Reading disability subtypes and the test of memory and learning

被引：28

作者：

Howes, NL ^{[1
]}

Bigler, ED ^{[1
]}

Lawson, JS ^{[1
]}

Burlingame, GM ^{[1
]}

机构：

[1] Brigham Young Univ, Dept Psychol, Provo, UT 84602 USA

来源：

ARCHIVES OF CLINICAL NEUROPSYCHOLOGY | 1999年 / 14卷 / 03期

关键词：

D O I：

10.1016/S0887-6177(98)00025-0

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

For Study 1, 24 readers with dysphonetic dyslexia and 21 with dyseidetic dyslexia, classified by Boder criteria, were compared to 90 control group participants (45 matched for age and 45 for reading level) on the Composite Memory Index (CMI) score from the Test of Memory and Learning (TOMAL). CMI scores were significantly lower for children with dyslexia (p < .0001). Plotting average subtest score profiles fbr all reader groups revealed auditory sequential memory impairments for both types of readers with dyslexia, and multiple strengths for good readers. Dysphonetic and dyseidetic dyslexia profiles were nearly identical. For Study 5 average linkage cluster analysis was performed using principal components derived from subtests of the TOMAL. Homogeneous clusters of normal readers and children with reading disabilities emerged. Results indicated that qualitatively distinct subtypes of readers with dyslexia exist. (C) 1999 National Academy of Neuropsychology. Published by Elsevier Science Ltd.

引用

页码：317 / 339

页数：23

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[11] THE DEVELOPMENT OF ORTHOGRAPHIC RIMES AS UNITS OF WORD RECOGNITION [J].