| Title:
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Cognitive Heterogeneity in Developmental Dyslexia: Evidence of Differences in Working-Memory Performance and Implications for Personalized Intervention
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1
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| Subject:
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Personalized Interventions and Diagnosis of Complex Neurological Disorders
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Presenter Author:
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| Name:
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ملیحه رمضانی درح
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Author:
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| Name 1:
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ملیحه رمضانی درح - Corresponding - Presenter
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| Affiliation 1:
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دانشجوی دکتری گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران
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| Name 2:
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زهرا حسین‌زاده ملکی
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| Affiliation 2:
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استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران
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| Name 3:
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احمد خامسان
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| Affiliation 3:
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دانشیار گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
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Abstract
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Original Research
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introduction :
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Developmental dyslexia is a heterogeneous neurodevelopmental disorder, and affected children may differ in their cognitive characteristics and intervention needs. Working memory is an important process related to reading; however, these differences may remain obscured when children with dyslexia are considered as a single group. The present study aimed to examine differences in verbal working-memory performance across dyslexia subgroups and to explore the implications of these differences for more precise characterization of cognitive variability and the development of personalized interventions.
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Methods:
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In a causal-comparative design, 35 Persian-speaking students aged 7–10 years with developmental dyslexia were recruited using purposive sampling. Dyslexia was established using DSM-5 criteria and clinical and cognitive assessments, and subgroups were classified according to Bakker’s Balance Model and reading-performance data. We assessed verbal working-memory performance using a computerized N-back task and analyzed the data using multivariate analysis of variance with complementary follow-up analyses.
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Results:
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The findings indicated that verbal working-memory performance was not entirely uniform across dyslexia subgroups. In one accuracy index of the N-back task, the perceptual subtype performed significantly better than the linguistic subtype, whereas response speed showed no significant difference. The overall effect of subgroup on the set of working-memory indices was not statistically significant in the multivariate analysis.
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Conclusion:
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The findings support cognitive heterogeneity in developmental dyslexia and suggest that some differences in working-memory performance may emerge at the subgroup level. From an applied perspective, these findings highlight the importance of assessing cognitive differences and targeting interventions according to individual needs. In other words, a shared diagnosis of dyslexia does not necessarily imply identical cognitive needs across affected children. However, the present findings do not, by themselves, establish the diagnostic validity of a specific assessment tool or the efficacy of personalized interventions; rather, they may provide a basis for future research on assessment and intervention approaches informed by individual cognitive characteristics.
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| Attachment:
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| Keywords:
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Developmental Dyslexia, Cognitive Heterogeneity, Verbal Working Memory, Dyslexia Subgroups, Personalized Intervention
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| Key message:
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