The Paradox of Reading Disabilities: Assessing Creative Potential in Children at-risk for Reading Disabilities

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.

Name thesis:degree_name

M.A. Child and Youth Studies

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Faculty of Social Sciences

Department dc:contributor.department

Department of Child and Youth Studies

Grantor

Brock University

Year dc:date.issued

2016

Author dc:creator

• Scruton, Hilary

• Learning Disabilities
• Creativity
• Motivation

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/10464/10407

OAI identifier oai:identifier

oai:brocku.scholaris.ca:10464/10407