The impact of environmental factors on components of reading and dyslexia |
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| Authors: | Email author" target="_blank">Stefan?SamuelssonEmail author Ingvar?Lundberg |
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| Institution: | 1.Centre for Reading Research, Stavanger University College, Norway Department of Behavioral Sciences,Link?ping University,Sweden;2.Department of Psychology,G?teborg University,Sweden |
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| Abstract: | Data from 123 male adults were analyzed to estimate environmental influences on components of literacy skills and to explore
the impact of environmental factors in different approaches to define reading difficulty. Literacy skills were decomposed
into general cognitive function, reading comprehension, spelling, word reading, and phonological ability. Environmental factors
examined were related to home conditions, school conditions, and literacy environment. Results suggest that there is a substantial
social-cultural bias in the delineation of literacy skills and in the definitions of reading disabilities. Results also suggest
that phonological ability constitutes the only measure relatively unaffected by environmental influences. This study has brought
forward a new argument for emphasizing phonological deficits as the core component in defining dyslexia. |
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