Statistical classification of children with reading problems

Abstract

The present study explores possible applications of statistical methods to the classification of reading disabilities by comparing the subtypes identified by different statistical procedures. Analyses previously carried out using the Q technique of factor analysis had revealed three subtypes of reading problems in each of the two samples examined (Doehring & Hoshko, 1977). In the present study, the same subtypes emerged when the original data from children with reading problems were pooled with those of normal readers. Similarly, the reading disability subtypes which had previously been identified by the Q technique remained well-defined when the data were re-examined using the technique of cluster analysis. These results confirm the usefulness of statistical classification procedures in identifying the patterns of reading skill deficit which may occur among children with reading problems.