ACTA SZEKSZARDIENSIUM - Pécsi Tudományegyetem Illyés Gyula ...

THE RELATIONSHIPS BETWEEN THE SPECIFIC LEARNING
DISORDERS AND THE INTELLIGENCE STRUCTURE
Sub-tests showing significant differences: general knowledge, common meaning,
vocabulary, figure symbol, picture completing.
Sub-tests showing no significant differences: general understanding, picture organizing.
Sub-tests sowing ambiguously significant differences: counting thinking, mosaic, matching.
Summary
My researches have shown that the intelligence structure of the dyslexic children sows a
typically diffuse, heterogenic picture compared to that of the children of the same age with
good reading abilities. This diffuse maturation is sown by the significant discrepancies
between the verbal a performance tests at the MAWGYI-R test. In case of dyslexics the
difference between the VQ and the PQ values is important, much higher than at the
children with good reading abilities. This difference shows that these children have to
cope with such intellectual disorders, in spite of their intact intellect, which result in the
significant differences between the verbal and performance abilities at the MAWGYI-R test.
In conclusion, it is safe to state that the reading disorder is caused by the uneven, diffuse,
disharmonic maturation of the intellectual abilities- fact shown by the MAWGYI-R test
as well.
I consider development diagnosis to be reached based on the complete ability
profile as the practical yield of these results. The qualitative analysis of the test and
the interpretation of the ability profiles offer a good possibility for the shaping of the
individual development plans and the targeted correctional programmes.
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