van Viersen Sietske, de Bree Elise H, Kalee Lilian, Kroesbergen Evelyn H, de Jong Peter F
Research Institute of Child Development and Education (RICDE), University of Amsterdam, PO Box 15780, 1001 NG Amsterdam, The Netherlands.
Department of Pedagogical and Educational Sciences, Utrecht University, PO Box 80140, 3508 TC Utrecht, The Netherlands.
Read Writ. 2017;30(6):1173-1192. doi: 10.1007/s11145-016-9717-x. Epub 2017 Jan 9.
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample ( = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure.
一些研究表明，患有阅读障碍的天才儿童比患有阅读障碍的普通智力儿童具有更好的读写能力。这一发现与天赋相关因素为阅读能力差提供补偿的假设相一致。本研究调查了，与母语（NL）情况一样，患有阅读障碍的天才学生的外语（FL）读写水平是否高于患有阅读障碍的普通智力学生，以及这种差异是否可以由他们母语读写水平的差异来解释。样本包括148名以荷兰语为母语的中学生，分为四组：阅读障碍组、天才/阅读障碍组、发育正常组（TD）和天才组。所有学生在七年级或八年级时接受了荷兰语和英语的单词阅读及正字法知识评估。一年后，对一个子样本（n = 71）进行了荷兰语、英语、法语和德语读写能力的（重新）评估。结果显示，患有阅读障碍的荷兰天才学生的母语读写水平高于患有阅读障碍的普通智力学生。与母语情况一样，在英语单词阅读和拼写方面发现了逐步的组间差异模式，即阅读障碍组 < 天才/阅读障碍组 < 发育正常组 < 天才组。然而，在法语和德语读写能力方面未发现这种差异。这些结果指向了补偿作用：天才/阅读障碍学生的英语读写水平高于普通智力的阅读障碍同龄人，这是由英语作为外语所特有的机制导致的。从正字法透明度和接触程度的差异方面讨论了不同外语之间结果的差异。
