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Title: Common beliefs and research evidence about dyslexic students’ specific skills : is it time to reassess some of the evidence?
Authors: Martinelli, Victor
Camilleri, Doriella
Fenech, Deidre
Keywords: Creative ability -- Malta
Creative teaching -- Malta
Dyslexia -- Malta
Space perception
Dyslexics -- Education -- Malta
Imagery (Psychology)
Learning disabled teenagers -- Malta -- Case studies
Dyslexic children -- Education (Secondary)
Issue Date: 2018
Publisher: Rivera Publications
Citation: Martinelli, V., Camilleri, D., & Fenech, D. (2018). Common beliefs and research evidence about dyslexic students’ specific skills : is it time to reassess some of the evidence?. Interdisciplinary Education and Psychology, 2(2), 1-16.
Abstract: Empirical studies of the relationship between dyslexia and creativity and visuo-spatial skills are inconsistent. While some anecdotal evidence suggests that there is a positive association between dyslexia and creativity, other studies suggest that such an association emerges only in adulthood as a result of adverse life experiences. Others state that dyslexia is associated with weaker rather than enhanced creativity and visuo-spatial ability. The aim of this study was to examine whether adolescents with dyslexia possess superior creativity and visuo-spatial ability as measured by the Torrance Tests of Creative Thinking (TTCT) and two measures of visuo-spatialability, the Spatial Reasoning Test and the Virtual Bungalow Test. The participants in this study were secondary school students diagnosed with dyslexia and a group of students without dyslexia (N=76) matched for age, socioeconomic status and ability. In spite of some variation in the scores between the two matched groups on all the measures administered, the differences were not statistically significant. Overall, no support was found for the hypothesis that adolescents with dyslexia are highly creative or visuo-spatially endowed and it is advised that teachers treat learners with dyslexia like other learners with learning difficulties and not assume that they possess compensatory skills.
ISSN: 2576-8271
Appears in Collections:Scholarly Works - FacEduES

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