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University of Groningen Neurolinguistic profiles of advanced readers with developmental dyslexia van Setten, Ellie

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University of Groningen

Neurolinguistic profiles of advanced readers with developmental dyslexia

van Setten, Ellie

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below.

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Publication date: 2019

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

van Setten, E. (2019). Neurolinguistic profiles of advanced readers with developmental dyslexia. University of Groningen.

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Propositions

Accompanying the Dissertation:

Neurolinguistic Profiles of Advanced Readers with Developmental Dyslexia

by Ellie van Setten

1. Children with dyslexia do not outgrow their reading disability, as dyslexia is a persistent disorder that continues to have severe consequences for reading in adolescence and adulthood. This prognosis should be the basis of any dyslexia policy for advanced readers. (Chapter 2 - 6)

2. There is no dyslexia-specific cognitive profile. Therefore, the presence of a dyslexia-specific cognitive profile should not be a requirement for the diagnosis of dyslexia and broad testing of cognitive abilities is advisable. (Chapter 2) 3. If dyslexia has not manifested itself by grade 3 in a child with a familial risk of

dyslexia, it is highly unlikely that the child will develop dyslexia later on, as late-emerging cases of dyslexia are extremely rare in this population. Hence, extra monitoring of fluent readers with a familial risk is not necessary after this grade.

(Chapter 3)

4. For dyslexia, both in science and in clinical practice, it is important to consider when discrete diagnostic categories should be used, and when it is more informative to use continuous measures of reading ability and familial risk instead. (Chapter 3)

5. Reading in English as a second language does not lead to more reading difficulties than observed in Dutch. Therefore, it is not to be expected that children with a familial risk without dyslexia in Dutch will have reading difficulties in English. (Chapter 4)

6. There are fundamental brain differences in visual processing between dyslexic and non-dyslexic readers, which do not disappear as a result of ample reading experience. (Chapter 5)

7. “Dyslexia does exist, but it is not a thing” - Kenneth Pugh

(BCN winter meeting, February 16, 2017)

8. “The only true wisdom is in knowing you know nothing” - Socrates 9. “We will never have a perfect world, but it’s not romantic or naïve to work

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