Disentangling dyslexia from typical L2-learning in emergent literacy

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2023-09-28 DOI:10.1002/dys.1753
Turid Helland, Frøydis Morken, Wenche A. Helland
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Abstract

The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1-Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2-children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1-Con, one comparable to L1-Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. Within the cognitive domain, a variety of low scores can indicate dyslexia, while high scores can be compensatory.

Abstract Image

将阅读障碍与典型的二语学习从新兴识字中分离出来。
本论文评估了在使用第一语言以外的另一种语言的学童中如何识别阅读障碍。参与者是以挪威语作为第二语言(L2)的在校儿童,以及以挪威语为第一语言(L1)的两组儿童:对照组(L1 Con)和阅读障碍组(L1 Dys)。所有人都是从一年级开始就读于挪威学校的二年级和三年级学生。L1 Con或L2组中没有一人被认定有任何学习障碍。然而,一些二语儿童识字进度缓慢。孩子们分别在症状和认知水平上接受了测试。结果分两步进行分析:(1)组间比较;(2) L2个体概况和暂定的L2子组。一份意外的L2档案显示,在认知领域,语言得分低于常模,一些得分在常模以内,一些得分高于常模。L2组的病例评估产生了三个亚组:一个与L1 Con相当,一个与L1-Dys相当,还有一个结果介于这两组之间。低语言成绩不能被认为是二语阅读障碍的有效标志。在认知领域,各种各样的低分可能表明阅读障碍,而高分可能是补偿性的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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