Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies

Research in Developmental Disabilities
Eddy CavalliPascale Colé

Abstract

Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented...Continue Reading

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Oct 18, 2016·Current Opinion in Behavioral Sciences·Stephanie L HaftFumiko Hoeft
May 9, 2018·Brain Sciences·Carmen López-EscribanoFernando Leal Carretero
Mar 7, 2019·Dyslexia : the Journal of the British Dyslexia Association·Elizabeth J MacKayS Hélène Deacon
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Jul 18, 2019·Annals of Dyslexia·Eddy CavalliJean-Luc Velay
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Jan 25, 2020·Neuropsychologia·Maud RasamimananaMireille Besson
May 5, 2021·NPJ Science of Learning·Nienke van AtteveldtMilene Bonte
May 14, 2021·Annals of Dyslexia·Desiré CariotiManuela Berlingeri
Jun 21, 2021·Annals of Dyslexia·Emily A FarrisTimothy N Odegard
Jun 30, 2021·Journal of Speech, Language, and Hearing Research : JSLHR·Suzanne M AdlofJoanna Scoggins

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