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Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis

2020-10Journal article Restricted
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dc.contributor.authorReis, Alexandra
dc.contributor.authorAraujo, Susana
dc.contributor.authorMorais, Inês Salomé
dc.contributor.authorFaisca, Luis
dc.date.accessioned2021-06-24T11:35:16Z
dc.date.available2021-06-24T11:35:16Z
dc.date.issued2020-10
dc.description.abstractAn 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 meta-analysis 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.
dc.description.sponsorshipPortuguese Foundation for Science and Technology-FCTPortuguese Foundation for Science and Technology [UID/BIM/04773/2019 CBMR, PTDC/MHC-PCN/1175/2014, IF/00533/2015]
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.doi10.1007/s11881-020-00205-x
dc.identifier.issn0736-9387
dc.identifier.urihttp://hdl.handle.net/10400.1/16392
dc.language.isoeng
dc.peerreviewedyes
dc.publisherSpringer
dc.relationThe fast road to automation: Exploring the functional tuning to the orthographic code
dc.relationCentre for Biomedical Research
dc.subjectDyslexic adults
dc.subjectMeta-analysis
dc.subjectOrthographic transparency
dc.subjectPhonological awareness
dc.subjectReading
dc.subjectSpelling
dc.subject.otherEducation & Educational Research
dc.titleReading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleThe fast road to automation: Exploring the functional tuning to the orthographic code
oaire.awardTitleCentre for Biomedical Research
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/Investigador FCT/IF%2F00533%2F2015%2FCP1307%2FCT0001/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FMHC-PCN%2F1175%2F2014/PT
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID%2FBIM%2F04773%2F2019/PT
oaire.citation.endPage368
oaire.citation.issue3
oaire.citation.startPage339
oaire.citation.titleAnnals of Dyslexia
oaire.citation.volume70
oaire.fundingStreamInvestigador FCT
oaire.fundingStream3599-PPCDT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameReis
person.familyNameMorais
person.familyNameFaísca
person.givenNameAlexandra
person.givenNameInês Salomé
person.givenNameLuís
person.identifier387336
person.identifierA-4633-2013
person.identifier.ciencia-id4B10-E7E6-1D6A
person.identifier.ciencia-id4B17-4C10-4320
person.identifier.ciencia-id5719-6727-C596
person.identifier.orcid0000-0001-5598-0999
person.identifier.orcid0000-0002-8513-2066
person.identifier.orcid0000-0003-4859-8817
person.identifier.scopus-author-id7202574376
person.identifier.scopus-author-id6503944802
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsrestrictedAccess
rcaap.typearticle
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