Dyslexia, reading performance and its relationship with inequity and school performance
DOI:
https://doi.org/10.37387/ipc.v9i2.231Keywords:
Dyslexia, specific reading impairment, inequity, socioeconomic, academic performanceAbstract
The relationship between reader performance and academic performance has been described and the impact on both of them of the child's socioeconomic vulnerability. On the other hand, there is no abundance of literature on the impact of socioeconomic status on the presence of developmental dyslexia. On a sample of 216 Primary school children from public and private schools in Panama City, with 12 participants with dyslexia, the variables of reader performance, socioeconomic category, and academic performance were studied. However, no direct link was found in this study between the participants' socioeconomic level and the prevalence of dyslexia. Possibly the group located in the lowest part of the scale has tripled its probabilities of presenting the disorder compared to the rest of the sample. The results indicate a more linear relationship between socioeconomic level and reading performance and the negative impact that dyslexia and low reading competition have on academic performance. It is proposed as the hypothesis that the results could be consistent with the presence in a dyslexic disorder of a neurobiological and genetic component, but whose impact could be modulated in intensity by the environmental component and a reflection is made on the low school performance serving that could be avoided with active policies to address dyslexia
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