Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
- 2553 reads
Cline (2000). Multilingualism and dyslexia: Challenges for research and practice.” – Article summary
Dyslexia refers to a language problem relating to the analysis of words in print. Identification of dyslexia often makes use of an exclusion criterion (e.g. IQ-achievement discrepancy) rather than several criteria. However, this exclusion criterion does not fit dyslexia properly as IQ tests in English are not reliable for a bilingual child whose language proficiency in English is still developing (e.g. immigrant children). The gap between indigenous and immigrant children decrease when immigrant children have been in the country for longer. This may lead children who are bilingual to not be identified as having a specific learning disorder (e.g. dyslexia).
IQ is likely to be underestimated in bilingual children while avoidance of IQ-tests will lead to under-identification. It may thus be useful to use a definition of dyslexia which does not make use of exclusionary criteria. Dyslexia is evident when fluent and accurate word reading and/or spelling develops very incompletely or with great difficulty. The problem is severe and persistent despite appropriate learning opportunities.
Differences in the orthography of a language influences the development of dyslexia. It is important to look at bilingualism in broad terms to properly detangle the effects of bilingual development on the development of dyslexia and vice versa. There are three dimensions to describe people’s associations with a language:
- Expertise
This refers to the degree of proficiency in a language. - Affiliation
This refers to the affective relationship with a language. - Inheritance
This refers to membership of a particular language tradition (e.g. by birth; by family)
Only looking at monolingual and bilingual children may use overinclusive categories and may neglect the emotional importance and developmental impact of affiliation and inheritance factors. Literacy practices in school may contradict expectations brought from other experiences for some children. Contextual factors in bilingualism may play an important role in the outcome of a child with dyslexia. When a parent helps a child in learning, the parent needs to adjust one’s help to the preferences of the child to have the best outcomes.
| Social circumstances | Motive for learning second language | Investment in learning second language |
Elite bilingual | Parents work in high-status occupation away from home country. | Cultural enrichment. | Modest; success will bring some advantages but failure will lead to few costs. |
Majority bilingual | Parents speak a high-status language in a country where a second language is widely spoken. | Political requirement for entry to many occupations. | Success will offer significant economic advantages. |
Family bilingual | Parents are from different language backgrounds. | Communication with extended family. | Success will be valued highly by family. |
Minority bilingual | Parents are immigrants. | Social and economic necessity. | Failure will restrict job opportunities and social status. |
There are five major challenges for dyslexia and multilingualism:
- Identification
This refers to knowing where to look when one wants to identify dyslexia in bilingual children. - Defining dyslexia
This refers to working with a clear, interactional model of the development of dyslexia. - Defining bilingualism
This refers to taking into account dimensions of expertise, affiliation and inheritance. - Teaching strategies
This refers to the strategies one can take to achieve the best balance between addressing the children’s needs as second language learners and addressing the specific needs that relate to dyslexia. - Involving families
This refers to finding effective strategies for supporting families to play an active part in the children’s progress towards literacy.
Access:
Public
Join WorldSupporter!
Join with a free account for more service, or become a member for full access to exclusives and extra support of WorldSupporter >>
This content is related to:
Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
Check more of topic:
This content is used in:
Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 1
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 2
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 3
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 4
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 5
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 6
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 7
- Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 9
- Patterson (2016). Coercion theory: The study of change.” – Article summary
- Matson, Beighley, Williams, & May (2014). Conducting diagnostic screening and assessment.” – Article summary
- Neil, Moum, & Sturmey (2014). Comorbidity among children and youth with autism spectrum disorder.” – Article summary
- Jessurun, Shearer, & Weggeman (2016). A universal model of giftedness – an adaptation of the Munich model.” – Article summary
- Renzulli (1978). What makes giftedness? Reexamining a definition.” – Article summary
- Subotnik, Olszewski, & Worrell (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science.” – Article summary
- Van Nieuwenhuijzen & Vriens (2012). (Social) Cognitive skills and social information processing in children with mild to borderline intellectual disabilities. – Article summary
- Cline (2000). Multilingualism and dyslexia: Challenges for research and practice.” – Article summary
- Stevens et al. (2003). Parent, teacher and self-reported problem behavior in the Netherlands (2003).” – Article summary
- Van de Vijver & Phalet (2004). Assessment in multicultural groups: The role of acculturation.” – Article summary
- Van Gelderen et al. (2004). Linguistic knowledge, processing speed, and metacognitive knowledge in first- and second-language reading comprehension: A componential analysis.” – Article summary
- De Smetd & Gilmore (2011). Defective number module or impaired access. Numerical magnitude processing in first graders with mathematical difficulties.” – Article summary
- Landerl, Fussenegger, Moll, & Willburger (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles.” – Article summary
- Norton & Wolf (2012). Rapid automized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities.” – Article summary
Going abroad?
Study with summaries
Contributions: posts
Help other WorldSupporters with additions, improvements and tips
Spotlight: topics
Check the related and most recent topics and summaries:
Activities abroad, study fields and working areas:
Institutions, jobs and organizations:
This content is also used in .....
Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)
This bundle contains all the articles needed for the course "Childhood: Clinical and School Psychology" given at the University of Amsterdam. It contains the following articles:
- Child and adolescent psychopathology by Wilmhurst (
Check how to use summaries on WorldSupporter.org
Submenu: Summaries & Activities
Follow the author: JesperN
Work for WorldSupporter
JoHo can really use your help! Check out the various student jobs here that match your studies, improve your competencies, strengthen your CV and contribute to a more tolerant world
Statistics
Add new contribution