Identifying high-functioning dyslexics: is self-report of early reading problems enough?

S. Hélène Deacon, Kathryn Cook, Rauno Parrila

Research output: Contribution to journalArticlepeer-review

43 Citations (Scopus)


We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n = 31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n = 20) and one with no self-reported reading acquisition problems (comparison group; n = 33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Original languageEnglish
Pages (from-to)120-134
Number of pages15
JournalAnnals of Dyslexia
Issue number2
Publication statusPublished - Jul 2012
Externally publishedYes


  • compensated dyslexics
  • high-functioning dyslexics
  • reading ability
  • recruitment


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