The reading level matched design: Limitations and possible alternatives
Wybrow & Hanley (2015) reported that proportions of phonological and surface dyslexics change depending on how control groups are selected. This observation questions the appropriateness of the reading-level match design for establishing causality in cognitive studies of reading. Here, I focus on three features: (1) the lack of an explicit definition of the reading-level concept; (2) the metric problems associated with using this design; and (3) the ambiguity of the delay-deviance contrast in interpreting reading deficits.