One of our longitudinal project’s main aims is to address the issues of the characterization of children with learning difficulties from several angles, including profile analyses and subtypes of reading difficulties. Based on the two large samples (Hebrew and Arabic), we validate, for example, the existence of subtypes of reading difficulty as proposed by the double dissociation hypothesis (DDH). Thus, across both languages, we have found rate vs. accuracy subtypes of reading difficulty in both languages. Specifically, across both samples, we identified three subgroups based on children’s cognitive and linguistic abilities in kindergarten (after controlling for background variables): (1) low RAN subgroup, (2) low phonological awareness and morphological awareness subgroup, and (3) intact subgroup.

In the coming years, we will focus on developing a better understanding and following the different children’s profiles so as to create an even more sensitive identification system.