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 inScientific studies of reading Vol. 27; no. 2; pp. 136 - 159
Main Authors Shany, Michal, Asadi, Ibrahim, Share, David L.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 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.
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
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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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StartPage 136
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
Volume 27
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