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Dyslexia Heterogeneity: Cognitive Profiling of Portuguese Children with Dyslexia

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Title: Dyslexia Heterogeneity: Cognitive Profiling of Portuguese Children with Dyslexia
Language: English
Authors: Pacheco, Andreia, Reis, Alexandra, Araújo, Susana, Inácio, Filomena, Petersson, Karl Magnus, Faísca, Luís
Source: Reading and Writing: An Interdisciplinary Journal. Oct 2014 27(9):1529-1545.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Grade 2
Primary Education
Elementary Education
Early Childhood Education
Grade 3
Grade 5
Intermediate Grades
Middle Schools
Grade 4
Descriptors: Foreign Countries, Dyslexia, Children, Grade 2, Grade 3, Grade 5, Grade 4, Elementary School Students, Statistical Analysis, Phonological Awareness, Naming, Short Term Memory, Verbal Ability, Vocabulary, Intelligence, Phonemes, Language Processing, Symptoms (Individual Disorders), Intervention, Cognitive Processes
Geographic Terms: Portugal
DOI: 10.1007/s11145-014-9504-5
ISSN: 0922-4777
Abstract: Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome.
Abstractor: As Provided
Number of References: 53
Entry Date: 2014
Accession Number: EJ1040981
Database: ERIC
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  Data: Dyslexia Heterogeneity: Cognitive Profiling of Portuguese Children with Dyslexia
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  Data: <searchLink fieldCode="AR" term="%22Pacheco%2C+Andreia%22">Pacheco, Andreia</searchLink><br /><searchLink fieldCode="AR" term="%22Reis%2C+Alexandra%22">Reis, Alexandra</searchLink><br /><searchLink fieldCode="AR" term="%22Araújo%2C+Susana%22">Araújo, Susana</searchLink><br /><searchLink fieldCode="AR" term="%22Inácio%2C+Filomena%22">Inácio, Filomena</searchLink><br /><searchLink fieldCode="AR" term="%22Petersson%2C+Karl+Magnus%22">Petersson, Karl Magnus</searchLink><br /><searchLink fieldCode="AR" term="%22Faísca%2C+Luís%22">Faísca, Luís</searchLink>
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemes%22">Phonemes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms+%28Individual+Disorders%29%22">Symptoms (Individual Disorders)</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
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  Data: 10.1007/s11145-014-9504-5
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  Data: 0922-4777
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent studies have emphasized that developmental dyslexia is a multiple-deficit disorder, in contrast to the traditional single-deficit view. In this context, cognitive profiling of children with dyslexia may be a relevant contribution to this unresolved discussion. The aim of this study was to profile 36 Portuguese children with dyslexia from the 2nd to 5th grade. Hierarchical cluster analysis was used to group participants according to their phonological awareness, rapid automatized naming, verbal short-term memory, vocabulary, and nonverbal intelligence abilities. The results suggested a two-cluster solution: a group with poorer performance on phoneme deletion and rapid automatized naming compared with the remaining variables (Cluster 1) and a group characterized by underperforming on the variables most related to phonological processing (phoneme deletion and digit span), but not on rapid automatized naming (Cluster 2). Overall, the results seem more consistent with a hybrid perspective, such as that proposed by Pennington and colleagues (2012), for understanding the heterogeneity of dyslexia. The importance of characterizing the profiles of individuals with dyslexia becomes clear within the context of constructing remediation programs that are specifically targeted and are more effective in terms of intervention outcome.
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  Label: Abstractor
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      – Text: English
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        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Children
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