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Dyslexia heterogeneity: Cognitive profiling of Portuguese children with dyslexia
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Orientador(es)
Resumo(s)
Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context,
cognitive profiling of children with dyslexia may be a relevant contribution to this
unresolved discussion. The aim of this study was to profile 36 Portuguese children
with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to
group participants according to their phonological awareness, rapid automatized
naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities.
The results suggested a two-cluster solution: a group with poorer performance on
phoneme deletion and rapid automatized naming compared with the remaining
variables (Cluster 1) and a group characterized by underperforming on the variables
most related to phonological processing (phoneme deletion and digit span), but not
on rapid automatized naming (Cluster 2). Overall, the results seem more consistent
with a hybrid perspective, such as that proposed by Pennington and colleagues
(2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more
effective in terms of intervention outcome.
Descrição
Palavras-chave
Reading disorders Dyslexia Profile analysis Portuguese orthography
Contexto Educativo
Citação
Pacheco, A., Reis, A., Araújo, S., Inácio, F., Petersson, K. M., & Faísca, L. (2014). Dyslexia heterogeneity: Cognitive profiling of Portuguese children with dyslexia. Reading and Writing, 27(9), 1529-1545. https://doi.org/10.1007/s11145-014-9504-5
Editora
Springer