Dyslexia at a behavioural and a cognitive level.

The aim of this study was to see whether patterns of neuro-cognitive assets and deficits seen in dyslexia also would lead to different patterns of reading and writing. A group of dyslexic children was subgrouped by language comprehension and mathematics skills in accordance with the definition of the British Dyslexia Association of 1998. This yielded three subgroups that showed three distinct neurocognitive profiles depicted within the Multi-Component Model of Working Memory. The participants were tested with single word reading and spelling tasks. The scores varied only to a minor degree between the subgroups. The results were discussed in view of developmental phases into literacy. Only one subgroup could be defined within the orthographic phase, while the other two were within the alphabetic phase. Thus, patterns at the neuro-cognitive level seen in the subgroups were to a limited degree reflected at the behavioural level. The results were also discussed in view of different orthographies. Since using information from phonological testing only, as currently appears to be common practice in many contexts, may result in intervention with little effect for some dyslexics, it was concluded that assessing neuro-cognitive assets and deficits targeting dyslexia is essential to intervention and the understanding of dyslexia.