Silent reading fluency: Implications for the assessment of adults with developmental dyslexia

Gagliano, Antonella; Ciuffo, Massimo; Ingrassia, Massimo; Ghidoni, Enrico; Angelini, Damiano; Benedetto, Loredana; Germanò, Eva; Stella, Giacomo

doi:10.1080/13803395.2015.1072498

Cited by 14 publications

(22 citation statements)

References 23 publications

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“…Interestingly, pseudoword reading was found to be particularly important in distinguishing students with dyslexia from both typical readers and malingerers [ 5 ]. We also replicated the finding of Gagliano et al [ 43 ] that students with dyslexia are impaired in silent text reading, in addition to the more commonly assessed oral (word) reading skills. Furthermore, students with dyslexia in higher education performed worse than typical readers on VAS, in line with previous studies indicating that visual processing skills do appear to play a role in adult reading performance [ 34 , 35 ].…”

Section: Discussionsupporting

confidence: 88%

“…Text reading time : Text reading speed was included as an additional task for reading performance. Participants were presented with a short text (404 words), that was designed for the purpose of this study based on a text reading task by Gagliano et al [ 43 ]. Participants were asked to read the text silently.…”

Section: Methodsmentioning

confidence: 99%

“…Text reading speed, especially when reading silently, is not usually examined in diagnosing dyslexia. However, the study by Gagliano et al [ 43 ] indicated that text reading speed is especially important when diagnosing dyslexia among adults.…”

Section: Methodsmentioning

confidence: 99%

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Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

2018

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Academic accommodations associated with a diagnosis of dyslexia might be incentives for college students without reading or spelling difficulties to feign dyslexia and obtain the diagnosis unfairly. In the current study we examined malingering practices by comparing the performance of college students instructed to malinger dyslexia (n = 28) to that of students actually diagnosed with dyslexia (n = 16). We also included a control group of students without reading and spelling difficulties (n = 28). The test battery included tasks tapping literacy skills as well as underlying cognitive skills associated with literacy outcomes. These tasks are commonly used in diagnosing dyslexia. We examined patterns in the performance of malingerers across tasks and tested whether malingerers could be identified based on their performance on a limited number of tasks. Results indicated that malingerers scored significantly lower than students with dyslexia on reading and spelling skills; i.e., the core characteristics of dyslexia. Especially reading performance was extremely low and not in line with students’ age and level of education. Findings for underlying cognitive skills were mixed. Overall, malingerers scored lower than students with dyslexia on tasks tapping mainly speed, whereas the two groups did not differ on tasks reflecting mainly accuracy. Based on word and pseudoword reading and letter and digit naming, the three groups could be distinguished with reasonable sensitivity and specificity. In all, results indicate that college students seem to understand on which tasks they should feign dyslexia, but tend to exaggerate difficulties on these tasks to the point where diagnosticians should mistrust performance.

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Section: Discussionsupporting

confidence: 88%

Section: Methodsmentioning

confidence: 99%

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Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

2018

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“…Developmental dyslexia is a persistent reading disorder characterized by inaccurate or slow and effortful reading but also by poor spelling (American Psychiatric Association, 2013). It is a lifelong impairment, as numerous symptoms of childhood dyslexia persist into adulthood, particularly deficits in phonological processing, decoding skills, word reading fluency, phonological short-term memory, and phonemic awareness (Cavalli et al, 2016; Gagliano et al, 2015; Martin et al, 2010; Milne, Nicholson, & Corballis, 2003; Swanson & Hsieh, 2009). Neuroimaging studies have confirmed the persistence of phonological deficits (for a review, see Richlan, Kronbichler, & Wimmer, 2011), and some results suggest that this cognitive deficit may arise from congenital dysfunction in certain cortical areas involved in phonology and reading (Pugh et al, 2000; Shaywitz et al, 1998; Shaywitz et al, 2003).…”

mentioning

confidence: 99%

Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test

et al. 2017

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Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i.e., phonological skills). However, the test's psychometric properties have not previously been available, and it is not standardized for adults. The results showed that, on the Alouette test, dyslexic readers were impaired on measures of accuracy, speed, and efficiency (accuracy/reading time). We also found significant correlations between the Alouette reading efficiency and phonological efficiency scores. Finally, in terms of the Alouette test, speed-accuracy trade-offs were found in both groups, and optimal cutoff scores were determined with receiver operator characteristic curves analysis, yielding excellent discriminatory power, with 83.1% sensitivity and 100% specificity for reading efficiency. Thus, this study supports the Alouette test as a sensitive and specific screening tool for adults with dyslexia.

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“…Most remediation programs as well as diagnostic instruments have, however, been developed for younger students (e.g., Regtvoort, Zijlstra, & van der Leij, 2013; Snowling, 2013; Tijms, 2011) and little is known about suitable ways to support older students with dyslexia. For example, most studies towards interventions focus on basic literacy skills, whereas more advanced skills such as silent reading (Gagliano et al, 2015), foreign language learning and advanced spelling receive less attention. Also, self‐esteem and self‐efficacy (Burns, Poikkeus, & Aro, 2013), have been shown to play an important role, and may form a basis for additional interventions.…”

Section: Discussionmentioning

confidence: 99%

Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates

et al. 2020

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Although a diagnosis of dyslexia is often made during elementary school, severe and persistent literacy difficulties of a considerable group of students are only noticed during secondary school. The question arises whether the literacy(‐related) deficits of these late identified students with dyslexia differ from those of early diagnosed students. To address this question, 10th Grade Dutch secondary school students with early ( n = 35) and late ( n = 19) identified dyslexia and their peers with average to good literacy abilities ( n = 24) were compared on literacy skills and underlying cognitive skills. At the group level, both students with an early and late diagnosis performed more poorly than their typical peers, but they did not differ from each other on (pseudo‐)word reading, spelling and underlying cognitive correlates (phonemic awareness, rapid automatized naming and visual attention span). The early and late group contained comparable percentages of students performing poorly on most measures. There were, however, more students in the early group who showed deficits in phonemic awareness. Our results indicate that students with early and late diagnosed dyslexia are highly comparable. Suggestions for fitting interventions are discussed.

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Silent reading fluency: Implications for the assessment of adults with developmental dyslexia

Cited by 14 publications

References 23 publications

Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test

Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates

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