Analyzing Reading Errors among Dyslexic Students According to the Dual-Route Model

Abstract

This study aimed at analyzing reading errors in the Arabic language among the dyslexic students based on the dual-route model for reading as well as determining the subtypes of dyslexia according to the reading errors manifested by the dyslexic students. The study sample consisted of eighty students divided equally between dyslexic and non-dyslexic students from the same age category. The dyslexic group were distributed into six students with surface dyslexia, four with phonological dyslexia, five with deep dyslexia and twenty five dyslexic students weren't identified in any of the above-mentioned types, accounting for (62.5%) of the total dyslexic sample. A battery of three domains was developed (reading errors, orthographic and phonological abilities and semantic abilities) with ten subdomains comprising of 200 items. A simple regression method and MANOVA were used for analysis. Results showed that students with surface dyslexia demonstrated visual errors in recognizing words, whereas the students with phonological dyslexia demonstrated phonological errors. However, the students with deep dyslexia mainly displayed semantic and phonological errors. Further implications were discussed.