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There is a PowerPoint file available to accompany this presentation. The BDA Conference 2001 CD-ROM contains 61 PowerPoint files. For details of how to obtain the CD-ROM, please contact the BDA.
Saturday stream 4 Session 09.00 - 11.10 Length 25 minutes
Jane Hutchinson, Helen Whiteley, Chris Smith and Liz Connors
University of Central Lancashire, Preston, UK j.m.hutchinson@uclan.ac.uk
Abstract
The early identification of dyslexia is important for all children and yet current definitions of dyslexia present difficulties for this process. EAL children (children for whom English is an Additional Language), especially, tend to be under-identified. The appropriateness of IQ/achievement discrepancy definitions has been questioned for identifying dyslexia in monolingual children, while for EAL children there may be further complications including cultural background and difficulties with English that may mask problems of a dyslexic nature. Listening comprehension has been suggested as an alternative measure to IQ when looking for discrepancies. However, this may also be inappropriate for EAL children. Alternative definitions focus on phonological processing skills or on measures of reading accuracy and fluency. A greater knowledge of the process of literacy development in EAL children will help to produce more useful definitions and accurate diagnoses. This paper reports on a longitudinal study designed to address these issues. Measures of reading accuracy, reading comprehension and listening comprehension plus detailed cognitive-linguistic profiles have been compiled for 50 EAL children in British primary schools and 50 of their monolingual peers. Data relating to listening comprehension, phonological processing, reading accuracy and reading fluency are discussed in terms of the implications for the identification of dyslexia in EAL children.
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