IQ of four-year-olds who go on to develop dyslexia
| Autor: | Evelien Krikhaar, Peter F. de Jong, Aryan van der Leij, Anna Plakas, Ben Maassen, Elsje van Bergen |
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| Přispěvatelé: | Onderwijsleerproblemen (tot 2012), Developmental Disorders and Special Education (RICDE, FMG), Biological Psychology, Clinical Child and Family Studies |
| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: |
Male
Health (social science) Intelligence CHILDREN Comorbidity FAMILIES Developmental psychology Dyslexia Reading (process) Cognitive development ABILITIES Child media_common Netherlands RISK Intelligence quotient EDUCATION Verbal Learning Language acquisition Semantics Child Preschool General Health Professions Learning disability SKILLS Female medicine.symptom Psychology SDG 4 - Quality Education Cognitive psychology GENES media_common.quotation_subject Dyscalculia Risk Assessment behavioral disciplines and activities Nonverbal communication Phonetics mental disorders medicine Humans Genetic Predisposition to Disease Familial risk At-risk students Arithmetic medicine.disease Achievement LEARNING-DISABILITIES DEFINITION Reading Aptitude Tests IQ |
| Zdroj: | van Bergen, E, de Jong, P F, Maassen, B A M, Krikhaar, E, Plakas, A & van der Leij, A 2014, ' IQ of four-year-olds who go on to develop dyslexia ', Journal of Learning Disabilities, vol. 47, no. 5, pp. 475-484 . https://doi.org/10.1177/0022219413479673 Journal of Learning Disabilities, 47(5), 475-484 Journal of Learning Disabilities, 47(5), 475-484. Sage Publications Journal of Learning Disabilities, 47(5), 475-484. SAGE Publications Inc. |
| ISSN: | 0022-2194 |
| DOI: | 10.1177/0022219413479673 |
| Popis: | Do children who go on to develop dyslexia show normal verbal and nonverbal development before reading onset? According to the aptitude–achievement discrepancy model, dyslexia is defined as a discrepancy between intelligence and reading achievement. One of the underlying assumptions is that the general cognitive development of children who fail to learn to read has been normal. The current study tests this assumption. In addition, we investigated whether possible IQ deficits are uniquely related to later reading or are also related to arithmetic. Four-year-olds ( N = 212) with and without familial risk for dyslexia were assessed on 10 IQ subtests. Reading and arithmetic skills were measured 4 years later, at the end of Grade 2. Relative to the controls, the at-risk group without dyslexia had subtle impairments only in the verbal domain, whereas the at-risk group with dyslexia lagged behind across IQ tasks. Nonverbal IQ was associated with both reading and arithmetic, whereas verbal IQ was uniquely related to later reading. The children who went on to develop dyslexia performed relatively poorly in both verbal and nonverbal abilities at age 4, which challenges the discrepancy model. Furthermore, we discuss possible causal and epiphenomenal models explaining the links between early IQ and later reading. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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