Research master thesis | Psychology (research) (MSc)
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This study aimed to investigate the effectiveness of a newly developed dynamic test for phonological and prosodic awareness in children with and without dyslexia. Additionally, the impact of...Show moreThis study aimed to investigate the effectiveness of a newly developed dynamic test for phonological and prosodic awareness in children with and without dyslexia. Additionally, the impact of reading self-concept was investigated. 30 children with dyslexia and 48 without dyslexia (Mage = 10.55) were included. The study consisted of two sessions: In the first session, all children completed a reading self-concept questionnaire. In the second session, the children were randomized into an experimental or control condition for a test-training-test design. Children in the experimental condition received a dynamic training between pre-test and post-test, the control condition did not. Results indicated that trained children had improved more on prosodic awareness than non-trained children. This effect was not found for phonemic awareness. Dyslexia diagnosis did not influence improvement. Furthermore, children with dyslexia had lower reading self-concept compared to children without dyslexia. However, reading self-concept was not related to improvement during a dynamic test, and dyslexia diagnosis did not moderate this relationship.Show less
Master thesis | Cultural Anthropology and Development Sociology (MSc)
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Using the Disabilities studies and Anthropological method of entangled ethnography, this research found thatsome disability experts and parts of Leiden University aim for more explicit, systemic...Show moreUsing the Disabilities studies and Anthropological method of entangled ethnography, this research found thatsome disability experts and parts of Leiden University aim for more explicit, systemic framing towards seeing studying with disabilities and dyslexia though the social model of disabilities. However, Leiden University has predominantly used an individualistic framework in keeping with the medical model of disabilities. Any changes or aims for the university usually occur also within the individualistic framework. Further, a possible culture of constructivism at LIACS aligns to the individualistic framing of LU to further put the blame and burden of studying with dyslexia onto the individuals with it. Although studying with a disability like dyslexia at LU isa centralised system and has many great experts working on it, there is an absence of knowledge on and education about studying with a disability and dyslexia in staff and students. This might have led to dyslexia primarily being dealt with using extra-time adjustments. A strategy of avoidance is highlighted as a way some students at LIACS deal with the barriers of studying with dyslexia. Overwhelmingly, even if some parts of LU wish for change towards the social model or beyond model of disability, LU currently operates with a medical model of disability in practice. Until active steps are taken to move past the medical model of disability at the university, it will be difficult to see what advantages might lie beyond.Show less
Is the Hypothesis of Granularity and Transparency sufficient in explaining dyslexia as a worldwide phenomenon? This thesis challenges the hypothesis that has dominated the field of dyslexia...Show moreIs the Hypothesis of Granularity and Transparency sufficient in explaining dyslexia as a worldwide phenomenon? This thesis challenges the hypothesis that has dominated the field of dyslexia research for two decades. Based on an extensive literature review and evidence from other fields, the author attempts to create an overview of this multidisciplinary inquiry. By questioning the presented evidence of this hypothesis, the author argues against the hypothesis and offers perspectives for future research. One perspective the author suggests would be research on multiple orthographies in Japanese and their switch cost, as research on this topic provides insight on how orthography is processed. This clarifies the relationship of orthography and the dyslexia more accurately than the current hypothesis.Show less
