Publication
Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?
| dc.contributor.author | Faisca, Luis | |
| dc.contributor.author | Reis, Alexandra | |
| dc.contributor.author | Araújo, Susana | |
| dc.date.accessioned | 2023-06-26T13:05:25Z | |
| dc.date.available | 2023-06-26T13:05:25Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms-partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills-might contribute together to improving the reading performance of highly literate adults with dyslexia. | pt_PT |
| dc.description.sponsorship | 2021.03462.CEECIND; LA/P/0053/2020 RISE | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.doi | 10.1007/s41809-023-00124-4 | pt_PT |
| dc.identifier.eissn | 2520-1018 | |
| dc.identifier.uri | http://hdl.handle.net/10400.1/19751 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Springer | pt_PT |
| dc.relation | LEMON, LEtter learning through MOtor training: Neurocognitive specialization for the written code investigated with electrophysiological, eye-tracking, and computational tools | |
| dc.relation | Looking into N170: Exploring how the brain adapts to reading acquisition and expertise | |
| dc.relation | Center for Health Technology and Services Research | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | pt_PT |
| dc.subject | Reading disorders | pt_PT |
| dc.subject | Dyslexia | pt_PT |
| dc.subject | Cognitive subtypes | pt_PT |
| dc.subject | European portuguese orthography | pt_PT |
| dc.subject | University students | pt_PT |
| dc.subject | Compensatory mechanisms | pt_PT |
| dc.title | Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation? | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.awardTitle | LEMON, LEtter learning through MOtor training: Neurocognitive specialization for the written code investigated with electrophysiological, eye-tracking, and computational tools | |
| oaire.awardTitle | Looking into N170: Exploring how the brain adapts to reading acquisition and expertise | |
| oaire.awardTitle | Center for Health Technology and Services Research | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FPSI-GER%2F3281%2F2020/PT | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FPSI-GER%2F32602%2F2017/PT | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04255%2F2020/PT | |
| oaire.citation.title | Journal of Cultural Cognitive Science | pt_PT |
| oaire.fundingStream | 3599-PPCDT | |
| oaire.fundingStream | 3599-PPCDT | |
| oaire.fundingStream | 6817 - DCRRNI ID | |
| person.familyName | Faísca | |
| person.familyName | Reis | |
| person.givenName | Luís | |
| person.givenName | Alexandra | |
| person.identifier | A-4633-2013 | |
| person.identifier | 387336 | |
| person.identifier.ciencia-id | 5719-6727-C596 | |
| person.identifier.ciencia-id | 4B10-E7E6-1D6A | |
| person.identifier.orcid | 0000-0003-4859-8817 | |
| person.identifier.orcid | 0000-0001-5598-0999 | |
| person.identifier.scopus-author-id | 6503944802 | |
| person.identifier.scopus-author-id | 7202574376 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
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