Zur Diagnostik von Lesestörungen : Aktuelle Aspekte zur Einschätzung klinisch bedeutsamer Leseschwierigkeiten

Abstract

In industrialized countries people without adequate reading skills are confronted with a myriad of problems. Communication focuses on visual symbols, the letters of the alphabet. Reading skills emerge based on general cognitive abilities. About 4a 6 % of the population wona t succeed in the acquisition of reading skills. The assessment of reading skills should include the specific academic achievement as well as processes that are closely connected to reading (e. g. working memory). Clinically significant reading impairment should be connected with lower cognitive abilities (aptitude-achievement consistency) and normal cognitive abilities that are NOT related to reading skills (ability-achievement discrepancy). In order to deduce appropriate interventions it is important to choose adequate diagnostic tools, preferably criterion based tests. Because of the outreach of psychological diagnoses, they always must be made with consideration. Persons with reading disorders can plead for and obtain the status of a disabled person, resulting in more possibilities regarding support and assistance.