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

Autor:	Brèthes H; 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., Cavalli E; Laboratoire d'Etude des Mécanismes Cognitifs, Université Lumière Lyon 2, Lyon, France., Denis-Noël A; Université Côte d'Azur, CNRS, MSHS Sud-Est, CoCoLab, Nice, France., Melmi JB; 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., El Ahmadi A; Aix-Marseille Université, CNRS, Laboratoire de Neurosciences Cognitives (UMR 7291, CNRS), Marseille, France., Bianco M; Université Grenoble Alpes, LaRAC, Grenoble, France., Colé P; 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.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2022 May 09; Vol. 13, pp. 866543. Date of Electronic Publication: 2022 May 09 (Print Publication: 2022).
DOI:	10.3389/fpsyg.2022.866543
Abstrakt:	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. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2022 Brèthes, Cavalli, Denis-Noël, Melmi, El Ahmadi, Bianco and Colé.)
Databáze:	MEDLINE
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