Identification of signs of dyslexia test

Ricardo Franco De Lima,Sylvia Maria Ciasca,Tatiana De Cássia Nakano,Rauni Jandé Roama-Alves

doi:10.15448/1980-8623.2021.4.37093

Abstract

Screening instruments can help to characterize the academic and neuropsychological difficulties of individuals with Dyslexia. The aim of this study was to verify whether there would be differences in performance in the Identification of Signs of Dyslexia Test (TISD) when a group of children with Dyslexia was compared other diagnostic groups of children with level 1 Autism Spectrum Disorder (ASD), Intellectual Disability (ID), Attention Deficit/Hyperactivity Disorder, Borderline Intellectual Functioning and Academic Difficulties. Participants were 172 children that had been diagnosed by interdisciplinary teams and average age ranging from 8.75 (SD = 2.21) to 10.14 (SD = 2.36) year-old. Comparison and association analyzes were performed using Univariate Analysis of Variance and Multinomial Logistic Regression, respectively. The results indicated that the ID and ASD groups presented more impaired performances. Additionally, the TISD was sensitive enough to identify differences between the Dyslexia and ASD groups, with the latter presenting worse performance. However, with the other groups, such differences were not observed. Complementary studies, with larger samples, are necessary, considering the effects of other variables associated with the disorders studied.

Highlights

Resumen: Los instrumentos de clasificación pueden auxiliar en la caracterización de las dificultades académicas y neuropsicológicas de individuos con Dislexia del Desarrollo (DD)
The aim of this study was to verify whether there would be a difference in performance in the Test para Identificación de Señales de Dislexia (TISD), or in some of its subtests, when a group of children with Dyslexia was compared to other diagnostic groups of children with Autistic Spectrum Disorder (ASD), Intellectual Disability, Attention Deficit/Hyperactivity Disorder (ADHD), and individuals with Borderline Intellectual Functioning (BIF) and Academic Difficulties
The aim of this study was to verify whether there would be a difference in performance in the TISD, or in some of its subtests, when a group of children with Dyslexia was compared to groups of children with other Neurodevelopmental Disorders (ASD, Intellectual Disability, ADHD) and individuals with BIF and Academic Difficulties

Summary

Introduction

Resumen: Los instrumentos de clasificación pueden auxiliar en la caracterización de las dificultades académicas y neuropsicológicas de individuos con Dislexia del Desarrollo (DD). Adicionalmente, el TISD fue sensible para identificar diferencias entre los grupos Dislexia y TEA; el peor desempeño fue presentado por el TEA. The first is characterized as a diagnostic group, mainly adopted in psychometric contexts, in which the criterion for its establishment is basically the value of the Intellectual Quotient (IQ), which should be between 70 and 79 (Figueiredo, 2002). This condition usually involves maladaptive behavior in the academic, social and professional areas, being more mild than in Intellectual Disability (Esposito & Carotenuto, 2014)

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Conclusion