of Adolescents with Dyslexia
Battistutta, Layla; Commissaire, Eva; Steffgen, Georges
Learning Disability Quarterly, v41 n3 p170-178 Aug 2018
Intergroup comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an academic setting. This small-scale study investigated the potential effect of diagnostic timing on competency perceptions within a sample of adolescents with dyslexia, either diagnosed in primary or secondary school, but paired on duration of intervention and academic impairment. Perceived competence was assessed via self-report on an academic, social, and more general level. These measures were complemented by open-ended questions investigating pupils' understanding and tolerance of their dyslexia. Early-diagnosed adolescents were found to hold higher academic and general competency perceptions. Moreover, pupils' personal statements to the open-ended questions revealed a statistically significant association between time of diagnosis and understanding as well as tolerance of dyslexia, indicating that early-diagnosed adolescents, compared with their late-diagnosed peers, have more adequate representations of their reading disorder as specific and non-stigmatizing and are more open to announcing their dyslexia to others. These preliminary findings suggest that diagnostic timing might lead early-diagnosed adolescents to a more adequate understanding of their dyslexia, which might also be related to higher competency perceptions.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Luxembourg
Grant or Contract Numbers: N/A