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The boder test: Neuropsychological and demographic features of dyslexic subtypes
Author(s) -
Telzrow Cathy F.,
Century Evelyn,
Whitaker Barbara,
Redmond Carol,
Zimmerman Barbara
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198310)20:4<427::aid-pits2310200406>3.0.co;2-3
Subject(s) - dyslexia , psychology , neuropsychology , developmental psychology , neuropsychological test , learning disability , test (biology) , reading (process) , reading disability , audiology , psychometrics , clinical psychology , cognition , psychiatry , medicine , paleontology , biology , political science , law
The Boder Test may represent a viable screening instrument for the identification of dyslexia and dyslexic subtypes. Proportions of the 30 LD children studied identified by Boder's classification system as dysphonetic (63.3%), dyseidetic (6.7%), and mixed dysphonetic‐dyseidetic (13.3%) were similar to those reported in earlier studies. Neuropsychological characteristics associated with the Boder categories were consistent with the literature: Significantly fewer dysphonetic readers were represented in the V > and Spatial