Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill.
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| Title: | Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. |
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| Authors: | Moojen, Sônia Maria Pallaoro (AUTHOR), Gonçalves, Hosana Alves (AUTHOR), Bassôa, Ana (AUTHOR), Navas, Ana Luiza (AUTHOR), de Jou, Graciela (AUTHOR), Miguel, Emílio Sánchez (AUTHOR) |
| Source: | Annals of Dyslexia. Apr2020, Vol. 70 Issue 1, p115-140. 26p. 7 Charts. |
| Subjects: | Dyslexia, Phonological awareness, Syllable (Grammar), Adults, Reading comprehension, Phonological decoding, Spanish language, Comprehension testing |
| Abstract: | The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 142942835 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Moojen%2C+Sônia+Maria+Pallaoro%22">Moojen, Sônia Maria Pallaoro</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonçalves%2C+Hosana+Alves%22">Gonçalves, Hosana Alves</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bassôa%2C+Ana%22">Bassôa, Ana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Navas%2C+Ana+Luiza%22">Navas, Ana Luiza</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22de+Jou%2C+Graciela%22">de Jou, Graciela</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Miguel%2C+Emílio+Sánchez%22">Miguel, Emílio Sánchez</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Apr2020, Vol. 70 Issue 1, p115-140. 26p. 7 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Syllable+%28Grammar%29%22">Syllable (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+decoding%22">Phonological decoding</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11881-020-00195-w Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 115 Subjects: – SubjectFull: Dyslexia Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Syllable (Grammar) Type: general – SubjectFull: Adults Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Phonological decoding Type: general – SubjectFull: Spanish language Type: general – SubjectFull: Comprehension testing Type: general Titles: – TitleFull: Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Moojen, Sônia Maria Pallaoro – PersonEntity: Name: NameFull: Gonçalves, Hosana Alves – PersonEntity: Name: NameFull: Bassôa, Ana – PersonEntity: Name: NameFull: Navas, Ana Luiza – PersonEntity: Name: NameFull: de Jou, Graciela – PersonEntity: Name: NameFull: Miguel, Emílio Sánchez IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 07369387 Numbering: – Type: volume Value: 70 – Type: issue Value: 1 Titles: – TitleFull: Annals of Dyslexia Type: main |
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