Vocabulary skills are well developed in ...
Document type :
Article dans une revue scientifique
PMID :
Permalink :
Title :
Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies
Author(s) :
Cavalli, Eddy [Auteur]
Laboratoire de psychologie cognitive [LPC]
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
El Ahmadi, Abdessadek [Auteur]
Laboratoire de Neurosciences intégratives et adaptatives [LNIA]
Zira, Mélody [Auteur]
Laboratoire de psychologie cognitive [LPC]
Poracchia-George, Florence [Auteur]
Hôpital Salvator [CHU - APHM] [Hôpitaux Sud]
Colé, Pascale [Auteur]
Laboratoire de psychologie cognitive [LPC]
Laboratoire de psychologie cognitive [LPC]
Casalis, Severine [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
El Ahmadi, Abdessadek [Auteur]
Laboratoire de Neurosciences intégratives et adaptatives [LNIA]
Zira, Mélody [Auteur]
Laboratoire de psychologie cognitive [LPC]
Poracchia-George, Florence [Auteur]
Hôpital Salvator [CHU - APHM] [Hôpitaux Sud]
Colé, Pascale [Auteur]
Laboratoire de psychologie cognitive [LPC]
Journal title :
Research in Developmental Disabilities
Abbreviated title :
Res Dev Disabil
Volume number :
51-52
Pages :
89-102
Publication date :
2016-05
ISSN :
1873-3379
HAL domain(s) :
Sciences cognitives
English abstract : [en]
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 ...
Show more >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 by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed.Show less >
Show more >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 by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed.Show less >
Language :
Anglais
Audience :
Non spécifiée
Administrative institution(s) :
Université de Lille
CNRS
CHU Lille
CNRS
CHU Lille
Research team(s) :
Équipe Langage
Submission date :
2019-02-13T14:48:13Z
2020-04-20T12:47:28Z
2020-04-20T12:47:28Z