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" Multicultural Differences in Sensory Perceptions of Dyslexic Students: An Analysis of 33,000 AFS-Test Records in Six Languages "
Pailer-Duller, Livia R.
Strickland, Janet
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1051126
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| Doc. No
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TL50243
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| Main Entry
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Pailer-Duller, Livia R.
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| Title & Author
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Multicultural Differences in Sensory Perceptions of Dyslexic Students: An Analysis of 33,000 AFS-Test Records in Six Languages\ Pailer-Duller, Livia R.Strickland, Janet
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| College
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Northcentral University
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| Date
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2019
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| Degree
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Ed.D.
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| student score
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2019
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| Note
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124 p.
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| Abstract
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Dyslexic students exhibit unique sensory perceptions, due to a genetic disposition, causing them to perceive the world differently and to struggle with basic academic tasks such as reading, spelling, and writing. Dyslexia is recognized as a multi-sensory integration deficit because dyslexic students can show a variety of insufficiently developed sensory perceptions in the visual, auditory, or spatial areas. This quantitative non-experimental ex post facto research investigated the sensory perception make-up of students between the ages of 6 and 14 years who are affected by dyslexia from 64 countries worldwide and who speak one of six different languages (English, Spanish, French, German, Turkish, Dutch) for the purpose of investigating cultural differences of this multi-sensory integration deficit to address the problem of professionals experiencing the challenge of selecting appropriate training tools to better the symptoms of dyslexia in affected students who experience difficulties while reading, writing, and spelling. The Dyslexia Research Center provided the researcher with over 33,000 de-identified Attention-Function-Symptom-Test records, a standardized test for dyslexia, from the years 2015 to 2017. The scores on the sensory perception subtests were compared among language, gender, and age groups. The analyses yielded the results of sensory perceptions to be formed in a similar way across language and gender groups, while the age groups showed significant differences in the comparisons. These results lead the researcher to conclude educators and other professionals may conduct sensory perception training to produce improvements in reading, spelling, and writing abilities in dyslexic students in a similar fashion no matter which language the students speak, which script they use, or which gender group they belong to. Age was revealed by this study to be a factor in sensory perceptions, leading the researcher to recommend educators focus on younger dyslexic students to receive more frequent and longer sensory perception training. The results of this study highlight the previously identified need of finding a comprehensive theoretical framework explaining the multi-sensory causation of dyslexia to replace the commonly used phonological deficit theory in dyslexia research only taking into account auditory problems of dyslexic students and focusing on the linguistic part of dyslexia.
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| Descriptor
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Disability studies
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Educational tests measurements
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Multicultural education
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| Added Entry
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Strickland, Janet
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Northcentral University
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