RESUMO
Over 500 men who attended the Gow School, an independent school for boys with developmental dyslexia, were given a follow-up questionnaire from 1 to 38 years after they left the school. More than half had graduated from college; business was the most frequently chosen major in college; most were employed in managerial or related business positions; and their adult reading habits and attitudes did not compare well with those of other men of similar socioeconomic backgrounds. Socioeconomic status and IQ were not predictive of adult outcome among these men in contrast to their effect in the general population. An important result was that severity of the reading problem upon entrance to Gow and the academic and remedial progress of the men while at the school were highly predictive of adult educational, occupational, and attitudinal status.
RESUMO
One hundred and fifty-four adult relatives of children with specific reading disability, and a group of 90 adults matched for age, sex, educational level and IQ, were given a battery of intelligence, reading and spelling tests and a questionnaire on their reading history, habits and attitudes. Data obtained from the latter group were used to derive multiple regression equations for the prediction of reading and spelling scores. An index was derived for each adult, expressing actual scores relative to those predicted. A definition of severe and borderline reading disability was validated, using the scores from the questionnaire.
Assuntos
Dislexia/diagnóstico , Logro , Adolescente , Adulto , Atitude , Dislexia/genética , Humanos , Inteligência , Pessoa de Meia-Idade , Testes Psicológicos , Psicometria , Aprendizagem VerbalRESUMO
A simple scheme for the classification of spelling errors was applied to the errors of four groups of children, totaling 483 subjects, in grades 3 to 12. The subjects in two of the groups, Group I and Group IV, consisted of individuals who attended special schools for children with dyslexia or specific reading disability (SRD). Group II included school age siblings of subjects in Group I, and Group III included subjects drawn from regular school programs. It was shown that (a) type of spelling error is independent of sex, (b) there are no consistent effects of IQ or grade level on type of spelling error, and (c) disabled readers as a group are more likely to produce dysphonetic errors than are normal readers. Although the type of spelling error produced by children who had a spelling disability only was shown to be similar to that of normal readers and to differ from that of disabled readers as a group, disabled readers were shown to differ among themselves, lending strong support to the use of spelling error type as a characteristic for identifying subgroups.
Assuntos
Dislexia/classificação , Adolescente , Criança , Dislexia/diagnóstico , Dislexia/psicologia , Escolaridade , Feminino , Humanos , Inteligência , Masculino , Fonética , Fatores SexuaisAssuntos
Dislexia/diagnóstico , Logro , Adolescente , Testes de Aptidão , Criança , Dislexia/genética , Dislexia/psicologia , Feminino , Humanos , Inteligência , Masculino , Autoimagem , Fatores Sexuais , Inquéritos e Questionários , Escalas de WechslerRESUMO
Rapid progress in the study of learning disabilities requires a common context within which investigators and professionals with very diverse backgrounds can work towards common goals. Much evidence points to the heterogeneity of origin and clinical expression of learning disabilities as well as to many other ways in which they resemble such multifactorial conditions as mental retardation, gout and hypertension. In these conditions, genetic and epidemiological methods have been used to sort out the constitutional and environmental factors which precipitate disease in susceptible persons. Such an approach to learning disabilities can be expected to be rewarding.
Assuntos
Dislexia/genética , Deficiências da Aprendizagem/genética , Feminino , Humanos , Masculino , Linhagem , Fenótipo , Fonética , Fatores Sexuais , RedaçãoRESUMO
Members of the immediate families of twenty children with specific reading disability were examined to determine the prevalence of reading disability within the families. A procedure was developed for identifying adults who may have compensated for a disability manifested more clearly in childhood. Forty-five percent of 75 first-degree relatives of the parents were affected and there was a significantly greater number of affected male relatives than females. No single mode of genetic transmission is evident after inspection of the pedigrees. It is suggested that the disorder is genetically heterogeneous and that subgroups of disabled readers should be looked for.
