Português
Adults with dyslexia appear to display most of the deficits commonly seen in children with dyslexia. Like children with dyslexia, who are most often studied, adults with dyslexia have difficulties in segmenting words into sounds, in working memory, and in rapid naming, among others, in addition to difficulties in reading and writing. However, while in children with dyslexia, difficulties with accuracy in reading and writing (i.e., spelling) may be the main symptom of dyslexia, some adults with dyslexia, particularly those with a high level of education, may have overcome or mitigated this type of difficulty. Some deficits may have been compensated, while others may manifest themselves differently, possibly more pronounced when compared to children. Furthermore, the characteristics of the writing system where they learned to read and write may influence the manifestation of difficulties. European Portuguese (EP) has an orthography of intermediate depth, with characteristics distinct from other systems where this population (college students diagnosed with dyslexia) has been studied. How to identify dyslexia and characterise it and what its cognitive predictors are the research questions of this project.
The study aims to identify and characterise dyslexia and examine the predictors of this cognitive development disorder in a sample of college students whose native language is European Portuguese.
Quantitative methodology, accounting for time and/or response accuracy for each applied task/test chosen according to the research objective, the reviewed literature and the availability of the application for European Portuguese: phonemic awareness tasks; morphological awareness; expressive vocabulary; rapid naming - RAN; word reading and spelling; stressed syllable detection; detection of spelling mistakes; orthographic choice; reading comprehension and reading fluency, and Reading History Questionnaire.
Task administration will be carried out in individual sessions.
The lack of validated tasks in European Portuguese (EP) for identifying and characterising dyslexia in Portuguese college students and the lack of studies in EP on the cognitive predictors of this neurodevelopmental disorder in college students contribute to research in the area.
To contribute to validating useful tasks in identifying and characterising dyslexia in young adults in Portugal and to better understand (e.g., predictors) this neurodevelopmental disorder in this population.
| Research Centre | Research Group | Role in Project | Begin Date | End Date |
|---|---|---|---|---|
| BRU-Iscte | Data Analytics | Partner | 2023-12-01 | 2024-12-31 |
| Institution | Country | Role in Project | Begin Date | End Date |
|---|---|---|---|---|
| Egas Moniz School of Health & Science (CIIEM) | Portugal | Partner | 2023-12-01 | 2024-12-31 |
| Faculdade de Psicologia da Universidade de Lisboa (FPUL) | Portugal | Leader | 2023-12-01 | 2024-12-31 |
| Name | Affiliation | Role in Project | Begin Date | End Date |
|---|---|---|---|---|
| Catarina Marques | Professora Associada (DMQGE); Integrated Researcher (BRU-Iscte); | Researcher | 2023-12-01 | 2024-12-31 |
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With the objective to increase the research activity directed towards the achievement of the United Nations 2030 Sustainable Development Goals, the possibility of associating scientific projects with the Sustainable Development Goals is now available in Ciência-IUL. These are the Sustainable Development Goals identified for this project. For more detailed information on the Sustainable Development Goals, click here.
