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. Introduction. Goals. Dyslexia in General. Late-Adolescence. Goals. Diagnostics. Dyslexia in General. Dyslexia in Late-Adolescence. - PowerPoint PPT PresentationTRANSCRIPT
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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 ?
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Diagnostics
Classification
Causes
TreatmentSummary
≠ Levels
Dyslexia in General
Late-Adolescence
Diagnostics
Goals
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Subskills
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
Cognition
Causes The strategy of reading and writing
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.
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Causes The strategy of reading and writing
• Memory : the connection between the subskills
Cognition
Recognition
Comprehension Speed
Classification
Causes
Treatment
The strategy of reading and writing
Subskills
Multi-deficit theory
Cognition
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
The strategy of reading and writing
Multi-deficit theory
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
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.
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
• 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
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Classification + Causes Diagnostic tools
Classification
Causes
Treatment
The strategy of reading and writing
Multi-deficit theory
Diagnostic tools
Subtests
Statistical data
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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Treatment
• Depending on the outcomes of level 1 (classification) and level 2 (causes)
• Individual-oriented
treatment/support
Classification
Causes
Treatment
Faculteit PE, Vakgroep ONLE, Pieter Depessemier
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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