The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic-speaking children

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL

Dyslexia Pub Date : 2023-03-08 DOI:10.1002/dys.1735

Ibrahim A. Asadi, Ronen Kasperski, Miri Sarid

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Abstract

Research has shown that children with dyslexia and children with a low socioeconomic status (SES) fall behind in terms of literacy acquisition, but a question remains regarding the cumulative effect of dyslexia and SES on linguistic, cognitive and reading skills. To examine the impact of cognition and environment on literacy development, we returned to the data set of 1,441 elementary school children (223 dyslexic readers and 1,241 typical readers) from low and medium-high SES backgrounds within Palestinian society in Israel who had participated in the development study of a comprehensive battery of tests in oral and written Arabic. The findings of this retrospective study reveal that, across grade levels, dyslexic readers from a low SES background showed similar performance to those from a medium-high SES background on most linguistic, cognitive and reading measures. As for typical readers, SES contributed to individual differences in all linguistic, cognitive and reading indices, with the exception of RAN. Finally, a cumulative effect of dyslexia and SES was found in relation to morphology, vocabulary, listening comprehension and text-reading accuracy.

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社会经济地位和阅读障碍对阿拉伯语儿童语言、认知和阅读技能的累积影响

研究表明，有阅读障碍的儿童和社会经济地位低的儿童在读写能力方面落后，但关于阅读障碍和社会经济地位低对语言、认知和阅读技能的累积影响仍然是一个问题。为了研究认知和环境对读写能力发展的影响，我们回到了来自以色列巴勒斯坦社会中低SES背景的1,441名小学生(223名诵读困难的读者和1,241名典型读者)的数据集，他们参加了阿拉伯语口语和书面语综合测试的发展研究。这项回顾性研究的结果显示，在不同年级，低社会经济地位背景的失读症读者在大多数语言、认知和阅读方面的表现与中高社会经济地位背景的读者相似。对于典型读者来说，SES对除RAN外的所有语言、认知和阅读指标的个体差异都有贡献。最后，我们发现阅读障碍和SES在词法、词汇、听力理解和文本阅读准确性方面存在累积效应。

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来源期刊

Dyslexia Multiple-

CiteScore

3.90

自引率

9.10%

发文量

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