| pag. 1 Dyslexia in Late Adolescence : How to Diagnose Diagnosis at the Level of Classification, Causes and Treatment Pieter Depessemier Caroline Andries.

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Dyslexia in Late Adolescence : How to Diagnose

Diagnosis at the Level of Classification, Causes and Treatment

Pieter Depessemier

Caroline Andries

Faculteit PE, Vakgroep ONLE, Pieter Depessemier

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Goals

Dyslexia in General

Late-Adolescence

Diagnostics

Introduction

Goals

Dyslexia in General

Dyslexia in Late-Adolescence

Diagnostics

Situating 2 problems

Possible way of dealing with it


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Goals

• To get an insight in the complexity of the manifestation of dyslexia in late-adolescents

• To offer a way to objectively evaluate the possible reasons why a person struggles with reading or writing.

• To provide the link between this evaluation and possible ways to support struggling adolescent readers

Goals

Dyslexia in General

Late-Adolescence

Diagnostics


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Dyslexia in GeneralWhat is dyslexia ?

What is dyslexia ?

Consensus ?

Goals

Dyslexia in General

Late-Adolescence

Diagnostics

• Since the origin of the term ‘dyslexia’ (±1886), there has been a lot of discussion about the content of this concept.

• Now two characteristics are broadly accepted by most researchers – It has something to do with reading or writing– It is a heterogenic population


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• What about the rest of the research that has been done the last decennia ? – The cause of dyslexia is still discussed– But a lot more knowledge is gathered

• The link between IQ/comprehension and dyslexia has been studied;

• The role of the phonologic awareness, automatisation, the working memory, naming speed,… are evaluated

• All this information is very useful in practice, – but discussions among researchers confuses

practitioners.

– A lot of information is not ‘translated’ to the ‘field’

What is dyslexia

Consensus ?

Goals

Dyslexia in General

Late-Adolescence

Diagnostics

Dyslexia in GeneralConsensus ?


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Late-Adolescence Different from Children

Different from Children

Difficulty

Dyslexia in General

Late-Adolescence

Diagnostics

• Expression of dyslexia changes during lifetime. Concerning school tasks : beside reading and

writing, dyslexia can also affect taking notes, learning a second language, organizing the homework, studying content texts,…

In many cases reading and writing problems are no longer the main struggling factor in school achievement.

• Expression of dyslexia differs between ≠ dyslectics. Dyslexia = heterogenic disorder

Necessity of a broad orientation

Goals


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Late-Adolescence Difficulty

Availability of diagnostic tests• Most research subjects between 6-12 y.o.• Compensation

– During lifetime, a dyslectic person has learned to cope with his problems. On one side he/she figured out how to smartly escape difficult situations, while on the other site compensatory skills were developed.

some dyslectics becomes ‘non-dyslectics’

Different from Children

Difficulty

Dyslexia in General

Late-Adolescence

Diagnostics

Goals


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DiagnosticsSummary

A lot of information is

available

Also a lot is not

known yet

ConfusionConsensus

Difficulty to diagnose late-adolescents

Increasing number of dyslectic

students in higher education

Dyslexia in General Late-Adolescence

Summary

≠ Levels

Dyslexia in General

Late-Adolescence

Diagnostics

Goals


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Diagnostics

Classification

Causes

TreatmentSummary

≠ Levels

Dyslexia in General

Late-Adolescence

Diagnostics

Goals


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Classification

Classificaton

Causes

Treatment

• Through observation, checklists, anamnesis, tests…

• Evaluation of – Reading and writing ability (prim)– Attention, social skills, … (sec)

• To objectively overview different characteristics of dyslexia at the behavioral level

• Comorbidity


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Causes The strategy of reading and writing

Classification

Causes

Treatment

• Recognition – Comprehension – Speed : Three necessary subskills in Literacy

The strategy of reading and writing

Subskills

Multi-deficit theory

Cognition Recognition

Comprehension Speed


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Subskills

Classification

Causes

Treatment



Cognition


Recognition

Comprehension Speed

Phonol. recogn. & manipul

Orthogr. Recogn & manipul.

Letter-sound match

Ver

bal C

ompr

Inte

rpre

tatio

nMorfol. & Syntact.

Vocabulary

General Knowledge

Metacognition

Automatisation

Retrieval out of LTM.


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• Memory : the connection between the subskills

Cognition

Recognition

Comprehension Speed

Classification

Causes

Treatment


Subskills


Cognition


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Causes Multi-deficit theory

• Recognition– Fonological deficit theory– Temporal processing deficit theory

• Comprehension• Speed

– Automatisation deficit theory– Rapid naming deficit theory

• Cognition– Working Memory deficit theory

Classification

Causes

Treatment




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Classification + Causes Diagnostic tools

– Subtest A : Spellingtest– Subtest B : Readingtest– Subtest C : Comprehension test– Subtest 1 (phonological recognition and

processing)– Subtest 2 (visual recognition and analysis)– Subtest 3 ((non)word reading)– Subtest 4 (vocabulary)– Subtest 5 (morphology en syntaxes)– Subtest 6 (checklist)– Subtest 7 (Short term / Working memory)– Subtest 8 (rapid naming)

Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data

• Data : – All tests approximate the normal

distribution– Between group comparison shows that

adolescent dyslectics • Significantly differ on reading and writing• Significantly differ on phonology, visual

discrimination, naming speed, reading automatisation and working memory

• Do not differ on visual and semantic short term memory, writing speed and vocabulary

• Inversely differ on reading/listening comprehension.


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Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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• Regarding diagnostics we are also interested in individual differences. – Results concerning the heterogeneity

between adolescent dyslectics are illustrated in the following table :

• 73% of all dyslectics scores below p5 on at least 1 causal test

• The other dyslectics (27%) don’t– 15% remains unclear because lack of info– 7% can possibly explained using p10 / high

comprehension score / analysis of classification criteria.

– 5% rest

Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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Classification

Causes

Treatment



Diagnostic tools

Subtests

Statistical data


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Treatment

• Depending on the outcomes of level 1 (classification) and level 2 (causes)

• Individual-oriented

treatment/support

Classification

Causes

Treatment


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Finally…

• Remarks ?• Questions ?• Further information :

Pieter DepessemierVrije Universiteit BrusselFaculteit Psychologie & EducatiewetenschappenVakgroep Ontwikkelings-en LevenslooppsychologiePleinlaan 2 - lokaal 3C249a B-1050 BrusselTel. +32 (0)2 629 36 22Tel. Secr. +32 (0)2 629 25 33Fax +32 (0)2 629 25 32email : [email protected]://www.vub.ac.be/ONLE/Pieter.html

| pag. 1 Dyslexia in Late Adolescence : How to Diagnose Diagnosis at the Level of Classification, Causes and Treatment Pieter Depessemier Caroline Andries.

Documents

manifestation of dyslexia

dyslexia changes

term dyslexia

cause of dyslexia

expression of dyslexia

testsevaluation of reading

adolescence different

late adolescence