Authors: Eddy Cavalli, Séverine Casalis, Abdessadek El Ahmadi, Mélody Zira, Florence Poracchia-George, Pascale Colé.
Publication: Research in Developmental Disabilities . Volumes 51–52, Pages 89-102 2016 | DOI: https://doi.org/10.1016/j.ridd.2016.01.006
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.
Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, 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