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Familial Risk for Dyslexia and Other Reading Disabilities
Familial Risk for Dyslexia and Other Reading Disabilities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103701
- ISBN
- 9798314896839
- DDC
- 150
- 서명/저자
- Familial Risk for Dyslexia and Other Reading Disabilities
- 발행사항
- [Sl] : The Ohio State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 109 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
- 주기사항
- Advisor: Petrill, Stephen A.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2024.
- 초록/해제
- 요약This dissertation investigates familial risk factors for dyslexia and other reading disabilities, emphasizing the role of family history on literacy development. Dyslexia is a prevalent neurodevelopmental disorder characterized by difficulties in accurate and/or fluent word recognition, spelling, and decoding, with secondary weaknesses in vocabulary and comprehension (IDA, 2002). While early identification and intervention are critical for mitigating the impact of dyslexia, statewide screening initiatives have largely focused on children, neglecting the potential to leverage adult self-report measures to gauge familial, intergenerational risk.To address this gap, this dissertation describes the conceptualization, development, and validation of the Adult Reading Preferences and Literacy Skills (ARPLS) questionnaire through three research studies. Study 1 includes the content validation process that reduced the initial 45-item to a 30-item scale. The 30-item ARPLS was then piloted with a convenience social media sample (N=319), which provided the basis for an exploratory factor analysis. Although the hypothesized 5-factor structure was not the same as the result from the exploratory factor analysis, the suggested 5-factor structure was conceptually similar. It included both childhood recall of Alphabet Knowledge and Learning to Read (Factor 1) and adult preferences for Alternate Reading Formats and Library Access (Factor 4) and Accessing the News (Factor 5) while two factors combined skills across the age span, Spelling Skills (Factor 2) and General Reading Attitude (Factor 3). The results of Study 1 further reduced the ARPLS to a 23-item scale across the newly conceptualized five subscales. Study 2 employed the revised ARPLS using confirmatory factor analysis with a large college-aged sample (N=603), which confirmed the revised 5- factor structure. In addition, Study 2 examined correlations between the ARPLS and direct reading performance measures with a smaller subsample (N=30) to validate the conceptual underpinnings of the ARLPS factors. Study 3 applied the ARPLS in a case study to explore the relationship between a mother's self-reported reading preferences and literacy skills as well as her direct adult reading performance with her dyslexic daughter's reading performance. Although the mother did not indicate a prior diagnosis of a learning disability, there were similarities with her daughter in their childhood experiences learning how to read and their phonological awareness skills.Based on these results, the ARPLS emerges as a promising adult self-report measure for assessing recall of childhood reading experiences and adult literacy skills and reading preferences. It incorporates 21st century reading behaviors, such as access and usage of digital media and audiobooks, while capturing familial risk factors for dyslexia. Further questionnaire development should include additional items for alternate reading formats and accessing information beyond the news as well as expanding the sample to be more diverse, including participants with and without family history, specifically parents. Overall, the results across the three studies demonstrate the importance of inclusion of familial risk factors in dyslexia screening efforts based on parent self-report in addition to child-level assessments, with the ultimate goal of promoting successful child outcomes.
- 일반주제명
- Psychology
- 일반주제명
- Reading instruction
- 일반주제명
- Disability studies
- 키워드
- Family history
- 기타저자
- The Ohio State University Psychology
- 기본자료저록
- Dissertations Abstracts International. 86-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798314896839
■035 ▼a(MiAaPQ)AAI32112182
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aZuckerman, Astrid Pohl.
■24510▼aFamilial Risk for Dyslexia and Other Reading Disabilities
■260 ▼a[Sl]▼bThe Ohio State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a109 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: A.
■500 ▼aAdvisor: Petrill, Stephen A.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2024.
■520 ▼aThis dissertation investigates familial risk factors for dyslexia and other reading disabilities, emphasizing the role of family history on literacy development. Dyslexia is a prevalent neurodevelopmental disorder characterized by difficulties in accurate and/or fluent word recognition, spelling, and decoding, with secondary weaknesses in vocabulary and comprehension (IDA, 2002). While early identification and intervention are critical for mitigating the impact of dyslexia, statewide screening initiatives have largely focused on children, neglecting the potential to leverage adult self-report measures to gauge familial, intergenerational risk.To address this gap, this dissertation describes the conceptualization, development, and validation of the Adult Reading Preferences and Literacy Skills (ARPLS) questionnaire through three research studies. Study 1 includes the content validation process that reduced the initial 45-item to a 30-item scale. The 30-item ARPLS was then piloted with a convenience social media sample (N=319), which provided the basis for an exploratory factor analysis. Although the hypothesized 5-factor structure was not the same as the result from the exploratory factor analysis, the suggested 5-factor structure was conceptually similar. It included both childhood recall of Alphabet Knowledge and Learning to Read (Factor 1) and adult preferences for Alternate Reading Formats and Library Access (Factor 4) and Accessing the News (Factor 5) while two factors combined skills across the age span, Spelling Skills (Factor 2) and General Reading Attitude (Factor 3). The results of Study 1 further reduced the ARPLS to a 23-item scale across the newly conceptualized five subscales. Study 2 employed the revised ARPLS using confirmatory factor analysis with a large college-aged sample (N=603), which confirmed the revised 5- factor structure. In addition, Study 2 examined correlations between the ARPLS and direct reading performance measures with a smaller subsample (N=30) to validate the conceptual underpinnings of the ARLPS factors. Study 3 applied the ARPLS in a case study to explore the relationship between a mother's self-reported reading preferences and literacy skills as well as her direct adult reading performance with her dyslexic daughter's reading performance. Although the mother did not indicate a prior diagnosis of a learning disability, there were similarities with her daughter in their childhood experiences learning how to read and their phonological awareness skills.Based on these results, the ARPLS emerges as a promising adult self-report measure for assessing recall of childhood reading experiences and adult literacy skills and reading preferences. It incorporates 21st century reading behaviors, such as access and usage of digital media and audiobooks, while capturing familial risk factors for dyslexia. Further questionnaire development should include additional items for alternate reading formats and accessing information beyond the news as well as expanding the sample to be more diverse, including participants with and without family history, specifically parents. Overall, the results across the three studies demonstrate the importance of inclusion of familial risk factors in dyslexia screening efforts based on parent self-report in addition to child-level assessments, with the ultimate goal of promoting successful child outcomes.
■590 ▼aSchool code: 0168.
■650 4▼aPsychology
■650 4▼aReading instruction
■650 4▼aDisability studies
■653 ▼aFamily history
■653 ▼aAdult self-report assessment
■653 ▼aExploratory factory analysis
■653 ▼aConfirmatory factor analysis
■690 ▼a0621
■690 ▼a0201
■690 ▼a0535
■71020▼aThe Ohio State University▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g86-11A.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358222▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
