ABSTRACT
This chapter discusses a well-known model of dyslexia subtypes. In this model two subgroups are proposed which may be labeled as whole word readers (W readers) and recoding readers (Re readers). From an analysis of the literature we conclude that, although there is empirical evidence in support of this dichotomy, the transformation into reliable and valid diagnostic categories needs much attention. A standardized classification procedure is not available and no attention has been paid to the problem of the arbitrary nature of cut-offs. Another important problem that has been neglected pertains to the stability of the W and Re classification. In this chapter we study the effect of different classification procedures on the number of children classified as W and Re readers and we present data with respect to task independence. Relatively small changes in cut-offs and the use of different diagnostic criteria seem to affect the number of children that are classified. Another conclusion is that a limited number of children demonstrate task indepen- dency. This implies that they are classified as W or Re readers independent of the type of reading task. We conclude that they are the “core” W and Re readers. We suggest that future research on dyslexia subtypes should start with the identification of these core W and Re readers.
