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ERIC Number: EJ773920
Record Type: Journal
Publication Date: 2007
Pages: 26
Abstractor: Author
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1183-322X
University Students with a Significant History of Reading Difficulties: What Is and Is Not Compensated?
Parrila, Rauno; Georgiou, George; Corkett, Julie
Exceptionality Education Canada, v17 n2 p195-220 2007
This study examined the status of current reading, spelling, and phonological processing skills of 28 university students who reported a history of reading acquisition problems. The results indicated that 21 of these participants were currently able to comprehend text at a level expected for university students, although only 8 at a rate comparable to that of university students without a history of reading acquisition problems. In addition, all but two participants showed current problems in two or more of the additional areas examined, including word reading, decoding, spelling, and phonological processing. The performance of ten participants who had a recent diagnosis of reading disability was mostly indistinguishable from the performance of participants without such diagnosis, except on the phonological processing tasks. (Contains 3 tables.)
Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Peabody Individual Achievement Test; Wide Range Achievement Test; Woodcock Reading Mastery Test