Reading processes of university students with dyslexia

an examination of the relationship between oral reading and reading comprehension

Henriette Folkmann Pedersen*, Riccardo Fusaroli, Lene Louise Lauridsen, Rauno Parrila

*Corresponding author for this work

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self-corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within-group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them.

Original languageEnglish
Pages (from-to)305-321
Number of pages17
JournalDyslexia
Volume22
Issue number4
DOIs
Publication statusPublished - 1 Nov 2016
Externally publishedYes

Keywords

  • compensated dyslexics
  • oral reading
  • reading comprehension
  • reading errors
  • self-correction
  • reading process

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