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L1 and L2 Reading Comprehension in Dutch Higher Education Students with and without Dyslexia: Effects of Test Type and Linguistic Skills

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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
FullText Text:
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  Data: L1 and L2 Reading Comprehension in Dutch Higher Education Students with and without Dyslexia: Effects of Test Type and Linguistic Skills
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  Data: <searchLink fieldCode="AR" term="%22Liset+Rouweler%22">Liset Rouweler</searchLink><br /><searchLink fieldCode="AR" term="%22Ben+Maassen%22">Ben Maassen</searchLink><br /><searchLink fieldCode="AR" term="%22Sanne+Oud%22">Sanne Oud</searchLink><br /><searchLink fieldCode="AR" term="%22Barry+de+Groot%22">Barry de Groot</searchLink><br /><searchLink fieldCode="AR" term="%22Wim+Tops%22">Wim Tops</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Special+Needs+Education%22"><i>European Journal of Special Needs Education</i></searchLink>. 2025 40(4):797-807.
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  Data: 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
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Languages%22">Second Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Objective+Tests%22">Objective Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
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  Data: 10.1080/08856257.2024.2429925
– Name: ISSN
  Label: ISSN
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  Data: 0885-6257<br />1469-591X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1477851
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477851
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        Value: 10.1080/08856257.2024.2429925
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 797
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Second Languages
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: College Students
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Language Tests
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      – SubjectFull: Recall (Psychology)
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      – SubjectFull: Objective Tests
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Reading Tests
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      – SubjectFull: Scores
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      – SubjectFull: Netherlands
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    Titles:
      – TitleFull: L1 and L2 Reading Comprehension in Dutch Higher Education Students with and without Dyslexia: Effects of Test Type and Linguistic Skills
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              Type: published
              Y: 2025
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              Value: 0885-6257
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