{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/10407"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/10407","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"The Paradox of Reading Disabilities: Assessing Creative Potential in Children at-risk for Reading Disabilities","abstract":"This study explores the profiles of children who are at-risk for reading disabilities on both traditional reading-based tasks and measures of creativity. Twenty-six (26) children referred to the Learning Disabilities Association of Niagara Region were administered a series of reading-based measures, as well as measures of creativity and creative thinking. It was hypothesized that children at-risk for reading disabilities may be predisposed to characteristics aligned with creative thinking. Results of the study indicated that children at-risk for learning disabilities demonstrated phonological awareness abilities that were statistically significantly discrepant from their creative thinking skills. The sample of children in this study often demonstrated significantly below average phonological processing skills and creativity skills that were within average limits. In several cases, participants had creativity skills that were well above average. Such findings hold important implications for policy and practice around supporting children with reading disabilities.","abstract_html":"This study explores the profiles of children who are at-risk for reading disabilities on both traditional reading-based tasks and measures of creativity. Twenty-six (26) children referred to the Learning Disabilities Association of Niagara Region were administered a series of reading-based measures, as well as measures of creativity and creative thinking. It was hypothesized that children at-risk for reading disabilities may be predisposed to characteristics aligned with creative thinking. Results of the study indicated that children at-risk for learning disabilities demonstrated phonological awareness abilities that were statistically significantly discrepant from their creative thinking skills. The sample of children in this study often demonstrated significantly below average phonological processing skills and creativity skills that were within average limits. In several cases, participants had creativity skills that were well above average. Such findings hold important implications for policy and practice around supporting children with reading disabilities.","abstract_has_math":false,"creators":["Scruton, Hilary"],"institution":"Brock University","degree_name":"M.A. Child and Youth Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Department of Child and Youth Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-09-09T15:35:07Z","date_published":"2016-09-09T15:35:07Z","updated_at":"2026-07-24T01:22:54Z","subjects":["Learning Disabilities","Creativity","Motivation"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/10407","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Child and Youth Studies"]},{"key":"dc:creator","label":"Author","values":["Scruton, Hilary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-09-09T15:35:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-09T15:35:07Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-09-09T15:35:07Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Child and Youth Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning Disabilities","Creativity","Motivation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/10407"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the profiles of children who are at-risk for reading disabilities on both traditional reading-based tasks and measures of creativity. Twenty-six (26) children referred to the Learning Disabilities Association of Niagara Region were administered a series of reading-based measures, as well as measures of creativity and creative thinking. It was hypothesized that children at-risk for reading disabilities may be predisposed to characteristics aligned with creative thinking. Results of the study indicated that children at-risk for learning disabilities demonstrated phonological awareness abilities that were statistically significantly discrepant from their creative thinking skills. The sample of children in this study often demonstrated significantly below average phonological processing skills and creativity skills that were within average limits. In several cases, participants had creativity skills that were well above average. Such findings hold important implications for policy and practice around supporting children with reading disabilities."]},{"key":"dc:title","label":"Title","values":["The Paradox of Reading Disabilities: Assessing Creative Potential in Children at-risk for Reading Disabilities"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Child and Youth Studies"],"dc:creator":["Scruton, Hilary"],"dc:date.accessioned":["2016-09-09T15:35:07Z"],"dc:date.available":["2016-09-09T15:35:07Z"],"dc:date.issued":["2016-09-09T15:35:07Z"],"dc:description.abstract":["This study explores the profiles of children who are at-risk for reading disabilities on both traditional reading-based tasks and measures of creativity. Twenty-six (26) children referred to the Learning Disabilities Association of Niagara Region were administered a series of reading-based measures, as well as measures of creativity and creative thinking. It was hypothesized that children at-risk for reading disabilities may be predisposed to characteristics aligned with creative thinking. Results of the study indicated that children at-risk for learning disabilities demonstrated phonological awareness abilities that were statistically significantly discrepant from their creative thinking skills. The sample of children in this study often demonstrated significantly below average phonological processing skills and creativity skills that were within average limits. In several cases, participants had creativity skills that were well above average. Such findings hold important implications for policy and practice around supporting children with reading disabilities."],"dc:identifier.uri":["http://hdl.handle.net/10464/10407"],"dc:language.iso":["eng"],"dc:subject":["Learning Disabilities","Creativity","Motivation"],"dc:title":["The Paradox of Reading Disabilities: Assessing Creative Potential in Children at-risk for Reading Disabilities"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Child and Youth Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:22:54Z"}