INTELLECTUAL PROFILE OF AN ELEMENTARY SCHOOL CHILD WITH DYSLEXIA: A CASE STUDY
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Published:
Jul 30, 2026
Keywords:
dyslexia, intelligence profile, Binet Intelligence Scale, elementary school children, case study
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Abstract
This study aimed to describe the intellectual profile of an elementary school child with dyslexia through a psychological case study. A qualitative case study approach was employed involving one third-grade elementary school student aged 8 years and 9 months who was referred for a psychological evaluation due to learning difficulties. Data were collected through clinical interviews, behavioral observations, and the Binet Intelligence Scale. The findings revealed that the participant obtained an IQ score of 119, indicating above-average intellectual functioning with a mental age of 10 years and 8 months. The child demonstrated strengths in reasoning, verbal comprehension, visual-motor abilities, and basic numerical concepts. However, weaknesses were identified in short-term memory, concentration, and vocabulary development. Clinically, the participant exhibited persistent difficulties in distinguishing visually similar letters, particularly b and d, during reading and writing activities, accompanied by limited expressive vocabulary. These characteristics were consistent with indicators of developmental dyslexia despite the child's above-average intellectual capacity. The findings emphasize that dyslexia is not associated with low intelligence but rather with specific deficits in language processing. Comprehensive psychological assessment is therefore essential to identify individual cognitive strengths and weaknesses and to support appropriate educational interventions for children with dyslexia.
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References
’Iin, K., & Yuliawati, F. (2025). Keterlibatan Orangtua dalam Meningkatkan Kemampuan Membaca Pada Anak Kelas VI Sekolah Dasar. PRIMER: Journal of Primary Education Research, 3(1), 29–34.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed). American Psychiatric Association.
Ardani, N. A., Surastina, & Wicaksono, A. (2024). Analisis Kesulitan Membaca (Disleksia) yang Dialami oleh Anak Usia 12 Tahun dengan Gangguan Wicara: Kajian Psikolinguistik. Warahan: Jurnal Ilmiah Mahasiswa Pendidikan Bahasa Dan Sastra Indonesia STKIP PGRI Bandar Lampung, 6(1), 223–232.
Cowan, N. (2020). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review. Psychonomic Bulletin & Review, 24(4), 1158–1170.
Cresswel, J. ., & Poth, C. . (2018). Qualitative Inquiry and Research Design (4th ed.). Sage Publication.
Fawaz, R. A., Nazrah, E., Islam, P., Usia, A., Ilmu, F., Dan, T., Negeri, U. I., & Utara, S. (2025). Faktor – Faktor Yang Mempengaruhi Kemampuan Membaca Anak Di RA Puspa Hati Tanjung Morawa. Indonesian Journal O, 3(5), 361–374.
International Dyslexia Association. (2023). Dyslexia Basics.
Islamiyah, S., Puspita, S., Aryadi, D., Syahputri, V., & Faizah, Y. (2025). Analisis Kesulitan Membaca ( Disleksia ) pada Anak Tunagrahita di SLB Negeri Autis Sumatera Utara. Jurnal Bintang Pendidikan Indonesia, 3(2), 01–09.
Mardalena, R., & Shofiah, V. (2025). Membaca dengan Cara Berbeda: Mengapa Disleksia Perlu Dipahami? Jurnal Ilmu Pendidikan Dan Psikologi, 3(September), 12–19.
Martha, S. A., & Raharjo, T. (2024). Peningkatan Kemampuan Kognitif pada Anak Disleksia Melalui Treatment Kemampuan Mengeja, Membaca, dan Menulis. 8(2), 237–247. https://doi.org/10.30653/001.202482.400
Miles, M. ., Huberman, A. ., & Saldana, J. (2014). Qualitative Data Analysis, A Method (3rd ed.). Sage Publication(Terjemahan Tjetjep Rohendi Rohedi UI Press.
Peterson, R. L., & Bruce F, P. (2015). Development Dyslexia. Annual Review Clinical Psychology, 11.
Raharjo, T., & Wimbarti, S. (2020). Assessment of learning difficulties in the category of children with dyslexia. 8(2), 79–85.
Riskiyah, R., & Harsono. (2024). Profil Kognitif Anak Disleksia dalam Pemahaman Teks Bacaan: Studi Kasus di SDN Pagagan 2. Jurnal KOMPOSISI: Bahasa, Sastra, Dan Penbelajarannya, 9(2), 116–125.
Shaywitz, S. . (2020). Overcoming dyslexia: Second edition, completely revised and updated (2nd ed.). Alfred A. Knopf.
Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry and Allied Disciplines, 61(6), 672–680. https://doi.org/10.1111/jcpp.13140
Snowling, M. J., & Hulme, C. (2021). Annual Research Review: Reading disorders revisited - the critical importance of oral language. Journal of Child Psychology and Psychiatry, 62(1).
