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Reading and writing skills in young adults with spina bifida and hydrocephalus

Published online by Cambridge University Press:  01 September 2004

MARCIA BARNES ,
MAUREEN DENNIS  and
ROSS HETHERINGTON
MARCIA BARNES
Affiliation:
Brain and Behavior Program, The Hospital for Sick Children, Toronto, Canada Department of Paediatrics, University of Toronto, Toronto, Canada
MAUREEN DENNIS
Affiliation:
Brain and Behavior Program, The Hospital for Sick Children, Toronto, Canada Department of Surgery, University of Toronto, Toronto, Canada Department of Psychology, University of Toronto, Toronto, Canada
ROSS HETHERINGTON
Affiliation:
Brain and Behavior Program, The Hospital for Sick Children, Toronto, Canada Department of Psychology, University of Toronto, Toronto, Canada
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Abstract

Reading and writing were studied in 31 young adults with spina bifida and hydrocephalus (SBH). Like children with this condition, young adults with SBH had better word decoding than reading comprehension, and, compared to population means, had lower scores on a test of writing fluency. Reading comprehension was predicted by word decoding and listening comprehension. Writing was predicted by fine motor finger function, verbal intelligence, and short-term and working memory. These findings are consistent with cognitive models of reading and writing. Writing, but not reading, was related to highest level of education achieved and writing fluency predicted several aspects of functional independence. Reading comprehension and writing remain deficient in adults with SBH and have consequences for educational attainments and functional independence. (JINS, 2004, 10, 655–663.)

Keywords

Spina bifidaAdulthoodLiteracy
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 10 , Issue 5 , September 2004 , pp. 655 - 663
Copyright
2004 The International Neuropsychological Society

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