Doehring D G, Hoshko I M
Cortex. 1977 Sep;13(3):281-94. doi: 10.1016/s0010-9452(77)80037-3.
The Q-technique of factor analysis was used to define subtypes of reading problems in terms of performance on 31 tests of rapid reading skills. Subjects included a group of 34 children with learning problems, language problems, and mental retardation. Three subgroups were identified within each group by the statistical classification procedure. For the reading group, one subgroup was characterized by slow oral word reading, a second by slow auditory-visual letter association, and a third by slow auditory-visual association of words and syllables. The first and second subgroups for the mixed group were essentially the same as the second and third subgroups for the reading group, and the third subgroup was characterized by slow visual matching. These results were compared with those of previous investigators, none of whom used multivariate correlational procedures for classifying reading disabilities. It was concluded that the use of statistical classification techniques would greatly facilitate the achievement of a consensus regarding the number and the types of developmental reading disabilities.
因素分析的Q技术被用于根据31项快速阅读技能测试的表现来定义阅读问题的亚型。研究对象包括一组34名有学习问题、语言问题和智力迟钝的儿童。通过统计分类程序在每组中识别出三个亚组。对于阅读组，一个亚组的特征是口头单词阅读慢，第二个亚组的特征是视听字母联想慢，第三个亚组的特征是单词和音节的视听联想慢。混合组的第一和第二个亚组与阅读组的第二和第三个亚组基本相同，第三个亚组的特征是视觉匹配慢。这些结果与以前研究者的结果进行了比较，以前的研究者都没有使用多变量相关程序来对阅读障碍进行分类。得出的结论是，使用统计分类技术将极大地促进就发展性阅读障碍的数量和类型达成共识。
