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Biomedical subjects

C C Whitehouse

Publications and source records attributed to C C Whitehouse.

5 recordsLinked to original sources
PubMed1984

Derivation and validation of a quantitative definition of specific reading disability for adults.

One hundred and fifty-four adult relatives of children with specific reading disability, and a group of 90 adults matched for age, sex, educational level and IQ, were given a battery of intelligence, reading and spelling tests and a questionnaire on their reading history, habits and attitudes. Data obtained from the latter group were used to derive multiple regression equations for the prediction of reading and spelling scores. An index was derived for each adult, expressing actual scores relative to those predicted. A definition of severe and borderline reading disability was validated, using the scores from the questionnaire.

Achievement↗
PubMed1983

Classification of spelling errors and their relationship to reading ability, sex, grade placement, and intelligence.

A simple scheme for the classification of spelling errors was applied to the errors of four groups of children, totaling 483 subjects, in grades 3 to 12. The subjects in two of the groups, Group I and Group IV, consisted of individuals who attended special schools for children with dyslexia or specific reading disability (SRD). Group II included school age siblings of subjects in Group I, and Group III included subjects drawn from regular school programs. It was shown that (a) type of spelling error is independent of sex, (b) there are no consistent effects of IQ or grade level on type of spelling error, and (c) disabled readers as a group are more likely to produce dysphonetic errors than are normal readers. Although the type of spelling error produced by children who had a spelling disability only was shown to be similar to that of normal readers and to differ from that of disabled readers as a group, disabled readers were shown to differ among themselves, lending strong support to the use of spelling error type as a characteristic for identifying subgroups.

Adolescent↗
PubMed1983

Analysis of WISC-R coding performance of normal and dyslexic readers.

WISC-R scores were examined for 25 normal readers and 25 dyslexic readers, with particular emphasis on the groups' performance on the Coding subtest. Subjects were also administered a series of experimental tasks assessing writing speed, copying speed, and recognition memory for the number/symbol associates of the Coding subtest. Dyslexics performed significantly more poorly than the normal readers on the Coding subtest and the writing speed task but showed no evidence of impaired memory for the number/symbol associates. These results are discussed in terms of their implication for profile analysis in general and in terms of their contribution to understanding the significance of the low Coding scores frequently observed among dyslexic readers.

Brain Damage, Chronic↗