School of Education, University of Cincinnati, Cincinnati, OH 45221-0105, USA.
Dyslexia. 2012 Feb;18(1):16-39. doi: 10.1002/dys.1431. Epub 2012 Jan 8.
Long-standing issues with the conceptualization, identification and subtyping of developmental dyslexia persist. This study takes an alternative approach to examine the heterogeneity of developmental dyslexia using taxometric classification techniques. These methods were used with a large sample of 671 children ages 6-8 who were diagnosed with severe reading disorders. Latent characteristics of the sample are assessed in regard to posited subtypes with phonological deficits and naming speed deficits, thus extending prior work by addressing whether these deficits embody separate classes of individuals. Findings support separate taxa of dyslexia with and without phonological deficits. Different latent structure for naming speed deficits was found depending on the definitional criterion used to define dyslexia. Non-phonologically based forms of dyslexia showed particular difficulty with naming speed and reading fluency.
长期以来，发育性阅读障碍在概念化、识别和亚型划分方面一直存在问题。本研究采用一种替代方法，使用分类测量技术来检查发育性阅读障碍的异质性。这些方法应用于一个由 671 名 6-8 岁被诊断为严重阅读障碍的儿童组成的大样本中。对样本的潜在特征进行了评估，以确定是否存在语音缺陷和命名速度缺陷的假定亚型，从而通过解决这些缺陷是否代表个体的不同类别来扩展先前的工作。研究结果支持存在语音缺陷和不存在语音缺陷的阅读障碍的不同分类。根据用于定义阅读障碍的定义标准，发现命名速度缺陷的潜在结构不同。非语音阅读障碍表现出特别难以命名速度和阅读流利度。
