Publicação
Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis
| Resumo: | An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent—as opposed to intermediate and opaque—orthographies. Overall, the metaanalysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies. |
|---|---|
| Autores principais: | Reis, Alexandra |
| Outros Autores: | Araújo, Susana; Morais, Inês Salomé; Faísca, Luís |
| Assunto: | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| Ano: | 2020 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| _version_ | 1865920821157953536 |
|---|---|
| author | Reis, Alexandra |
| author2 | Araújo, Susana Morais, Inês Salomé Faísca, Luís |
| author2_role | author author author |
| author_facet | Reis, Alexandra Reis, Alexandra Araújo, Susana Morais, Inês Salomé Faísca, Luís Araújo, Susana Morais, Inês Salomé Faísca, Luís |
| author_role | author |
| contributor_name_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| country_str | PT |
| creators_json_str | [{\"Person.name\":\"Reis, Alexandra\",\"Person.identifier.orcid\":\"0000-0001-5598-0999\"},{\"Person.name\":\"Araújo, Susana\",\"Person.identifier.orcid\":\"0000-0002-0354-3348\"},{\"Person.name\":\"Morais, Inês Salomé\",\"Person.identifier.orcid\":\"0000-0002-8513-2066\"},{\"Person.name\":\"Faísca, Luís\",\"Person.identifier.orcid\":\"0000-0003-4859-8817\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| datacite.creators.creator.creatorName.fl_str_mv | Reis, Alexandra Araújo, Susana Morais, Inês Salomé Faísca, Luís |
| datacite.date.Accepted.fl_str_mv | 2020-09-12T00:00:00Z |
| datacite.date.available.fl_str_mv | 2024-03-12T13:59:13Z |
| datacite.date.embargoed.fl_str_mv | 2024-03-12T13:59:13Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| datacite.subjects.subject.fl_str_mv | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| datacite.titles.title.fl_str_mv | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| dc.contributor.none.fl_str_mv | Repositório Científico de Acesso Aberto da ULisboa |
| dc.creator.none.fl_str_mv | Reis, Alexandra Araújo, Susana Morais, Inês Salomé Faísca, Luís |
| dc.date.Accepted.fl_str_mv | 2020-09-12T00:00:00Z |
| dc.date.available.fl_str_mv | 2024-03-12T13:59:13Z |
| dc.date.embargoed.fl_str_mv | 2024-03-12T13:59:13Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10451/63369 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Springer |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_16ec |
| dc.subject.none.fl_str_mv | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| dc.title.fl_str_mv | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent—as opposed to intermediate and opaque—orthographies. Overall, the metaanalysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies. |
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| eu_rights_str_mv | restrictedAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ulisboa.pt/bitstreams/3e6fff99-43d5-426f-bad4-b157e43bb570/download |
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| identifier.url.fl_str_mv | http://hdl.handle.net/10451/63369 |
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| institution | Universidade de Lisboa |
| instname_str | Universidade de Lisboa |
| language | eng |
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| network_name_str | Repositório da Universidade de Lisboa |
| oai_identifier_str | oai:repositorio.ulisboa.pt:10451/63369 |
| organization_str_mv | urn:organizationAcronym:ul |
| person_str_mv | Reis, Alexandra Reis, Alexandra https://www.ciencia-id.pt/4B10-E7E6-1D6A 4B10-E7E6-1D6A http://orcid.org/0000-0001-5598-0999 0000-0001-5598-0999 Araújo, Susana Araújo, Susana http://orcid.org/0000-0002-0354-3348 0000-0002-0354-3348 Morais, Inês Salomé Morais, Inês Salomé https://www.ciencia-id.pt/4B17-4C10-4320 4B17-4C10-4320 http://orcid.org/0000-0002-8513-2066 0000-0002-8513-2066 Faísca, Luís Faísca, Luís https://www.ciencia-id.pt/5719-6727-C596 5719-6727-C596 http://orcid.org/0000-0003-4859-8817 0000-0003-4859-8817 |
| publishDate | 2020 |
| publisher.none.fl_str_mv | Springer |
| reponame_str | Repositório da Universidade de Lisboa |
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| spelling | engSpringerpt_PTAn individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735 ≤ d ≤ 2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591 ≤ d ≤ 1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent—as opposed to intermediate and opaque—orthographies. Overall, the metaanalysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies.application/pdfpt_PTReading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysisPersonalReis, AlexandraDSpacehttp://dspace.org/items/9fb27bda-5d7c-4781-bd5a-d038047e9c2fDSpacehttp://dspace.org/items/9fb27bda-5d7c-4781-bd5a-d038047e9c2fReisAlexandra Isabel Dias ReisCiência IDhttps://www.ciencia-id.pt4B10-E7E6-1D6AORCIDhttp://orcid.org0000-0001-5598-0999Scopus Author IDhttps://www.scopus.com7202574376PersonalAraújo, SusanaDSpacehttp://dspace.org/items/8af065f5-fa36-4bdd-a80f-565c48f457a8DSpacehttp://dspace.org/items/8af065f5-fa36-4bdd-a80f-565c48f457a8AraújoSusanaORCIDhttp://orcid.org0000-0002-0354-3348Researcher IDhttps://www.researcherid.comA-7424-2013Scopus Author IDhttps://www.scopus.com36678827900PersonalMorais, Inês SaloméDSpacehttp://dspace.org/items/2030b912-d212-416c-ad7e-108f73afbbadDSpacehttp://dspace.org/items/2030b912-d212-416c-ad7e-108f73afbbadPestana MoraisInês SaloméCiência IDhttps://www.ciencia-id.pt4B17-4C10-4320ORCIDhttp://orcid.org0000-0002-8513-2066PersonalFaísca, LuísDSpacehttp://dspace.org/items/5ed525a9-5ad8-40bf-a790-515b72702497DSpacehttp://dspace.org/items/5ed525a9-5ad8-40bf-a790-515b72702497FaíscaLuísCiência IDhttps://www.ciencia-id.pt5719-6727-C596ORCIDhttp://orcid.org0000-0003-4859-8817Scopus Author IDhttps://www.scopus.com6503944802HostingInstitutionOrganizationalRepositório Científico de Acesso Aberto da ULisboae-mailmailto:repositorio@reitoria.ulisboa.ptrepositorio@reitoria.ulisboa.ptISSNIsPartOf0736-9387DOIIsPartOf10.1007/s11881-020-00205-x2024-03-12T13:59:13Z2020-09-122024-03-10T11:32:55Z2020-09-12T00:00:00ZHandlehttp://hdl.handle.net/10451/63369http://purl.org/coar/access_right/c_16ecrestricted accessReadingDevelopmental DyslexiaCognitive predictorsDyslexic adultsMeta-analysisOrthographic transparencyPhonological awarenessSpelling636932 bytesliteraturehttp://purl.org/coar/resource_type/c_6501journal articlehttp://purl.org/coar/access_right/c_16ecapplication/pdffulltexthttps://repositorio.ulisboa.pt/bitstreams/3e6fff99-43d5-426f-bad4-b157e43bb570/downloadAnnals of Dyslexia703339368 |
| spellingShingle | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis Reis, Alexandra Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling Reis, Alexandra Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| status | SINGLETON |
| subject.fl_str_mv | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| title | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| title_full | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| title_fullStr | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| title_full_unstemmed | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| title_short | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| title_sort | Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis |
| topic | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| topic_facet | Reading Developmental Dyslexia Cognitive predictors Dyslexic adults Meta-analysis Orthographic transparency Phonological awareness Spelling |
| url | http://hdl.handle.net/10451/63369 |
| visible | 1 |