1. Fact retrieval in postsecondary students with dyslexia Tops, W., Callens, M., & Brysbaert, M. Participants: 100 first bachelor students with dyslexia and 100 matched control students (age, gender, education) Goals: Longitudinal follow-up (bachelor studies) Scientific framework for diagnosis and guidance protocols for (adult) students with dyslexia Cognitive profile of (adult) students with dyslexia Influence of dyslexia on academical achievement Method: General cognitive functioning: IQ – memory – attention – concentration – vocabulary Reading and writing skills: word reading – pseudoword reading – text reading – word dication sentence dictation – free writing - English word reading – English word dictation - … Phonological skills: spoonerisms – reversals – RAN – fact retrieval Personality inventory – study strategies and motivation inventory Interview Participants: 100 first bachelor students with dyslexia and 100 matched control students (age, gender, education) Goals: Longitudinal follow-up (bachelor studies) Scientific framework for diagnosis and guidance protocols for (adult) students with dyslexia Cognitive profile of (adult) students with dyslexia Influence of dyslexia on academical achievement Method: General cognitive functioning: IQ – memory – attention – concentration – vocabulary Reading and writing skills: word reading – pseudoword reading – text reading – word dication sentence dictation – free writing - English word reading – English word dictation - … Phonological skills: spoonerisms – reversals – RAN – fact retrieval Personality inventory – study strategies and motivation inventory Interview No differences in error rate, but problems with fast fact retrieval in general Big effect sizes for all operations except subtraction (d = -.66) References de Vos, T. (1992). Tempo Test Rekenen. Pearson. No differences in error rate, but problems with fast fact retrieval in general Big effect sizes for all operations except subtraction (d = -.66) References de Vos, T. (1992). Tempo Test Rekenen. Pearson. Participants: 100 dyslexic students and 100 control students Method: Tempo Test Rekenen (de Vos, 1992) :fast mental arithmetic (1-100) addition (1’) – subtraction (1’) – multiplication (1’) – division(1’) – mixed operations (1’) Participants: 100 dyslexic students and 100 control students Method: Tempo Test Rekenen (de Vos, 1992) :fast mental arithmetic (1-100) addition (1’) – subtraction (1’) – multiplication (1’) – division(1’) – mixed operations (1’) Mathematical fact retrieval Results Dyslexia in Higher Education DyslexicControlT-valueSignCohen's d ErrorsM1SD1SD2 tpd TTR total5.884.465.624.320.42p =.670.06 TTR addition0.590.890.660.95-0.54p =.59-0.08 TTR subtraction0.690.920.550.861.11p =.260.16 TTR multiplication1.511.451.762.00-1.01p =.31-0.14 TTR division1.631.621.511.670.52p =.610.07 TTR mixed1.461.641.141.411.48p =.140.21 Total number of operations TTR total127.1221.13150.3723.38-7.38p <.00-1.05 TTR addition31.053.5534.473.43-6.93p <.00-0.98 TTR subtraction28.004.1830.693.96-4.67p <.00-0.66 TTR multiplication23.255.0028.545.91-6.83p <.00-0.98 TTR division21.365.7227.806.98-7.14p <.00-1.03 TTR mixed24.394.7729.475.04-7.32p <.00-1.04 Discussion