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Main Article Content
Abstract
This study aimed to describe the intellectual profile of an elementary school child with dyslexia through a psychological case study. A qualitative case study approach was employed involving one third-grade elementary school student aged 8 years and 9 months who was referred for a psychological evaluation due to learning difficulties. Data were collected through clinical interviews, behavioral observations, and the Binet Intelligence Scale. The findings revealed that the participant obtained an IQ score of 119, indicating above-average intellectual functioning with a mental age of 10 years and 8 months. The child demonstrated strengths in reasoning, verbal comprehension, visual-motor abilities, and basic numerical concepts. However, weaknesses were identified in short-term memory, concentration, and vocabulary development. Clinically, the participant exhibited persistent difficulties in distinguishing visually similar letters, particularly b and d, during reading and writing activities, accompanied by limited expressive vocabulary. These characteristics were consistent with indicators of developmental dyslexia despite the child's above-average intellectual capacity. The findings emphasize that dyslexia is not associated with low intelligence but rather with specific deficits in language processing. Comprehensive psychological assessment is therefore essential to identify individual cognitive strengths and weaknesses and to support appropriate educational interventions for children with dyslexia.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
’Iin, K., & Yuliawati, F. (2025). Keterlibatan Orangtua dalam Meningkatkan Kemampuan Membaca Pada Anak Kelas VI Sekolah Dasar. PRIMER: Journal of Primary Education Research, 3(1), 29–34.
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed). American Psychiatric Association.
Ardani, N. A., Surastina, & Wicaksono, A. (2024). Analisis Kesulitan Membaca (Disleksia) yang Dialami oleh Anak Usia 12 Tahun dengan Gangguan Wicara: Kajian Psikolinguistik. Warahan: Jurnal Ilmiah Mahasiswa Pendidikan Bahasa Dan Sastra Indonesia STKIP PGRI Bandar Lampung, 6(1), 223–232.
Cowan, N. (2020). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review. Psychonomic Bulletin & Review, 24(4), 1158–1170.
Cresswel, J. ., & Poth, C. . (2018). Qualitative Inquiry and Research Design (4th ed.). Sage Publication.
Fawaz, R. A., Nazrah, E., Islam, P., Usia, A., Ilmu, F., Dan, T., Negeri, U. I., & Utara, S. (2025). Faktor – Faktor Yang Mempengaruhi Kemampuan Membaca Anak Di RA Puspa Hati Tanjung Morawa. Indonesian Journal O, 3(5), 361–374.
International Dyslexia Association. (2023). Dyslexia Basics.
Islamiyah, S., Puspita, S., Aryadi, D., Syahputri, V., & Faizah, Y. (2025). Analisis Kesulitan Membaca ( Disleksia ) pada Anak Tunagrahita di SLB Negeri Autis Sumatera Utara. Jurnal Bintang Pendidikan Indonesia, 3(2), 01–09.
Mardalena, R., & Shofiah, V. (2025). Membaca dengan Cara Berbeda: Mengapa Disleksia Perlu Dipahami? Jurnal Ilmu Pendidikan Dan Psikologi, 3(September), 12–19.
Martha, S. A., & Raharjo, T. (2024). Peningkatan Kemampuan Kognitif pada Anak Disleksia Melalui Treatment Kemampuan Mengeja, Membaca, dan Menulis. 8(2), 237–247. https://doi.org/10.30653/001.202482.400
Miles, M. ., Huberman, A. ., & Saldana, J. (2014). Qualitative Data Analysis, A Method (3rd ed.). Sage Publication(Terjemahan Tjetjep Rohendi Rohedi UI Press.
Peterson, R. L., & Bruce F, P. (2015). Development Dyslexia. Annual Review Clinical Psychology, 11.
Raharjo, T., & Wimbarti, S. (2020). Assessment of learning difficulties in the category of children with dyslexia. 8(2), 79–85.
Riskiyah, R., & Harsono. (2024). Profil Kognitif Anak Disleksia dalam Pemahaman Teks Bacaan: Studi Kasus di SDN Pagagan 2. Jurnal KOMPOSISI: Bahasa, Sastra, Dan Penbelajarannya, 9(2), 116–125.
Shaywitz, S. . (2020). Overcoming dyslexia: Second edition, completely revised and updated (2nd ed.). Alfred A. Knopf.
Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry and Allied Disciplines, 61(6), 672–680. https://doi.org/10.1111/jcpp.13140
Snowling, M. J., & Hulme, C. (2021). Annual Research Review: Reading disorders revisited - the critical importance of oral language. Journal of Child Psychology and Psychiatry, 62(1).