Red is read but eye is blue: a case study of developmental dyslexia and follow-up report.
Recently, analogies have been drawn between the developmental and acquired dyslexias, but there has been no unequivocal report of developmental deep dyslexia. The case is reported here of a 9-year-old child whose reading performance resembles deep dyslexia in several ways. The incidence of errors with a semantic component is shown to be significantly above chance. The pattern of errors is discussed in relation to recent data on error patterns in normal beginning readers. Text reading, spelling, naming, and repetition are described. In contrast to previous case reports, follow-up data are presented which chart the qualitative changes in performance over time despite relatively little quantitative change. The child described has several specific handicaps. Developmental deep dyslexia may not be a prevalent subtype because the multiple impairments necessary to produce the disorder seldom co-occur and may tend to preclude reading development altogether.
Temple
C M
CM
Department of Psychology, Royal Holloway & Bedford New College, University of London, Egham, Surrey.
D002648:Child; D004410:Dyslexia / Q000523:psychology*; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010700:Phonetics; D012660:Semantics; D014796:Visual Perception