Objectives: The purpose of this case profile study is to discuss the diagnosis model of dyslexia, the characteristics of comorbidity, and how the results of various reading-related measurements can be linked to interpret the diagnosis. Methods: Nine elementary school students with suspected dyslexia (N=9) were diagnosed through existing diagnostic models the differences between the models were examined. The results of the dyslexic diagnosis, along with comorbidities were analyzed using corresponding analysis. Finally, profile analyses of the reading-related variables were conducted for the dyslexic group classified through the corresponding analysis. Results: As a result of the first section of this analysis, the criteria for diagnosing dyslexia differed in the three diagnostic models, so the nine suspected dyslexics were classified differently depending on the diagnostic model. As a result of the second portion of this analysis, it was possible to classify the dyslexic group according to comorbidities such as DLD, ADHD, SSD, TOT. And the result of the third section of this analysis showed that decoding, reading comprehension, reading fluency, and listening comprehension, which are classified as key tests for diagnosing dyslexia, affected the classification of dyslexia according to comorbidity or reading ability. However, the key results differentiated by this classification were not relevant to the reading ability test (phonological awareness, phonological memory, phonological processing ability, writing). Conclusion: In this study, diagnosis models and evaluation plans for dyslexia were presented in a language development approach in consideration of the aspect of language development from the perspective of speech-language therapy.
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- Diagnostic model
- Language development