Session Information
MC_POST, Main Conference Poster Session and Lunch Break
Posters will be displayed throughout the conference and submitters are asked to be present in both Poster Sessions to answer questions. Poster Session I: Tuesday, 12.15 - 13.30 Poster Session II: Wednesday 12.15 - 13.30
Time:
2009-09-29
12:15-13:15
Room:
Otkogon
Chair:
Contribution
Dyslexia represents one of the most common problems affecting children. It is characterized by severe impairment in learning to read with the conditions of normal sensory function, and schooling. A significant discrepancy between aptitude (IQ) and reading achievement was considered as an important criterion for identification of dyslexic children. In English speaking countries, the prevalence of dyslexia is estimated to range from 5% to 17% of school children (Shaywitz 1998), but most studies observed the rates from 5-9%. Besides dyslexia, dyscalculia is characterized by impairment in number sense and basic calculation. The prevalence was ranged from 3.6% to 6.5% (Butterworth, 2005). Yet, most of the prevalence surveys were conducted in alphabetic writing system. What are the prevalence rates of dyslexia and dyscalculia in an opaque writing system like Chinese is not only import for educational practice but also sheds light on the understanding of human cognitive operation.
Method
In this study, we recruit 1212 second grade children from three elementary schools in Taiwan. Those children performed a standardized Chinese character identification test, a reading comprehension test and a basic skill calculation test. With the help from schools, we also have the IQ scores of a nonverbal intelligence test, which are from the test Raven’s Color Progressive Matrices.
We further used the following criterions to calculate the prevalence rates. The criterion for normal intelligence was set as the percentile rank (PR) higher than 50, according to a national norm. For academic impairment, we first standardized the achievement score of our sample and selected those children who’s scores were lower than one standard deviation from the mean. That is, the PR was smaller than 15.8 within our sample.
Expected Outcomes
The correlations between IQ and Chinese character identification, IQ and reading comprehension, IQ and calculation ability are .4 ( p < .001), .42 ( p < .001) and .20 ( p < .001), respectively.
What is the rate for those children who met the criterion of with normal intelligence but impairment in academic achievement? For Chinese character identification, it is 5.4%; for reading comprehension, 4.7%; for calculation ability, 5.6%. The figures reported here should be higher than one employs standardized achievement cores from a national norm. We will report the results by using the standardized academic cores from a national norm and will report the sex ratio of different academic difficulties. Although there are issues about the criterion for normal intelligence and academic impairment. According to this data, the prevalence rates for both Chinese developmental dyslexia and dyscalculia are with the ranges in alphabetic writing systems.
References
Butterworth, B. (2005). Developmental dyscalculia. In J. I. D. Campbell (ed.) Handbook of Mathematical Cognition. Hove: Psychology Press. Shaywitz, S. E. (1998). Dyslexia. The New England Journal of Medicine, 338, 307-312.
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