DQ – How often do you struggle when reading long words?

This question has been in many questionnaires over the years in various forms. Of course, like most questions that are around dyslexia, this one is self-evident, definitional is you wish. One of the first times it appeared was in the Bangor Dyslexia Questionnaire, by the late Professor Tim Miles. As I recall, he said that when discussing the impact of dyslexia with one of those he was assessing, he said he was very philosophical about it. Only he had trouble pronouncing the word. So Tim included it in his questionnaire!

Let us be clear from the start of these analyses, just because you have a problem does not mean you are dyslexic. That said, as you can see from this question, using this gradation of dyslexia – No / Maybe / Yes – there appears to be a progression.
To be clear, the graph on the left normalises the graph on the right (i.e. it adjusts it for the varying number of responses).
In this case, it is clear that as the “degree of dyslexia” (or is that probability?) increase from No to Yes, so the difficulties themselves increase from Never to Most of the time. However, clearly there is a large overlap, and therefore it would be inappropriate to suggest that this question alone is indicative of dyslexia.

  1. Evidence suggests that this question could be used as part of a battery to help identify those with dyslexia.
  2. Although not easy, it would be possible to develop strategies to help adult dyslexia readers break words down into syllables, which may aid pronunciation. Whilst this may still be a struggle, if you can read the word as a single unit, you have a good chance of understanding the meaning.
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Understanding the Dyslexia Questionnaire for adults

There are two ways to interpret the Dyslexia Questionnaire:

  • As a whole questionnaire, which provides a classification of dyslexic or not, or maybe of a graded type – mild, moderate or severely dyslexic
  • On a question by questions basis.

The first may provide a label which may help in opening up resources, as well as a starting point to look for self-help on the internet.
One of the services the Profiler offers is the Dyslexia Profiler, a self-assessment questionnaire. Over the following weeks, I shall review the questionnaire from three perspective – the two versions above, plus using factor analysis and correlations.
Of course, there are always caveats in statistics, for which this analysis will be no different. In this case, we have three major considerations:

  • The items are not independent
  • The questionnaire is self-reporting
  • The questionnaire uses a Likert scales

Each offers its own challenge, and whilst there are statistical techniques that attempt to overcome each of these, they are none-the-less only techniques, and the results and their interpretation will need to be treated with care.

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Dyslexia and co-morbidity

Sometimes you can just let the data speak for itself. This is one such a case. It is a cohort of 2887 seeking work, and I wanted to see what was the prevalence of dyslexia (that is easy – 10.4%) and then look at what else has been reported. Note that these are from two

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Recognising the first letter

This evening I was talking to a friend about how schools are now beginning to see the potential in Profiler over and above just a total score, and we began to talk about how item responses (i.e. not just if they were right or wrong, but what they answered) could inform teaching practice. In particular,

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