New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.

We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy...

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Autores principales:	Rachel Zoubrinetzky, Frédérique Bielle, Sylviane Valdois
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2014
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/0168ac92c0d14cf48cddaf51bdc07dc4
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spelling	oai:doaj.org-article:0168ac92c0d14cf48cddaf51bdc07dc42021-11-18T08:16:04ZNew insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.1932-620310.1371/journal.pone.0099337https://doaj.org/article/0168ac92c0d14cf48cddaf51bdc07dc42014-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/24918441/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.Rachel ZoubrinetzkyFrédérique BielleSylviane ValdoisPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 9, Iss 6, p e99337 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Rachel Zoubrinetzky Frédérique Bielle Sylviane Valdois New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
description	We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.
format	article
author	Rachel Zoubrinetzky Frédérique Bielle Sylviane Valdois
author_facet	Rachel Zoubrinetzky Frédérique Bielle Sylviane Valdois
author_sort	Rachel Zoubrinetzky
title	New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
title_short	New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
title_full	New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
title_fullStr	New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
title_full_unstemmed	New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
title_sort	new insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.
publisher	Public Library of Science (PLoS)
publishDate	2014
url	https://doaj.org/article/0168ac92c0d14cf48cddaf51bdc07dc4
work_keys_str_mv	AT rachelzoubrinetzky newinsightsondevelopmentaldyslexiasubtypesheterogeneityofmixedreadingprofiles AT frederiquebielle newinsightsondevelopmentaldyslexiasubtypesheterogeneityofmixedreadingprofiles AT sylvianevaldois newinsightsondevelopmentaldyslexiasubtypesheterogeneityofmixedreadingprofiles
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New insights on developmental dyslexia subtypes: heterogeneity of mixed reading profiles.

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