Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia.
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| Title: | Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia. |
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| Authors: | Tarabya, Bahaa Madi (AUTHOR), Andria, Samer (AUTHOR), Khateb, Asaid (AUTHOR) |
| Source: | Annals of Dyslexia. Jul2025, Vol. 75 Issue 2, p241-261. 21p. |
| Subjects: | Phonological decoding, Cognitive psychology, Phonological awareness, Dyslexia, Educational attainment |
| Abstract: | The current study sought to examine the existence of reading subtypes based on specific accuracy and rate criteria in dyslexia among a non-clinical sample of 120 Arabic-speaking University students and to characterize their reading-related and linguistic skills. For this aim, we relied on a conventional practice in reading disability literature based on a 25th percentile low achievement cut-offs. All students were examined using a battery of reading, linguistic, and cognitive tasks. The analysis conducted here provided partial support for the validity of the subtyping approach based on the accuracy and rate achievements and showed that ~ 12.5% of the sample could be defined as low accuracy (LA), ~ 10.8% as low rate (LR), and ~ 10.8% as a combined doubly low subtype (DL). The results showed that the combined DL group exhibited the lowest scores in all reading-related and linguistic tasks. Also, specific response patterns were found for LA and LR subtypes in reading-related pseudowords' decoding and phonological awareness measures. These findings, the first to provide insights into the question of adult dyslexia through analysis of reading subtypes among Arabic-speaking students, are discussed in relation to previous findings in the literature among speakers of other languages. The data presented here provide new support for the adequacy of the accuracy vs. rate model of dyslexia among adults and stress the need for developing different interventions for the different reading subtypes. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The current study sought to examine the existence of reading subtypes based on specific accuracy and rate criteria in dyslexia among a non-clinical sample of 120 Arabic-speaking University students and to characterize their reading-related and linguistic skills. For this aim, we relied on a conventional practice in reading disability literature based on a 25th percentile low achievement cut-offs. All students were examined using a battery of reading, linguistic, and cognitive tasks. The analysis conducted here provided partial support for the validity of the subtyping approach based on the accuracy and rate achievements and showed that ~ 12.5% of the sample could be defined as low accuracy (LA), ~ 10.8% as low rate (LR), and ~ 10.8% as a combined doubly low subtype (DL). The results showed that the combined DL group exhibited the lowest scores in all reading-related and linguistic tasks. Also, specific response patterns were found for LA and LR subtypes in reading-related pseudowords' decoding and phonological awareness measures. These findings, the first to provide insights into the question of adult dyslexia through analysis of reading subtypes among Arabic-speaking students, are discussed in relation to previous findings in the literature among speakers of other languages. The data presented here provide new support for the adequacy of the accuracy vs. rate model of dyslexia among adults and stress the need for developing different interventions for the different reading subtypes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07369387 |
| DOI: | 10.1007/s11881-025-00323-4 |
