Subtyping reading disabilities in children with neuropsychological measures

The present study examined the clinical utility of the NEPSY: A Developmental Neuropsychological Assessment, in identifying subtypes of school-age children with reading disabilities. Multiple methods of cluster analysis were performed with 80 elementary school-age children identified as reading disabled who had completed all subtests of the NEPSY Language Domain and the NEPSY Memory and Learning Domain in an effort to identify subtypes of reading disability. 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, may contribute to reading difficulties. The current investigation supported the utility of a neuropsychological approach to subtyping children's reading disabilities. The present study provided clear evidence to support current literature that suggests that cognitive processes outside phonological processing and language comprehension appear to be necessary to guarantee normal reading, namely working memory capacity and attention. This study also supported current research which suggests that phonological and working memory processes may operate independently. Future studies need to delineate the impact of working memory processes on reading. The present study suggested further subtyping of memory functioning in children with reading disabilities. This study provides a catalyst for developing neuropsychological models and hypotheses of reading disability that delineate the impact of working memory processes on reading, and sheds doubt on the phonological limitation hypothesis.