Identifying high-functioning dyslexics: is self-report of early reading problems enough?
Identifying high-functioning dyslexics: is self-report of early reading problems enough?
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DOI：
10.1007/s11881-012-0068-2
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发表时间：
2012-07-01
影响因子：
2.3
通讯作者：
Parrila, Rauno
中科院分区：
文献类型：
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作者：
Deacon, S. Helene;Cook, Kathryn;Parrila, Rauno
我们使用一份调查问卷来识别自述小学阅读习得困难的大学生（自述；n = 31）。自我报告组在单词和非单词阅读和流畅性、段落理解和阅读率以及语音意识的标准化测量方面的表现与另外两组大学生进行了比较：一组最近被诊断出（诊断，n = 20），另一组没有自我报告的阅读习得问题（对照组，n = 33）。在几乎所有的测量中，对照组的表现都优于有阅读困难史（自我报告和诊断）的两组。自我报告组和诊断组在大多数任务上的表现相似，除了非定时阅读理解（诊断组表现更好）和阅读速度（自我报告组表现更好）。这两种招募方法可能来自相同的潜在群体，但识别出具有不同适应策略的个体。
We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n = 31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n = 20) and one with no self-reported reading acquisition problems (comparison group; n = 33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.