Publication

Neurolinguistic profiles of advanced readers with developmental dyslexia

van Setten, E., 2019, [Groningen]: University of Groningen. 250 p.

Research output: ThesisThesis fully internal (DIV)Academic

Copy link to clipboard

Documents

  • Title and contents

    Final publisher's version, 858 KB, PDF document

  • Chapter 1

    Final publisher's version, 1005 KB, PDF document

  • Chapter 2

    Final publisher's version, 1 MB, PDF document

    Embargo ends: 10/01/2020

    Request copy

  • Chapter 3

    Final publisher's version, 950 KB, PDF document

  • Chapter 4

    Final publisher's version, 862 KB, PDF document

  • Chapter 5

    Final publisher's version, 966 KB, PDF document

  • Chapter 6

    Final publisher's version, 1 MB, PDF document

  • Chapter 7

    Final publisher's version, 609 KB, PDF document

  • References

    Final publisher's version, 720 KB, PDF document

  • Appendices

    Final publisher's version, 600 KB, PDF document

  • English summary

    Final publisher's version, 381 KB, PDF document

  • Nederlandse Samenvatting

    Final publisher's version, 366 KB, PDF document

  • Acknowledgements

    Final publisher's version, 405 KB, PDF document

  • About the Author

    Final publisher's version, 193 KB, PDF document

  • List of Publications

    Final publisher's version, 280 KB, PDF document

  • GRODIL

    Final publisher's version, 533 KB, PDF document

  • Complete thesis

    Final publisher's version, 4 MB, PDF document

    Embargo ends: 10/01/2020

    Request copy

  • Propositions

    Final publisher's version, 167 KB, PDF document

Dyslexia is a specific learning disability characterized by severe problems with fast and / or accurate reading and / or spelling. Children from parents with dyslexia have a larger risk to develop dyslexia themselves. In this thesis it has been investigated how the reading skills of advanced readers with (a familial risk of) dyslexia can be characterized, predicted and explained. First of all, it has been found that dyslexia is a persistent disorder, that does not resolve in adolescence. When the grade 3 word reading score is known, a good prediction of grade 6 reading level can be made; for this prediction it does not matter whether or not a child has a familial risk. Children who have dyslexia in Dutch also have reading and spelling difficulties in English at secondary school. However, for children with dyslexia reading English words went better than expected based on their Dutch reading scores. Children with a familial risk without reading difficulties in Dutch did not have these difficulties in English either. Deficits in phonological and orthographic awareness, rapid naming and the visual attention span are often observed among children with dyslexia. However, not all children with dyslexia have the same deficits to the same extent. Therefore, there is no dyslexia-specific cognitive profile. In the brain, differences in the fast automatic visual processing of print were found among right-handed students with and without dyslexia. Among 12-year-old children such differences were not found, possibly because their brain is still developing.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
Supervisors/Advisors
  • Maassen, Bernardus, Supervisor
  • Maurits, Natasha, Supervisor
  • Verhoeven, L, Assessment committee, External person
  • van den Broeck, W, Assessment committee, External person
  • Jonkers, Roel, Assessment committee
Award date10-Jan-2019
Place of Publication[Groningen]
Publisher
Print ISBNs978-94-034-1244-3
Electronic ISBNs978-94-034-1243-6
Publication statusPublished - 2019

View graph of relations

Download statistics

No data available

ID: 72131897