Developmental dyslexics do not fit in boxes: Evidence from the case studies

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Abstract
An examination is undertaken of conclusions drawn from some case studies of developmental dyslexia which have categorised subjects as phonological or surface dyslexics. Various criticisms are advanced of the conclusions drawn from these studies, such as the absence of data from a proper sample of poor readers to illustrate the distribution of performance on specific aspects of reading, the lack of agreed criteria for the classifications made, and inadequate analysis of the error data. It is concluded that no good grounds exist for the claim that developmental dyslexics fall into clearly distinguishable categories, determined by different specific processing deficits. Seymour (1986) reached a similar conclusion and suggested that a large number of different patterns of deficit exist. However, it is suggested here that all the cases discussed showed a deficit in phonological processes and that differences in performance on such aspects of reading as the ability to read irregularly spelled words, the frequency of “don't know” responses, and ability to read nonwords result from differences in the strategy adopted to cope with the difficulty. Snowling (1987) has made a similar suggestion. The importance of considering strategic differences when investigating reading behaviour is stressed, together with the need to consider factors affecting strategy choice.

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