University students with a significant history of reading difficulties: what is and is not compensated?

Rauno Parrila, George Georgiou, Julie Corkett

Research output: Contribution to journalArticlepeer-review


This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks. (Contains 3 tables.)
Original languageEnglish
Pages (from-to)195-220
Number of pages26
JournalExceptionality Education Canada
Issue number2
Publication statusPublished - 2007
Externally publishedYes


  • Canada
  • Woodcock Reading Mastery Test Revised
  • Peabody Individual Achievement Test (Revised)
  • Wide Range Achievement Test 3
  • ERIC, Current Index to Journals in Education (CIJE)
  • Higher Education
  • Spelling
  • Word Recognition
  • Measurement Techniques
  • Decoding (Reading)
  • Foreign Countries
  • Reading Difficulties
  • Reading Rate
  • Comparative Analysis
  • College Students
  • Phoneme Grapheme Correspondence
  • Reading Comprehension
  • Reading Skills
  • Questionnaires
  • Profiles


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