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Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

Authorized Users Only
2021
Authors
Vagvoelgyi, Reka
Bergstroem, Kirstin
Bulajić, Aleksandar
Klatte, Maria
Fernandes, Tania
Grosche, Michael
Huettig, Falk
Ruesseler, Jascha
Lachmann, Thomas
Article (Published version)
Metadata
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Abstract
A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies publi...shed in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

Keywords:
Reading / Low literate / Illiteracy / Dyslexia / Comprehension / Adult basic education
Source:
Journal of Cultural Cognitive Science, 2021, 5, 2, 159-179
Publisher:
  • Springernature, London
Funding / projects:
  • Projekt DEAL
  • German Federal Ministry of Educational Research (BMBF 01GJ1801)

DOI: 10.1007/s41809-021-00074-9

ISSN: 2520-100X

WoS: 000677545500007

Scopus: 2-s2.0-85103188024
[ Google Scholar ]
3
1
URI
http://reff.f.bg.ac.rs/handle/123456789/3245
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za andragogiju
Institution/Community
Andragogija / Andragogy
TY  - JOUR
AU  - Vagvoelgyi, Reka
AU  - Bergstroem, Kirstin
AU  - Bulajić, Aleksandar
AU  - Klatte, Maria
AU  - Fernandes, Tania
AU  - Grosche, Michael
AU  - Huettig, Falk
AU  - Ruesseler, Jascha
AU  - Lachmann, Thomas
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3245
AB  - A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.
PB  - Springernature, London
T2  - Journal of Cultural Cognitive Science
T1  - Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review
EP  - 179
IS  - 2
SP  - 159
VL  - 5
DO  - 10.1007/s41809-021-00074-9
ER  - 
@article{
author = "Vagvoelgyi, Reka and Bergstroem, Kirstin and Bulajić, Aleksandar and Klatte, Maria and Fernandes, Tania and Grosche, Michael and Huettig, Falk and Ruesseler, Jascha and Lachmann, Thomas",
year = "2021",
abstract = "A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.",
publisher = "Springernature, London",
journal = "Journal of Cultural Cognitive Science",
title = "Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review",
pages = "179-159",
number = "2",
volume = "5",
doi = "10.1007/s41809-021-00074-9"
}
Vagvoelgyi, R., Bergstroem, K., Bulajić, A., Klatte, M., Fernandes, T., Grosche, M., Huettig, F., Ruesseler, J.,& Lachmann, T.. (2021). Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review. in Journal of Cultural Cognitive Science
Springernature, London., 5(2), 159-179.
https://doi.org/10.1007/s41809-021-00074-9
Vagvoelgyi R, Bergstroem K, Bulajić A, Klatte M, Fernandes T, Grosche M, Huettig F, Ruesseler J, Lachmann T. Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review. in Journal of Cultural Cognitive Science. 2021;5(2):159-179.
doi:10.1007/s41809-021-00074-9 .
Vagvoelgyi, Reka, Bergstroem, Kirstin, Bulajić, Aleksandar, Klatte, Maria, Fernandes, Tania, Grosche, Michael, Huettig, Falk, Ruesseler, Jascha, Lachmann, Thomas, "Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review" in Journal of Cultural Cognitive Science, 5, no. 2 (2021):159-179,
https://doi.org/10.1007/s41809-021-00074-9 . .

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