Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Authors

  • Kathleen Nielsen University of Washington
  • Robert Abbott University of Washington
  • Whitney Griffin University of California San Diego
  • Joe Lott University of Washington
  • Wendy Raskind University of Washington
  • Virginia W. Berninger University of Washington

DOI:

https://doi.org/10.18666/LDMJ-2016-V21-I1-6971

Keywords:

developmental dyslexia, predictor working memory components, word decoding and reading outcomes, word spelling outcomes, family genetics studies, adolescents and young adults

Abstract

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.

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Published

2016-02-03

Issue

Vol. 21 No. 1 (2016)

Section

Articles

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