Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient : a prospective study

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dc.contributor.author Ueda, Riyo
dc.contributor.author Kaga, Yoshimi
dc.contributor.author Kita, Yosuke
dc.contributor.author Nakagawa, Eiji
dc.contributor.author Okada, Takashi
dc.contributor.author Inagaki, Masumi
dc.date.accessioned 2021-10-26T10:10:04Z
dc.date.available 2021-10-26T10:10:04Z
dc.date.issued 2021-09-07
dc.identifier.citation Ueda , R , Kaga , Y , Kita , Y , Nakagawa , E , Okada , T & Inagaki , M 2021 , ' Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient : a prospective study ' , BMC Pediatrics , vol. 21 , no. 1 , 389 . https://doi.org/10.1186/s12887-021-02865-z
dc.identifier.other PURE: 169792444
dc.identifier.other PURE UUID: 876a3493-d67d-4f30-9eb4-1fd96c46b806
dc.identifier.other WOS: 000693654600001
dc.identifier.uri http://hdl.handle.net/10138/335676
dc.description.abstract Background Poor reading ability is one of the common causes of low academic performance. In previous studies, children with dyslexia were found to demonstrate poor academic achievement due to poor reading ability. However, the relationship between academic achievement and reading ability in children with a borderline full-scale intellectual quotient (FSIQ) is unknown. This study aimed to clarify the clinical characteristics of children with borderline FSIQ and poor reading ability, and differentiate these characteristics from those of children with higher FSIQ and poor reading ability. Methods A total of 126 children (aged 6-15 years) identified as having low academic performance were enrolled. The reading ability of children was assessed through their performance on the hiragana (Japanese syllabary) reading task, while their reading and writing achievement was assessed through their reading and writing score on the Kaufman Assessment Battery for Children, Second Edition. Children were categorized into two groups based on their FSIQ score (FSIQ > 85 and 85 >= FSIQ >= 70). Reading ability in children was evaluated by referring to the linear relationship between FSIQ and the standard deviation value of reading tasks in typically developing children. A one-way analysis of variance (ANOVA) was performed to examine clinical characteristics between higher and lower FSIQ groups. Associations between reading and writing achievement, reading ability, and ages of children were assessed using Pearson's product-moment correlation coefficients for the higher and lower FSIQ groups. Results Poorer reading and writing achievement was associated with poorer reading ability in the higher FSIQ group. Conversely, poorer reading and writing achievement and poor reading ability were associated with older age in the lower FSIQ group. Conclusions Poor reading and writing achievement were associated with older age, not with poor reading ability in the lower FSIQ group. Children with lower FSIQ need appropriate educational interventions based on independent assessments to further their academic achievement and reading ability. Moreover, they need more frequent evaluations of their academic achievement than do children with higher FSIQ and poor reading ability since they are more likely to be at a lower academic achievement level at an older age. en
dc.format.extent 8
dc.language.iso eng
dc.relation.ispartof BMC Pediatrics
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject Developmental dyslexia
dc.subject Reading ability
dc.subject Intellectual quotient
dc.subject Academic achievement
dc.subject Age
dc.subject ACADEMIC-ACHIEVEMENT
dc.subject JAPANESE VERSION
dc.subject DYSLEXIA
dc.subject STUDENTS
dc.subject SKILLS
dc.subject GAP
dc.subject IQ
dc.subject 3123 Gynaecology and paediatrics
dc.title Clinical profile of reading ability and reading and writing achievement of children with borderline full-scale intellectual quotient : a prospective study en
dc.type Article
dc.contributor.organization Medicum
dc.contributor.organization Cognitive Brain Research Unit
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1186/s12887-021-02865-z
dc.relation.issn 1471-2431
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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