| Title |
Dyslexia in a second language?—a dynamic test of reading acquisition may provide a fair answer
|
|---|---|
| Published in |
Annals of Dyslexia, July 2012
|
| DOI | 10.1007/s11881-012-0071-7 |
| Pubmed ID | |
| Authors |
Carsten Elbro, Hanne Trebbien Daugaard, Anna S. Gellert |
| Abstract |
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of dyslexia in the second language learners varied widely depending on the measure of reading. In order to reduce language and schooling confounds, a dynamic test of acquisition of basic decoding ability was developed. In the dynamic test, participants are taught three novel letters and to synthesise the letter sounds into new words. Results from the study indicated that the dynamic test provided results in accordance with the current IDA definition of dyslexia, while significantly reducing the influence second language vocabulary and amount of schooling. With the dynamic measure, the same cut-off point between dyslexic and non-dyslexic performance appeared valid in both native language speakers and second language learners. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 114 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 2 | 2% |
| Netherlands | 1 | <1% |
| Sweden | 1 | <1% |
| Brazil | 1 | <1% |
| Unknown | 109 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 33 | 29% |
| Student > Ph. D. Student | 12 | 11% |
| Professor | 9 | 8% |
| Researcher | 9 | 8% |
| Student > Bachelor | 8 | 7% |
| Other | 23 | 20% |
| Unknown | 20 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 32 | 28% |
| Linguistics | 20 | 18% |
| Social Sciences | 19 | 17% |
| Arts and Humanities | 6 | 5% |
| Nursing and Health Professions | 5 | 4% |
| Other | 9 | 8% |
| Unknown | 23 | 20% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 31 January 2013.
All research outputs
#15,262,171
of 22,694,633 outputs
Outputs from Annals of Dyslexia
#177
of 247 outputs
Outputs of similar age
#104,134
of 163,883 outputs
Outputs of similar age from Annals of Dyslexia
#2
of 4 outputs
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