The study highlighted the difficulties of dyslexic adults. The persisting difficulties of dyslexic students that affect their study skills need to be recognised by HE institutions so that appropriate support programmes can be put in place.

The classification of dyslexic children into discrete subtypes yields a poor description of the dyslexic population at large. Multiple regression methods were used to examine

(2015) 'Exploring the relationship between adolescent's reading skills, reading motivation and reading habits.', Reading and writing., 28 (4). pp. 545-569.Further information on publisher's website:http://dx.doi.org/10.1007/s11145-014-9537-9Publisher's copyright statement:The nal publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9537-9Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word

Two experiments compared auditory sensitivity in a group of 12 adult dyslexics and matched control listeners. The first experiment measured frequency discrimination and frequency modulation detection thresholds at both 1 and 6 kHz. Although thresholds were larger for the dyslexic group, the differences were not statistically reliable. The second experiment measured the binaural masking level difference for a 200 Hz pure tone in noise. Thresholds did not differ significantly between the two groups. The data provide little support for the hypothesis that dyslexic listeners are impaired in their ability to process information in the temporal fine structure of auditory stimuli.

Despite the evidence for a core phonological deficit in dyslexia, the nature of this deficit at the level of the phonological representation is not well understood. In this study, the auditory word gating paradigm was used to examine the quality of the underlying phonological representations in dyslexic and average readers. Although the dyslexic children showed age-related nonword and rapid naming deficits, they did not differ from the age-matched controls in the amount of acoustic–phonetic input required to identify sets of words that varied in word frequency and phonological neighborhood density. These results indicate that input phonological processing, as tapped by the gating task, is normal in this group of dyslexic children, whereas their deficits on the RAN tasks suggest that there are problems with phonological retrieval. The implications of these results are considered in relation to the phonological representations hypothesis of dyslexia; the evidence suggests that what is impaired in dyslexia are the retrieval processes that operate on phonological representations.