Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic
We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to A...
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Published in | Scientific studies of reading Vol. 27; no. 2; pp. 136 - 159 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
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04.03.2023
Routledge, Taylor & Francis Group |
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Abstract | We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features.
In a nationally representative 4
th
grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles.
This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or "hard" subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers' double-deficit typology. |
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AbstractList | We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features.
In a nationally representative 4
th
grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles.
This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or "hard" subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers' double-deficit typology. PurposeWe previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features.Method and resultsIn a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles.ConclusionThis evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or “hard” subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers’ double-deficit typology. Purpose: We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth graders and a large clinical sample of adult Hebrew-speakers with dyslexia. The present study aimed to replicate and extend these findings to Arabic, which is structurally similar to Hebrew but has distinct linguistic and orthographic features. Method and results: In a nationally representative 4th grade sample (N = 236), we show that (1) around one third of children with dyslexia had impaired reading rate but intact accuracy whereas another third had impaired accuracy but intact rate, (2) there was a double dissociation with respect to additional (validation) measures of reading accuracy and rate (pseudowords and text), and (3) the accuracy-only and rate-only disability subtypes displayed distinct and non-overlapping cognitive-linguistic profiles. Conclusion: This evidence converges on the conclusion that accuracy-only and rate-only dyslexic subtypes represent true or "hard" subtypes in an absolute and not merely relative sense. We also found that the accuracy-only subgroup represents a group with broad language weaknesses, primarily phonological but also non-phonological. Finally, we discuss the resemblance between the present rate-accuracy typology and Wolf and Bowers' double-deficit typology. |
Audience | Intermediate Grades Elementary Education Grade 4 |
Author | Shany, Michal Share, David L. Asadi, Ibrahim |
Author_xml | – sequence: 1 givenname: Michal surname: Shany fullname: Shany, Michal email: shany.michal7@gmail.com organization: The University of Haifa – sequence: 2 givenname: Ibrahim surname: Asadi fullname: Asadi, Ibrahim organization: The Arab Academic College for Education in Israel-Haifa – sequence: 3 givenname: David L. surname: Share fullname: Share, David L. organization: The University of Haifa |
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Snippet | We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking fourth... Purpose: We previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking... PurposeWe previously reported evidence of true double dissociation between reading accuracy and reading rate in a large unselected sample of Hebrew-speaking... |
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SubjectTerms | Accuracy Arabic Arabic language Cognitive linguistics Dyslexia Elementary school students Grade 4 Grammar Hebrew language Morphology (Languages) Nonwords People with disabilities Phonological Awareness Phonology Reading Reading accuracy Reading Difficulties Reading Rate Reading Skills Semitic Languages Student Characteristics Symptoms (Individual Disorders) Vocabulary Written Language |
Title | Accuracy-disability versus rate-disability subtypes of dyslexia: A validation study in Arabic |
URI | https://www.tandfonline.com/doi/abs/10.1080/10888438.2022.2106866 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1382771 https://www.proquest.com/docview/2776307749 |
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