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Journal of Learning Disabilities
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Reading Comprehension Skills of Young Adults with Childhood Diagnoses of Dyslexia

Marilyn J. Ransby

California School of Professional Psychology/Alameda at Alliant University, Mjransby{at}aol.com

H. Lee Swanson

University of California at Riverside, Lee.Swanson{at}ucr.edu

This study explores the contribution of cognitive processes to comprehension skills in adults who suffered from childhood developmental dyslexia (CD). The performance of adults with CD (ages 17 to 23), chronological age—matched (CA) adults, and reading level—matched (RL) children was compared on measures of phonological processing, naming speed, working memory (WM), general knowledge, vocabulary, and comprehension. The results showed that adults with CD scored lower on measures of phonological processing, naming speed, WM, general knowledge, and vocabulary when compared to CA readers but were comparable to RL children on the majority of process measures. Phonological processing, naming speed, vocabulary, general knowledge, and listening comprehension contributed independent variance to reading comprehension accuracy, whereas WM, intelligence, phonological processing, and listening comprehension contributed independent variance to comprehension fluency. Adults with CD scored lower than CA adults and higher than RL children on measures of lexical processing, WM, and listening comprehension when word recognition and intelligence were partialed from the analysis. In summary, constraints in phonological processing and naming speed mediate only some of the influence of high-order processes on reading comprehension. Furthermore, adults with CD experience difficulties in WM, listening comprehension, and vocabulary independently of their word recognition problems and intellectual ability.

Journal of Learning Disabilities, Vol. 36, No. 6, 538-555 (2003)
DOI: 10.1177/00222194030360060501
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