الفهرس 
Developmental DyslexiaOnly 14 pages are availabe for public view
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Abstract
Developmental dysgraphia is a disorder characterized by difficulties in the acquisition of writing skills, with writing performance below that expected based on children’s class level. It is closely related to developmental dyslexia, a disorder in the acquisition of reading skills.
According to the” dual-route model of single word reading” decoding (reading) or encoding (writing) can be achieved through ”a lexical route”(which allows the correct pronunciation and writing of stored words) and ”a non-lexical route”(which allows correct phoneme to grapheme conversion).
Developmental dyslexia and dyslexic dysgraphia accordingly could be divided into: surface dyslexia & deep dyslexia and surface dysgraphia & deep dysgraphia.
Patients with surface dyslexia and surface dysgraphia occur due to affection of the lexical route which forces them to depend on phoneme grapheme conversion. Such patients have problems reading very long words and words with irregular spelling-sound correspondence, since these words are hard to pronounce by grapheme-phoneme conversion only or words that when read with phoneme grapheme conversion only can be read as other words.
Whereas in patients with deep dyslexia or deep dysgraphia both lexical and sub lexical routes are affected forcing them to read via meaning depending on using whole-word reading, while they are unable to pronounce both regular and irregular words as there is little or no reliance on grapheme to phoneme conversions.
This study was performed on 40 patients diagnosed on both clinical and objective measures as being developmental dyslexic –dysgraphia where they were assessed aiming at their subtyping into surface and deep dyslexic –dysgraphia and its correlation with its similar subtypes of dyslexia.
This was done depending on their pattern of reading and writing regular and irregular words. Results showed that patients who can read orthographically regular real words but can’t read irregular real words that can’t be read by phoneme grapheme conversion are ”surface dyslexic-dysgraphic ”patients, whereas patients who were defective in reading and writing both regular and irregular real words are ”deep dyslexic-dysgraphic” patients. The remaining group ”group 3” showed diverse results (clinically and statistically) between reading and writing proving heterogeneity of the dyslexic-dysgraphic population.
Different types of errors were seen among the subjects in this study during reading and writing tasks as orthographic errors (deletion, addition, substitution and transposition), regularization errors, visual errors, morphological error, short vowel problem and function word problem. Some of these errors are distinct while others are intersected.
This study also showed that a correlation can be done between reading and writing of different words pattern that can aid phoniatricians at subtyping for better understanding and intervention.