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Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?
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Orientador(es)
Resumo(s)
Developmental dyslexia is characterized
by a profile of reading- and writing-related difficulties
which stands out as a core deficit in phonological
processing. Although these difficulties seem to persist
into adulthood, it is still an open question to what
extent they are immune, or not, to the extensive
training resulting from extended schooling. The main
objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese
highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during
childhood and their matched skilled adult control
readers were assessed through a battery of reading and
cognitive tests. A cluster analysis of data obtained
from participants with dyslexia identified two profile
groups. While Cluster 1 grouped participants with
clear phonological deficits and concomitant reading
difficulties, Cluster 2 showed better performance on
most of the core skills associated with reading and also
better general cognitive abilities, suggesting that these
dyslexic readers have partially resolved their phonological constraints along the development, probably
due to the systematic exposure to reading and writing.
As Cluster 2 matched typical readers in general
cognitive abilities, it might also be the case that
cognitive strengths associated with general intelligence worked as protective factors, helping students to
strategically compensate for their reading difficulties.
Overall, these results suggest that both mechanisms–
partial remediation of the core phonological deficit
and adoption of compensatory strategies supported by
general cognitive skills–might contribute together to
improving the reading performance of highly literate
adults with dyslexia.
Descrição
Palavras-chave
Reading disorders Dyslexia Cognitive subtypes European Portuguese orthography University students Compensatory mechanisms
Contexto Educativo
Citação
Faísca, L., Reis, A., & Araújo, S. (2023). Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?. Journal of Cultural Cognitive Science, 7(2), 121-136. https://doi.org/10.1007/s41809-023-00124-4