Special cognitive functioning in schoolchildren with dyslexia

The current study investigates the psychic processes contributing to unsuccessful learning achievements as well as the irregular functioning of the learning performance in a group of young schoolchildren with dyslexia. The author describes the cognitive profile of schoolchildren with learning disabilities by quantitative and qualitative comparisons of the results gained from the Hungarian Standardisation Database of WISC and Hiskey-Nebraska Test of Learning Aptitude and defines the most characteristic functional disorders. 15 schoolchildren with dyslexia were tested with both methods. The global IQ of the dyslexics and controls were compared and profile-analysis of the results from Hungarian WISC and that of the Hiskey were made. The results of correlation analysis show that the special structure of the cognitive system in dyslexic children comes to a particular learning profile, insufficient language function as well as disfunction of visual perception.