Word-recognition skills of adults with childhood diagnoses of dyslexia.

Abstract

This study investigated whether the same pattern of reading deficits that characterize dyslexic children continue to characterize this population as it reaches adulthood. Standardized and experimental reading tasks were administered to college students with childhood diagnoses of dyslexia, and to age-matched and reading-matched control subjects. Despite relatively high levels of reading comprehension, dyslexics showed inaccurate and particularly slow word-recognition skills. Dyslexics did not use age-appropriate, and in some cases reading-level-appropriate word-recognition processes. They relied heavily on the use of spelling-sound information, syllabic information, and context for word recognition. Word-recognition difficulties reflected poor knowledge of spelling-sound correspondences. Adult dyslexics' patterns of performance were most similar to those of beginning skilled readers and to dyslexic children. The term arrest rather than deviance or delay best characterizes the word-recognition skills of adult dyslexics.

Specific reading disability (dyslexia): what have we learned in the past four decades?

“…Siegel, Share, & Geva, 1995). These limitations have been observed in both dyslexic children and adults (e.g., Bruck, 1990Bruck, , 1992Manis, Custodio, & Szeszulski, 1993;Snowling, 2000a;Olson et al, 1994;Vellutino et al, 1994Vellutino et al, , 1995a.…”

“…Additional support for this possibility comes from a large number of studies providing independent and convergent evidence that children who have difficulty in mapping alphabetic symbols to sound also have difficulty learning to read and spell (e.g., Fletcher et al, 1994;Olson, Forsberg, Wise, & Rack, 1994;Share & Stanovich, 1995;Shankweiler et al, 1979;Siegel & Ryan, 1984;Snowling, 1980;Stanovich & Siegel, 1994;Tunmer, 1989;Vellutino, 1979Vellutino, , 1987Vellutino, , 1991Vellutino & Scanlon, 1987a, b;Vellutino et al, l995a;Vellutino et al, 1991Vellutino et al, , 1994Vellutino et al, , 1996Wagner & Torgesen, 1987). Moreover, such difficulties have been found to continue well into adulthood (Bruck, 1990(Bruck, , 1992(Bruck, , 1993Satz, Buka, Lipsett, & Seidman, 1998;Spreen, 1989).…”

Phonological oddballs in the focus of attention elicit a normal P3b in dyslexic adults

“…Literacy difficulties associated with dyslexia can be identified in the early school years [4], they persist throughout childhood [20] and into adulthood [6,7,24,44]. Some remediation programs have been shown to increase reading accuracy, although reading fluency appears to be less prone to improvement [48].…”

A genome scan in multigenerational families with dyslexia: Identification of a novel locus on chromosome 2q that contributes to phonological decoding efficiency

“…3 Diagnosis is usually made during elementary school years, but is complicated by variation in educational experience and developmental changes in phenotypic expression. 4 Although with appropriate educational intervention, most affected individuals eventually achieve some proficiency in reading and writing skills, deficits in fluent oral reading and spelling often persist into adulthood [5][6][7][8][9] and may have long-term educational, economic, and social repercussions.…”