Subtyping Children's Reading Disabilities Using a Comprehensive Neuropsychological Measure

Abstract

This study examined subtypes of children with reading disabilities using the NEPSY (series of Neuropsychological tests authored by Marit Korkman, Ursula Kirk and Sally Kemp). Multiple methods of cluster analysis were performed with 80 elementary school-age children identified as reading disabled. Students completed the NEPSY Language Domain and the NEPSY Memory and Learning Domain. Three clusters emerged which were interpreted as: (1) a No Language or Memory Deficit Subtype, (2) a Global Language and Memory Deficit Subtype, and (3) a Global Memory Deficit Subtype. This study suggested that memory-related processes, not exclusively phonologically related processes, might contribute to reading difficulties. This investigation supported the utility of a neuropsychological approach to subtyping children's reading disabilities.

Psycho-Educational Assessment of Specific Learning Disabilities: Views and Practices of Australian Psychologists and Guidance Counsellors

“…Other measures that are commonly used as part of psycho-educational assessment of SLDs include tests of memory and learning (e.g., the Children's Memory Scale; Cohen, Ledbetter, Vaughn, & Benavides, 1999), neuro-cognitive functioning (e.g., the NEPSY-2; Crews & D’Amato, 2009) and cognitive processes (e.g., Cognitive Assessment System; Naglieri, 2003). Some authors have argued that a ‘multiple deficits’ approach should be adopted, with cross-battery psycho-educational testing for specific cognitive impairments that are known to represent important markers, for reading difficulties in particular (see, e.g., Callinan et al, 2013).…”