Abstract

DIAS, Natália Martins et al. Assessment of reading strategies in typical and dyslexic readers: a neuropsychological approach. Psicol. teor. prat. [online]. 2015, vol.17, n.2, pp. 171-184. ISSN 1516-3687.

The study investigated the use and the specific commitment of reading strategies in normal and dyslexic students. In study 1, 141 5th to 8th graders students (10-14 years) were evaluated in Reading Competence Test of words and nonwords (RCTWN). In study 2, 15 students with dyslexia (10-13 years), also attending the 5th to 8th grade, participated and were assessed with the computerized version of RTCWN. In study 1, there was a significant effect of the RTCWN item type, grade (5th graders performed significantly worse than 7th and 8th graders) and item-grade interaction on performance, suggesting that the three reading strategies are consolidated from 6th grade on. In study 2, there was a significant effect of item type, suggesting specific deficits in alphabetic and orthographic strategies in dyslexics. The identification of specific processes underlying performance is characteristic of cognitive neuropsychological evaluation.

Keywords : cognition; assessment; language; learning disorder; reading.

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