Linguistic and Cognitive Abilities in Children with Dyslexia: A Comparative Analysis
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| Publié dans: | European Journal of Investigation in Health, Psychology and Education vol. 15, no. 3 (2025), p. 37 |
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| 001 | 3181422538 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2174-8144 | ||
| 022 | |a 2254-9625 | ||
| 024 | 7 | |a 10.3390/ejihpe15030037 |2 doi | |
| 035 | |a 3181422538 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a López-Zamora, Miguel |u Department of Developmental and Educational Psychology, University of Malaga, 29010 Malaga, Spain | |
| 245 | 1 | |a Linguistic and Cognitive Abilities in Children with Dyslexia: A Comparative Analysis | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Introduction: Dyslexia is a prevalent learning disorder that significantly affects the child population. It is often accompanied by deficits in language processes, cognition, and executive functioning, all of which are crucial for reading development. Children with dyslexia frequently exhibit difficulties in phonological processing, semantics, morphosyntax, and also in cognitive areas such as working memory, inhibition, planning, and attention. Objective: The primary objective of this study was to compare the linguistic, cognitive, and executive functioning abilities between children diagnosed with dyslexia and those with typical reading development. Methodology: A total of 120 children were selected and divided into two groups: the G-DYSLEXIA group (n = 60), consisting of children diagnosed with dyslexia, and the G-CONTROL group (n = 60), with typical reading development. Language, cognition, and executive functions were assessed using standardized tests: CELF-5, WISC-V, and ENFEN. Statistical analyses included descriptive statistics, independent sample t-tests, and Chi-square tests to compare the performance between these two groups. Results: The study revealed significant differences between the two groups in all dimensions assessed. Specifically, children with dyslexia showed markedly lower performance in linguistic, cognitive, and executive functioning measures compared with their peers with typical development. Conclusion: Children with dyslexia present a distinct clinical profile characterized by significant difficulties in language processing, cognition, and executive functions. These challenges interfere with their reading acquisition and academic performance, limiting their integration into educational environments and impacting their overall quality of life. | |
| 653 | |a Academic achievement | ||
| 653 | |a Memory | ||
| 653 | |a School dropouts | ||
| 653 | |a Cognitive development | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Phonology | ||
| 653 | |a Quality of life | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Semantic processing | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Reading acquisition | ||
| 653 | |a Morphosyntax | ||
| 653 | |a Linguistics | ||
| 653 | |a Language | ||
| 653 | |a Dyslexia | ||
| 653 | |a Automation | ||
| 653 | |a Children | ||
| 653 | |a Executive function | ||
| 653 | |a Short term memory | ||
| 653 | |a Phonological processing | ||
| 653 | |a Learning disabilities | ||
| 653 | |a Language processing | ||
| 653 | |a Morphology | ||
| 653 | |a Literacy | ||
| 653 | |a Semantics | ||
| 653 | |a Cognition | ||
| 653 | |a Cognitive impairment | ||
| 653 | |a Comparative analysis | ||
| 653 | |a Tests | ||
| 653 | |a Child development | ||
| 653 | |a Cognitive functioning | ||
| 653 | |a Groups | ||
| 653 | |a Statistics | ||
| 653 | |a Reading Instruction | ||
| 653 | |a Graphemes | ||
| 653 | |a Cognitive Processes | ||
| 653 | |a Exhibits | ||
| 653 | |a Phonological Awareness | ||
| 653 | |a Developmental Stages | ||
| 653 | |a Phonemics | ||
| 653 | |a Reading Skills | ||
| 653 | |a Language Skills | ||
| 653 | |a Language Impairments | ||
| 653 | |a Reading Habits | ||
| 653 | |a Reading Processes | ||
| 653 | |a Reading Difficulties | ||
| 653 | |a Phonemes | ||
| 653 | |a Reading Ability | ||
| 700 | 1 | |a Porcar-Gozalbo, Nadia |u Faculty of Health Sciences, Valencian International University (VIU), 46002 Valencia, Spain; <email>nadia.porcar@professor.universidadviu.com</email> (N.P.-G.); <email>alejandro.cano.v@professor.universidadviu.com</email> (A.C.-V.); UCAM, Universidad Católica de Murcia, 30107 Murcia, Spain; <email>ilchicheri@ucam.edu</email> | |
| 700 | 1 | |a Isabel López-Chicheri García |u UCAM, Universidad Católica de Murcia, 30107 Murcia, Spain; <email>ilchicheri@ucam.edu</email> | |
| 700 | 1 | |a Cano-Villagrasa, Alejandro |u Faculty of Health Sciences, Valencian International University (VIU), 46002 Valencia, Spain; <email>nadia.porcar@professor.universidadviu.com</email> (N.P.-G.); <email>alejandro.cano.v@professor.universidadviu.com</email> (A.C.-V.) | |
| 773 | 0 | |t European Journal of Investigation in Health, Psychology and Education |g vol. 15, no. 3 (2025), p. 37 | |
| 786 | 0 | |d ProQuest |t Psychology Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3181422538/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3181422538/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3181422538/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |