University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?

Rauno Parrila · George Kyriacou Georgiou · Julie K. Corkett

102 citations0/0 files storedExceptionality Education International

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Reading and Literacy Development Disability Education and Employment Developmental and Educational Neuropsychology

Abstract

This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks.

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References

1999The double-deficit hypothesis for the developmental dyslexias.2003Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults 2001Comprehensive Test of Phonological Processing 2012Standard Progressive Matrices 1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.1993Varieties of developmental dyslexia 1985Rhyme and Reason in Reading and Spelling 1990Very Early Language Deficits in Dyslexic Children

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2016Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies 2015The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties 2012Identifying high-functioning dyslexics: is self-report of early reading problems enough?2015Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

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