Abstract
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 language | English |
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Pages (from-to) | 120-134 |
Number of pages | 15 |
Journal | Annals of Dyslexia |
Volume | 62 |
Issue number | 2 |
DOIs | |
Publication status | Published - Jul 2012 |
Externally published | Yes |
Keywords
- compensated dyslexics
- high-functioning dyslexics
- reading ability
- recruitment