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Dyslexia: stability of definition over a five year period
Author(s) -
Wright S.F.,
Fields H.,
Newman S.P.
Publication year - 1996
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.1996.tb00086.x
Subject(s) - dyslexia , spelling , psychology , developmental dyslexia , reading (process) , reading disability , longitudinal study , developmental psychology , period (music) , linguistics , medicine , philosophy , physics , pathology , acoustics
The results of longitudinal studies suggest that although dyslexic children improve their reading skills with time, they do not outgrow their disability (Spreen, 1982). This paper compares the development of reading and spelling in a group of dyslexics and non‐dyslexics over a five‐year period. In addition to addressing the issue of the relative rates of development of reading in the two groups, a central focus of the paper is the extent to which dyslexia can be said to represent a stable disability. How many of the children classified as dyslexic at age eight would be reclassified as dyslexic at age thirteen? Three distinct groups emerged: ‘stable',‘transient’ and ‘late emerging dyslexics'. The ‘stable’ dyslexics were children classified as dyslexic at both ages, the transient were those classified only at the younger age, and the ‘late emerging’ were those classified at age thirteen. Regression analysis was used as the technique of identification of the dyslexics.