Ability and achievement profiles of the pre-adolescent learners with dyslexia

Abstract

This study examines the psychometric and literacy profiles of learners who have been diagnosed as being dyslexic by an educational psychologist. The focus of the study is to look at emergent profiles and to compare such patterns to traditionally espoused patterns of difficulties. Cluster Analysis resulted in distinctive profiles for each group; the typical dyslexic and the less typically dyslexic learner. The profiles that emerged from the results indicated that the typically dyslexic group performs poorly on certain diagnostic measures of the DAS battery. This conforms to some of the typical patterns of difficulties described so far by other researchers.