Ability and achievement profiles of adolescent learners with dyslexia

Abstract

The goal of this study was to examine the scores on standardized ability and achievement tests of forty-two ( 42) adolescent learners who have been diagnosed as being dyslexic by an educational psychologist through the use of the Differential Ability Scales (DAS), Neale Analysis of Reading Ability (NARA), BSTS Spelling, Bangor Dyslexia Test and clinical judgement. In order to investigate this objective, secondary data from an educational psychologist was collected. The analyses are performed using SPSS version 11.0 for Windows XP. The adolescents' performance scores were compared. Hierarchical cluster analysis of the participants' scores was carried out. This study identified a low ability group throughout with even weaker achievement scores; a high ability group with lower scores on diagnostic and achievement together with high scores on comprehension and a high ability group (but weaker than the above) but with even more profile. This study provides support for the variation seen in individuals diagnosed with dyslexia and accounted for differences in the severity of individual children's phonological, automaticity and memory deficits, modified by compensatory factors.