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Hyangsook Lee

doi:10.1016/j.imr.2026.101386

Reevaluating the Longitudinal Stability of Hybrid Models of Dyslexia: A Conceptual Replication with the Addition of Word Reading Fluency

2026-02-25

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PRE

AI

B

Brian Gearin *

P

Patrick C. Kennedy

K

Katherine W. Bromley

J

J. Otterstedt

G

G. Biancarosa *

DOI：10.1080/10888438.2026.2635725

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Our study conceptually replicated and extended prior investigations of the longitudinal stability of hybrid models of dyslexia by using a measure of word reading fluency alongside measures of nonsense word fluency and oral reading fluency. Drawing from a nationally representative sample of students, we estimated the one-year stability of 11 dyslexia classification indices for 492 Grade 1 students who were 47.4% female, 49.8% White, 25.0% Latinx, 12.0% Black or African American, and 85.4% of whom were classified as non-English learners. The classifications defined dyslexia as low reading performance, unexpected low reading performance, a dual discrepancy, or a hybrid model of dyslexia. For each model, incidence rates and stability estimates were obtained for cut points at the 25th, 15th, and 5th percentiles. We replicated findings that hybrid models tend to exhibit longitudinal stability, and the degree of stability reflects assumptions about how the data are distributed. Specifically, our estimates were sensitive to the cut points examined and assumptions about a residualized metric of vocabulary. Regardless of our assumptions, we found that low achievement and dual discrepancy indices can exhibit comparable stability to hybrid models in the presence of weak slope-intercept correlations. Our results affirm that hybrid models of dyslexia can exhibit longitudinal stability. However, they add nuance by clarifying that the relative stability of hybrid models depends on the measures and sample in question. Further, multi-measure models are simultaneously more exposed to measurement error and more resilient to it than other models, resulting in meaningful tradeoffs.

Keywords:

hybrid models of dyslexia

longitudinal stability

word reading fluency

dyslexia classification

measurement error

Reevaluating the Longitudinal Stability of Hybrid Models of Dyslexia: A Conceptual Replication with the Addition of Word Reading Fluency

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