Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia.

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.