Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities.
One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.
Bell
Sherry Mee
SM
Theory and Practice in Teacher Education, University of Tennessee, Knoxville 37996-3442, USA. sbell1@utk.edu
McCallum
R Steve
RS
Cox
Elizabeth A
EA
D000293:Adolescent; D001077:Aptitude Tests; D001307:Auditory Perception; D002648:Child; D003430:Cross-Sectional Studies; D004410:Dyslexia / Q000175:diagnosis* / Q000523:psychology*; D004522:Educational Status; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D008606:Mental Processes; D011594:Psychometrics; D014796:Visual Perception