Mather Nancy, Schneider Deborah
Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ 85701, USA.
Hoeft BrainLENS Laboratory, University of Connecticut, Storrs, CT 06268, USA.
J Intell. 2023 Apr 26;11(5):79. doi: 10.3390/jintelligence11050079.
In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities' identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual's response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.
在这篇文献综述中，我们从历史和当代的视角探讨认知测试（包括智力测试）在诵读困难评估与诊断中的应用。我们讨论了认知测试在特异性和意外性概念的操作化过程中的作用，自19世纪末早期病例报告发表以来，这两个概念被认为是诵读困难特征描述的关键要素。我们回顾了学校中用于识别特定学习障碍的几种方法的优缺点。我们还讨论了围绕在诵读困难评估中使用标准化认知测试的当代争论，特别是那些支持基于既往病史和综合评估结果进行诊断的方法的人与那些支持基于个体对干预反应的方法的人之间的争论。我们试图通过审视临床观察和研究结果来解释这两种观点。然后，我们论证认知测试如何有助于对诵读困难进行准确且有依据的诊断。
