期刊
JOURNAL OF ABNORMAL PSYCHOLOGY
卷 121, 期 1, 页码 212-224出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0025823
关键词
dyslexia; phonological theory; single deficit model; multiple deficit model
资金
- NICHD NIH HHS [R01 HD068728, P50 HD027802, R01 HD047264, R01 HD038526-10, P50 HD027802-20, R01 HD038526] Funding Source: Medline
- NIMH NIH HHS [T32 MH015442] Funding Source: Medline
The overall goals of this study were to test single versus multiple cognitive deficit models of dyslexia (reading disability) at the level of individual cases and to determine the clinical utility of these models for prediction and diagnosis of dyslexia. To accomplish these goals, we tested five cognitive models of dyslexia-two single-deficit models, two multiple-deficit models, and one hybrid model-in two large population-based samples, one cross-sectional (Colorado Learning Disability Research Center) and one longitudinal (International longitudinal Twin Study). The cognitive deficits included in these cognitive models were in phonological awareness, language skill, and processing speed and/or naming speed. To determine whether an individual case fit one of these models, we used two methods: 1) the presence or absence of the predicted cognitive deficits, and 2) whether the individual's level of reading skill best fit the regression equation with the relevant cognitive predictors (i.e., whether their reading skill was proportional to those cognitive predictors.) We found that roughly equal proportions of cases met both tests of model fit for the multiple deficit models (30-36%) and single deficit models (24-28%); hence, the hybrid model provided the best overall fit to the data. The remaining roughly 40% of cases in each sample lacked the deficit or deficits that corresponded with their best-fitting regression model. We discuss the clinical implications of these results for both diagnosis of school-age children and preschool prediction of children at risk for dyslexia.
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