L1 and L2 Reading Comprehension in Dutch Higher Education Students with and without Dyslexia: Effects of Test Type and Linguistic Skills
Saved in:
| Title: | L1 and L2 Reading Comprehension in Dutch Higher Education Students with and without Dyslexia: Effects of Test Type and Linguistic Skills |
|---|---|
| Language: | English |
| Authors: | Liset Rouweler, Ben Maassen, Sanne Oud, Barry de Groot, Wim Tops |
| Source: | European Journal of Special Needs Education. 2025 40(4):797-807. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Native Language, Second Languages, Reading Comprehension, Higher Education, College Students, Students with Disabilities, Dyslexia, Language Tests, Recall (Psychology), Objective Tests, Writing (Composition), Language Proficiency, Reading Fluency, Predictor Variables, Reading Tests, Scores |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/08856257.2024.2429925 |
| ISSN: | 0885-6257 1469-591X |
| Abstract: | Reading is one of the most important skills in higher education. Various students show problems with reading, which can lead to problems with text decoding, reading comprehension, or both. In this study, we investigate the L1 (Dutch) and L2 (English) reading comprehension performance of students with and without dyslexia. Participants were presented with two short texts, and their reading comprehension was tested via two different test types: (1) a free recall test (i.e. summary writing) and (2) a true/false test, composed of literal and inferential questions. In addition, the students were timed during text reading and tested on L1 and L2 language proficiency and print exposure, to study if and how these skills relate to their reading comprehension performance. In L1, both student groups performed equally well on literal true/false questions, but students with dyslexia performed poorer on inferential questions and summary writing. In L2, students with dyslexia performed worse on both types of true/false questions and the summary writing. Language proficiency was shown to play the most prominent role in reading comprehension skills of higher education students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477851 |
| Database: | ERIC |
| Abstract: | Reading is one of the most important skills in higher education. Various students show problems with reading, which can lead to problems with text decoding, reading comprehension, or both. In this study, we investigate the L1 (Dutch) and L2 (English) reading comprehension performance of students with and without dyslexia. Participants were presented with two short texts, and their reading comprehension was tested via two different test types: (1) a free recall test (i.e. summary writing) and (2) a true/false test, composed of literal and inferential questions. In addition, the students were timed during text reading and tested on L1 and L2 language proficiency and print exposure, to study if and how these skills relate to their reading comprehension performance. In L1, both student groups performed equally well on literal true/false questions, but students with dyslexia performed poorer on inferential questions and summary writing. In L2, students with dyslexia performed worse on both types of true/false questions and the summary writing. Language proficiency was shown to play the most prominent role in reading comprehension skills of higher education students. |
|---|---|
| ISSN: | 0885-6257 1469-591X |
| DOI: | 10.1080/08856257.2024.2429925 |
