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

Autor: Brèthes, Hélène, Cavalli, Eddy, Denis-Noël, Ambre, Melmi, Jean-Baptiste, El Ahmadi, Abdessadek, Bianco, Maryse, Colé, Pascale
Přispěvatelé: Laboratoire d'Etude des Mécanismes Cognitifs (EMC), Université Lumière - Lyon 2 (UL2), Laboratoire d'Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Nice Sophia Antipolis (1965 - 2019) (UNS), COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-Université Côte d'Azur (UCA), Laboratoire de psychologie cognitive (LPC), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de Neurosciences Cognitives [Marseille] (LNC), Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes (UGA)
Jazyk: angličtina
Rok vydání: 2022
Předmět:
Zdroj: Frontiers in Psychology
Frontiers in Psychology, 2022, 13, ⟨10.3389/fpsyg.2022.866543⟩
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2022.866543⟩
Popis: 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.
Databáze: OpenAIRE
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