Teachers’ and Parents’ Evaluations of the Cognitive Abilities of Children With and Without a Dyslexia Diagnosis

Abstract

It is unclear whether a dyslexia label affects teachers’ and parents’ evaluations of children’s cognitive abilities. In this study, we assessed whether such a labeling bias is present. To examine this, 1,036 primary school children ( n = 941 without dyslexia; n = 95 with dyslexia) completed a cognitive ability test, covering crystallized intelligence (Gc), fluid intelligence (Gf), and visual processing (Gv). Teachers and parents also rated the cognitive abilities of their children. Findings aligned with the literature of lower Gc for children with dyslexia than their peers. They also showed lower Gf. Importantly, a labeling bias was found on Gf for teachers and on Gv for teachers and parents. Overall, children with dyslexia as a group have lower verbal abilities, but labeling bias was present on nonverbal abilities. The bias resulting from the diagnostic label thus extends to cognitive areas that are not directly affected by the diagnosis itself.