Year: 2011
Type: dissertation
Study design: Observational Study
Abstract: The aim of this study was to investigate the relationship between language - comprehension and developmental dyslexia. This study focused on whether there was a difference between children in a typical group and a dyslexic group in terms of language comprehension from the age of 5 until the age of 11. Language comprehension was assessed using the language test TROG. STAS and Carlsten was used to assess the children’s level of reading and writing when they were 11 years old. This study is a part of the longitudinal project called “Speak Up!” following a group of 49 children from the age of 5 until 8 (3rd grade). Three years later, when the children were 11 years old (6th grade), 42 of the original 49 children consented to take part in the follow – up study. 29 children were classified as typical, and 13 children were classified as having dyslexia. All of the children had been tested with TROG at age 5, 6, 7, 8 and 11. The results from this study indicate that children with dyslexia and children without dyslexia score different on tests of language comprehension. Thus, there seems to be a link between language comprehension and later literacy skills.
Author: Susanne Aarskog Nesse
Language: Norwegian
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2271436638