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Examining the subtypes of dyslexia in a Singaporean sample
Author
Tan, Deborah Wen Li
Supervisor
Chew, Chelsea Liang Ru
Abstract
The present study examined the prevalence of the subtypes of dyslexia among Singaporean students. A series of tasks measuring phonological and orthographic processing skills were administered to 29 students with dyslexia and a control group of 29 students with no known learning difficulties. Using the control participants’ performance as a baseline, students with dyslexia was identified as belonging to either one of the six subtypes (pure or relative phonological dyslexia, pure or relative surface dyslexia, mixed dyslexia, or mild dyslexia). About half (51.8%) of the dyslexic students displayed a dissociation in their phonological and orthographic processing skills. Contrary to expectations, there were more dyslexic students with selective deficits in their orthographic skills (pure or relative surface dyslexia) than those with selective deficits in their phonological skills (pure or relative phonological dyslexia). This suggests that orthographic deficits are more prevalent than phonological deficits among Singaporean students with dyslexia. Among the remaining dyslexic students who did not exhibit a clear dissociation between their phonological and orthographic skills, 20.7% showed relatively intact skills in both areas (mild subtype) whereas 17.2% had similarly impaired skills in both areas (mixed subtype).
Date Issued
2016
Call Number
RJ496.A5 Tan
Date Submitted
2016