Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288782
Title: Individual differences in dyslexia
Author: Zabell, Claire
ISNI:       0000 0001 3576 4121
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 2003
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Abstract:
The current research attempted to understand individual differences in dyslexia by investigating potential sex differences (behavioural, cognitive and remedial), subtypes and predictors of symptom severity. The results did not specifically support the hypothesis that behavioural factors were related to the increased number of male dyslexics reported in the literature. Cognitive sex differences were identified on the months forwards subtest of the Bangor Dyslexia Test and on the digit span, coding and symbol search subtests from WAIS-IIIUK. In all cases, females outperformed males. Although the ACID, AVID and SCAD profiles were not found to characterise the performance of either sex, performance on the ACID, AVID and SCAD factor scores appeared more related to dyslexia in males. The findings indicated that sex differences may affect the manifestation of dyslexia related problems. Male and female dyslexics did not differ with regard to the level, rate or endurance of improvement following different methods of spelling instruction. Rather than sex, reading ability was found to predict spelling improvement following intervention. The adult dyslexics studied continued to show deficits on a range of tasks usually used to assessd yslexia in children. Although it was possiblet o divide the adult dyslexics into phonological and surfaces ubtypes,s ubsequenta nalysesd esignedt o assessth e utility of this classification system suggestedth at the validity of the subtypesw as questionable. Similar measures were found to predict the reading ability of dyslexic and non-dyslexic adults. However, the groups differed with regard to predictors of spelling and reading comprehension ability. Severity differences in one or several underlying core deficits were considered a more meaningful way of accounting for individual differences in dyslexia than the existence of distinct subtypes.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.288782  DOI: Not available
Keywords: Psychology Psychology Medicine
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