Phonological and Surface Subtypes among University Students with Dyslexia

Autor/in	Wolff, Ulrika
Titel	Phonological and Surface Subtypes among University Students with Dyslexia
Quelle	In: International Journal of Disability, Development and Education, 56 (2009) 1, S.73-91 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Control Groups; Reference Groups; Dyslexia; Profiles; Developmental Delays; Reading Difficulties; Regression (Statistics); Task Analysis; Phonology; Cost Effectiveness; French; Italian; English; Comparative Analysis; College Students; Swedish + Suchen Sie Ihr Suchwort? Reference group; Bezugsgruppe; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Charakterisierung; Profilanalyse; Entwicklungsverzögerung; Reading difficulty; Leseschwierigkeit; Regression; Regressionsanalyse; Aufgabenanalyse; Fonologie; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Französisch; Italienisch; English language; Englisch; Collegestudent; Schwedisch
Abstract	The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic-level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading-level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or "vice versa." Thus, the analysis further supported the phonological deficit hypothesis of dyslexia. (Contains 4 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10