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The resulting focus centers on the ethical dilemma of diagnosis and the implications for children with disabilities who are not formally 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unsuccessful?",{"text":71,"@type":63},"The findings shift toward the ethical dilemma of diagnosis—how children are tested for disabilities and what consequences follow for children with disabilities who are not formally identified.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594700,1792112567,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Zambrzycka  \nUniversity of Toronto  \nSamantha Makosz  \nWilfrid Laurier University  \nEmma Asdrubolini  \nJovana Babic  \nOlivia Best  \nTara Bines  \nSamantha Cook  \nNatalie Farrell  \nVictoria Gisondi  \nMeghan Scott  \nChristina Siderius  \nDyoni Smith  \nWilfrid Laurier University  \nAbstract  \nVisual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability. Despite our best efforts, and despite recruiting from a large potential sample population, we were unable to secure a sufficient amount of participants for statistical power. Thus, our findings consider the ethical dilemma of diagnosis; namely,(1) how do children come to be tested for disabilities? And,(2) what are the potential implications, mathematical or otherwise, for children who have disabilities but are not formally identified? This report has important implications for children with disabilities and for educators.  \nKey words: Dyslexia, formal identification, visual-spatial ability  \nContact Author: Donna Kotsopoulos, Ph.D., Provost and Dean, Faculty of Arts and Social  \nScience, Huron University College. Email: [dkotsopo@huron.uwo.ca](dkotsopo@huron.uwo.ca)  \nDonna Kotsopoulos is the Provost and Dean, Faculty of Arts and Social Science, Huron University College, London, Ontario. Her research explores mathematical cognition across the lifespan and organizational change, leadership and resource allocation in post-secondary institutions. This research is funded by the Natural Sciences and Engineering Research Council of Canada (NSERC) and the Social Sciences and Humanities Research Council of Canada (SSHRC).  \nVisual-spatial ability is comprised of the following subcomponents: spatial visualization, mental rotation, and spatial perception (Linn & Peterson, 1985) . It involves the ability to perform movements of various two- or three-dimensional figures and to mentally combine, transform, and move these figures to produce a new design (Casey et al., 2008; Clements, 2004) . The research demonstrating the importance of visual-spatial ability in children is compelling. Numerous studies support the notion that visual-spatial ability promotesand is linked to mathematics learning and enhances the possibility of an individual participating in science, technology, engineering, and mathematics (STEM) careers (Lubinski, 2010; Newcombe, 2010; Tolar, Lederberg, & Fletcher, 2009; Wai, Lubinski, & Benbow, 2009) . Noteworthy in this growing body of research is the finding that visual-spatial ability is malleable; that is, it can be taught and children can show improvement over time (Uttal et al., 2013) .  \nOur initial aim in this research was to explore the relationship between visual-spatial ability and children formally identified with “dyslexia.” Approximately 4 to 10% of the population is estimated to have dyslexia (Aleci, Piana, Piccoli, & Bertolini, 2010; Osisanya, Lazarus, & Adewunmi, 2013; Snowling & Melby-Lervåg, 2016) . Dyslexia is defined as “a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities” (American Psychiatric Association, 2013, p. 67) . Aleci and colleagues (2010) have proposed that individuals with dyslexia may also have a general impairment of spatial perception whereby a crowding effect occurs in the reading of texts. However, some studies report that individuals with dyslexia have superior visual-spatial ability (Wang & Yang, 2011) while others suggest that no significant differences exist (Duranovic, Dedeic, & Gavrić, 2015) . The research is also rather scant with younger elementary stu","cbCaiqBPjyjTEYi0","https://ap.wps.com/l/cbCaiqBPjyjTEYi0","pdf",387325,"English","# Abstract and Research Focus\n## Key Ethical Dilemma of Diagnosis\n# Visual-Spatial Ability Framework\n## Subcomponents and Learning Relevance\n# Dyslexia Definition and Prior Findings\n## Spatial Perception and Competing Results\n# Study Motivation and Recruitment Outcome","[{\"question\":\"What was the study trying to investigate?\",\"answer\":\"The study aimed to explore the relationship between children formally identified as having dyslexia and their visual-spatial ability, with an emphasis on younger elementary ages.\"},{\"question\":\"Why did the study not reach statistical conclusions?\",\"answer\":\"Recruitment efforts could not secure a sufficient number of participants, despite estimating a larger potential sample population, preventing statistical power.\"},{\"question\":\"How do the authors frame the main concern after recruitment was unsuccessful?\",\"answer\":\"The findings shift toward the ethical dilemma of diagnosis—how children are tested for disabilities and what consequences follow for children with disabilities who are not formally identified.\"}]","THE DIAGNOSIS DILEMMA: DYSLEXIA AND VISUAL-SPATIAL ABILITY | PDF",1792079668,23]