Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia

Frontiers in Psychology

Abdessadek El Ahmadi¹  Pascale Colé³  Hélène Brèthes³  Jean-Baptiste Melmi³  Eddy Cavalli⁴  Ambre Denis-Noël⁵  Maryse Bianco⁶ 

[1] Aix-Marseille Université, CNRS, Laboratoire de Neurosciences Cognitives (UMR 7291, CNRS), Marseille, France;Aix-Marseille Université, CNRS, Laboratoire de Psychologie Cognitive (UMR 7290, CNRS), Marseille, France;Brain and Language Research Institute/Institute of Language, Communication and the Brain, Aix-Marseille Université and CNRS, Aix-en-Provence, France;Laboratoire d’Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France;Université Côte d’Azur, CNRS, MSHS Sud-Est, CoCoLab, Nice, France;Université Grenoble Alpes, LaRAC, Grenoble, France;

关键词: adults with dyslexia;    reading comprehension;    text reading fluency;    compensation;    reading;   

DOI  :  10.3389/fpsyg.2022.866543

来源: DOAJ

【 摘 要 】

Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.

【 授权许可】

Unknown