RESUMO
In recent definitions of dyslexia there is agreement on the following: dyslexia is a language (-based) disorder restricted to difficulties in phonological processing abilities. This causes primary problems in word decoding and spelling, and, as a consequence, also in reading comprehension. This is in accordance with the widely accepted reading model, which regards decoding as a prerequisite for reading comprehension. In this paper, we will discuss the relevance of these definitions, and the reading model they are based on, using data from a longitudinal study of readers who were diagnosed as being language-impaired when they were pre-schoolers. This group will be compared with a control group having no history of language impairments and also with groups of adolescent and adult dyslexics.
Assuntos
Dislexia/complicações , Transtornos da Linguagem/complicações , Adolescente , Adulto , Estudos de Casos e Controles , Criança , Humanos , Linguística , Estudos Longitudinais , Modelos Psicológicos , LeituraRESUMO
This interim report provides information on an ongoing longitudinal study of 115 subjects, 78 language-disordered children and 39 children with no known language disorders as a control group. This follow-up study reports on a subgroup of the original subjects, 90 adolescents who completed a questionnaire, and 48 of the 90 who have been administered a full test battery compiled by the authors. Ongoing analyses indicate that early language problems are slow to resolve, persisting in one linguistic form or another in these adolescents who are now age 18 and about to leave school.
