Subtypes of Dyslexia in Lower and Upper Elementary Students: Focusing on Reading and Writing Achievement, Phonological Processing, and Receptive Language Ability

Résumé fourni par la source

This study explored the subtypes of dyslexia in 300 elementary school students across lower and upper grade groups. Based on the multiple-deficit model, nine variables in three domains—reading and writing achievement (decoding, reading fluency, reading comprehension, and dictation), phonological processing (phonological awareness, rapid automatiZed naming, and phonological memory), and receptive language (receptive vocabulary and listening comprehension)—were analyZed using Ward’s hierarchical cluster analysis and K-means cluster analysis, followed by ANOVA to compare the characteristics of the subtypes. Five subtypes were identified in the lower grade group and three in the upper grade group, indicating fewer and more uniform profiles in the upper grades. In both groups, dictation emerged as the key variable distinguishing the subtypes. In addition, phonological awareness showed the most pronounced differences among the subtypes in the lower grade group, whereas receptive language was the most distinguishing variable in the upper grade group. These findings suggest that children with dyslexia show diverse profiles of reading and writing achievement and language development rather than forming a homogeneous group. This study considered various cognitive-linguistic variables to identify the subtypes of Korean dyslexia, and it is one of the first studies to explore grade-related differences in dyslexia subtypes using multivariate cluster analysis. Intervention responsiveness and longitudinal changes of the subtypes remain to be examined in future research.

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