Use of context in the word recognition process by adults with a significant history of reading difficulties

Corkett, Julie K.; Parrila, Rauno

doi:10.1007/s11881-008-0018-1

Cited by 16 publications

(12 citation statements)

References 26 publications

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“…On timed testing, these studies found significant differences in reading comprehension in favor of readers without disabilities. However, no significant differences between readers with and without LD were found when comprehension was scored as the number of items correct out of the items actually attempted in the time permitted, rather than the number of correct answers out of all of the items presented (Corkett & Parrila, 2007;Deacon, Parrila, & Kirby, 2006).…”

Section: Phonological Awareness and Reading Mechanicsmentioning

confidence: 82%

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities

Stothers

Klein

2010

Ann. of Dyslexia

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It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.

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Section: Phonological Awareness and Reading Mechanicsmentioning

confidence: 82%

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities

Stothers

Klein

2010

Ann. of Dyslexia

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“…Así, los autoinformes han formado parte del procedimiento habitual destinado a establecer el criterio de selección de la muestra y establecimiento de grupos (Bekebrede, Van der Leij, Plakas, Shareb y Morfidi, 2010;Birch y Chase, 2004;Corkett y Parrila, 2008;Hatcher et al, 2002;Ramus et al, 2003;Scarborough, 1991; y en el nutrido grupo de publicaciones de Finlandia Torppa, Eklund, van Bergen, y Lyytinen, 2011, entre otros).…”

Section: Introductionunclassified

A self-report questionnaire on reading-writing difficulties for adults. [Autoinforme de Trastornos Lectores para AdultoS (ATLAS)]

et al. 2015

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Resumen: En este trabajo se presenta un cuestionario de autoinforme de trastornos lectores para adultos en español (ATLAS). Se comienza por revisar las investigaciones que demuestran la utilidad y la fiabilidad de los autoinformes como instrumento para valorar las habilidades lectoescritoras de los adultos. A continuación se describe un estudio destinado a seleccionar los ítems críticos en función de su capacidad discriminativa. Este estudio permitió la elaboración de la versión final del autoinforme. Finalmente, en un segundo estudio se contrastan los datos recogidos a través del autoinforme con los obtenidos mediante pruebas psicométricas en una población universitaria. Los resultados indican que los ítems permiten (a) describir las principales dificultades de lectoescritura y (b) discriminar entre normolectores y estudiantes con dificultades. Por otra, (c) los resultados muestran que la autovaloración realizada mediante el autoinforme coincide con las medidas obtenidas mediante pruebas objetivas. Estos resultados apoyan la utilidad y fiabilidad del uso del ATLAS para detectar adultos con trastornos de lectoescritura. Presenta, además, la ventaja de ser fácil y rápido de usar. Palabras clave: Dislexia; dificultades de lectoescritura; adultos; autoinformes.Title: A self-report questionnaire on reading-writing difficulties for adults Abstract: In this paper a self-report questionnaire on reading-writing difficulties for adults in Spanish (ATLAS) is presented. Studies that use selfreport questionnaires as a tool for screening of reading-writing difficulties in adults were reviewed. Two studies were carried out to determine the validity and reliability of ATLAS. The first study was aimed to select the critical items and to assess their reliability and discriminability. In the second study the assessment reported through the answers to the questionnaire was contrasted with the results of psychometric tests. Results showed that (a) items were suitable descriptors for adult difficulties, (b) there were significant correlations between self-report scores and reading measures, and (c) the items discriminate between good and poor readers. The results of this study demonstrated that ATLAS is a sensitive tool to screen adults with reading difficulties. As a further advantage, ATLAS is an easy-to-use and time-saving instrument. Key words: Dyslexia; reading-writing difficulties; adults; self-report questionnaires. IntroducciónUn buen número de investigaciones han utilizado autoinformes para indagar acerca de la historia de aprendizaje de la lectura y las dificultades actuales de los adultos. La razón es que permiten reunir en poco tiempo información fiable sobre un número amplio de aspectos (incluso sin la presencia del examinador), cualidades de indudable valor dada la dificultad de lograr la participación de personas adultas en tareas de evaluación (Gilger, Pennington y DeFries, 1991; SchulteKörne, Deimel y Remschmidt, 1997). Este trabajo tiene como objetivo presentar y describir la elaboración de un Autoinforme de Trasto...

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“…It may follow that the largest achievement gaps for students with a self-reported history of reading difficulties will be in isolated word reading, with lower levels of impairment in reading comprehension. The semantic and syntactic contexts provided by connected text may facilitate comprehension for students with a self-reported history of reading difficulties (see Corkett & Parrila, 2008). Alternatively, if processes specific to reading fluency or comprehension are impaired for students with a self-reported history of reading difficulties, text-reading measures may be at least as impaired as isolated word reading.…”

mentioning

confidence: 99%

Morphological awareness and reading achievement in university students

Metsala

Parrila

Conrad³

et al. 2019

Applied Psycholinguistics

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We examined morphological awareness and reading achievement in university students in two ways. First, students with and without a self-reported history of reading difficulties were compared on word reading and text reading achievement, and on the reading-related skills of morphological awareness, orthographic processing, and phonological processing. Second, the unique contribution of morphological awareness to reading achievement was examined for a larger sample of first-year university students. Students with a self-reported history of reading difficulties (n = 54) showed moderate to large gaps in each area of reading achievement, and timed reading comprehension appeared more severely impaired than word-reading efficiency. These students had a deficit in morphological awareness that persisted even when (a) phonological awareness and orthographic processing skills, or (b) word-reading accuracy were statistically controlled. In the larger first-year sample (N = 211), morphological awareness contributed to variance in word reading beyond that accounted for by phonological awareness and orthographic processing. Furthermore, of the reading-related skills, only morphological awareness made a unique contribution to reading comprehension beyond variance accounted for by word reading. Taken together, these results demonstrate that morphological awareness makes unique contributions to university students’ reading achievement and is an additional difficulty for students with a self-reported history of reading difficulties.

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Use of context in the word recognition process by adults with a significant history of reading difficulties

Cited by 16 publications

References 26 publications

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities

Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities

A self-report questionnaire on reading-writing difficulties for adults. [Autoinforme de Trastornos Lectores para AdultoS (ATLAS)]

Morphological awareness and reading achievement in university students

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