Abstract
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 language | English |
|---|---|
| Pages (from-to) | 195-220 |
| Number of pages | 26 |
| Journal | Exceptionality Education Canada |
| Volume | 17 |
| Issue number | 2 |
| Publication status | Published - 2007 |
| Externally published | Yes |
Keywords
- 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