According to Seymour «In other instances (Portugal, for example), there may be no formally standardized measures of reading abilities at all. This lack of psychometric harmonization across Europe means that the way in which literacy are operationally defined is not equivalent in different countries» (2005, p. 298). In this context, we created a battery of tests to assess dyslexic children.
In this study, we applied the Reading Speed Test and the Spelling Test from the battery of tests called Bateria de Avaliação da Dislexia (Battery of Tests to Assess Developmental Dyslexia), to 555 Portuguese children, aged 7 to 12 years old. From this sample, 57 children were diagnosed as having learning disabilities. We tried to verify how factors like gender and learning disabilities influence acuity in academic performance. We made a statistical analysis of the results with SPSS15.
The results prove that there are significant differences between children with learning disabilities and children without dyslexia. In conclusion, the results obtained are significant and the identification of children with learning disabilities may qualify them for special education services, with the final objective of establishing appropriate intervention goals.
|Keywords:||Learning Disabilities, Dyslexia, Assessment|
PHD Student, Department of Education Sciences, University of Aveiro, Aveiro, Portugal
Full Professor, Department of Education Sciences, University of Aveiro, Aveiro, Portugal
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