Approximately one fourth of children with dyslexia achieve a level of reading proficiency that enables them to participate in postsecondary education. Given the persistent problems with phonological skills reported in this population of high-functioning adults with dyslexia, of interest are the compensatory mechanisms that enable this relatively high level of reading skill. Theoretical models suggest that orthographic skills may be one mechanism through which compensation may occur. Empirical evidence is mixed regarding the role of orthographic skills in this population. This study compared orthographic knowledge between adults with and without histories of reading difficulties. Consistent with previous research, adults with histories of reading difficulties showed impairments on various reading measures, including orthographic knowledge.
|Number of pages||1|
|Journal||Canadian Journal of Experimental Psychology|
|Publication status||Published - 2010|
|Event||Annual Meeting of the Canadian Society for Brain Behaviour and Cognitive Science (20th : 2010) - Nova Scotia, Canada|
Duration: 11 Jun 2010 → 13 Jun 2010