Research studies on dyslexia: participant inclusion and exclusion criteria
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.1080/08856257.2020.1732108 http://hdl.handle.net/10437/12503 |
Resumo: | Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000–2019). The findings show that (1) researchers use a wide range of inclusion and exclusion criteria; that (2) IQ-reading achievement discrepancy is the most common inclusion criterion for dyslexia samples; (3) studies typically compare dyslexic samples to normal controls but not to other poor readers; (4) dyslexia seems to be employed as a catch-all term for poor readers in general, not as a term to define a specific type of poor reader. Finally, (5) dyslexia studies are very rarely published in educational journals. |
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Research studies on dyslexia: participant inclusion and exclusion criteriaPSICOLOGIAEDUCAÇÃODISLEXIALEITURAPSYCHOLOGYEDUCATIONDYSLEXIAREADINGDyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000–2019). The findings show that (1) researchers use a wide range of inclusion and exclusion criteria; that (2) IQ-reading achievement discrepancy is the most common inclusion criterion for dyslexia samples; (3) studies typically compare dyslexic samples to normal controls but not to other poor readers; (4) dyslexia seems to be employed as a catch-all term for poor readers in general, not as a term to define a specific type of poor reader. Finally, (5) dyslexia studies are very rarely published in educational journals.Taylor & Francis2022-01-24T11:50:07Z2020-01-01T00:00:00Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.1080/08856257.2020.1732108http://hdl.handle.net/10437/12503engLopes, João Arménio LamegoGomes, CristinaOliveira, Célia Regina GomesElliott, Julian G.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-09T14:06:00Zoai:recil.ensinolusofona.pt:10437/12503Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:13:37.735915Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Research studies on dyslexia: participant inclusion and exclusion criteria |
title |
Research studies on dyslexia: participant inclusion and exclusion criteria |
spellingShingle |
Research studies on dyslexia: participant inclusion and exclusion criteria Lopes, João Arménio Lamego PSICOLOGIA EDUCAÇÃO DISLEXIA LEITURA PSYCHOLOGY EDUCATION DYSLEXIA READING |
title_short |
Research studies on dyslexia: participant inclusion and exclusion criteria |
title_full |
Research studies on dyslexia: participant inclusion and exclusion criteria |
title_fullStr |
Research studies on dyslexia: participant inclusion and exclusion criteria |
title_full_unstemmed |
Research studies on dyslexia: participant inclusion and exclusion criteria |
title_sort |
Research studies on dyslexia: participant inclusion and exclusion criteria |
author |
Lopes, João Arménio Lamego |
author_facet |
Lopes, João Arménio Lamego Gomes, Cristina Oliveira, Célia Regina Gomes Elliott, Julian G. |
author_role |
author |
author2 |
Gomes, Cristina Oliveira, Célia Regina Gomes Elliott, Julian G. |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Lopes, João Arménio Lamego Gomes, Cristina Oliveira, Célia Regina Gomes Elliott, Julian G. |
dc.subject.por.fl_str_mv |
PSICOLOGIA EDUCAÇÃO DISLEXIA LEITURA PSYCHOLOGY EDUCATION DYSLEXIA READING |
topic |
PSICOLOGIA EDUCAÇÃO DISLEXIA LEITURA PSYCHOLOGY EDUCATION DYSLEXIA READING |
description |
Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000–2019). The findings show that (1) researchers use a wide range of inclusion and exclusion criteria; that (2) IQ-reading achievement discrepancy is the most common inclusion criterion for dyslexia samples; (3) studies typically compare dyslexic samples to normal controls but not to other poor readers; (4) dyslexia seems to be employed as a catch-all term for poor readers in general, not as a term to define a specific type of poor reader. Finally, (5) dyslexia studies are very rarely published in educational journals. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01T00:00:00Z 2020 2022-01-24T11:50:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.1080/08856257.2020.1732108 http://hdl.handle.net/10437/12503 |
url |
https://doi.org/10.1080/08856257.2020.1732108 http://hdl.handle.net/10437/12503 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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