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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

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Adults with reading disabilities: converting a meta-analysis to practice.

H Lee Swanson1

  • 1University of California, Riverside, Riverside, Educational Psychology and Special Education, School of Education, CA 92521, USA. Lee.Swanson@ucr.edu

Journal of Learning Disabilities
|November 8, 2011
PubMed
Summary

Adults with reading disabilities (RD) experience significant academic and cognitive deficits, particularly in vocabulary, math, and naming speed. Those with high verbal IQ but low word recognition show the most pronounced challenges compared to peers.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Reading disabilities (RD) affect a significant portion of the adult population.
  • Understanding the full spectrum of deficits in adults with RD is crucial for effective support.
  • Previous research has often focused on children or used varied methodologies, necessitating a comprehensive review.

Purpose of the Study:

  • To systematically review and synthesize findings from experimental literature comparing adults with RD and average readers.
  • To identify specific academic, cognitive, and behavioral performance deficits in adults with RD.
  • To explore how varying cognitive profiles (e.g., high verbal IQ with low reading) influence performance.

Main Methods:

  • Conducted a meta-analysis of published experimental studies.
  • Included studies comparing academic, cognitive, and behavioral outcomes of adults with RD and average readers.
  • Analyzed data to identify consistent patterns of deficits across different measures.

Main Results:

  • Adults with RD demonstrated significant deficits in vocabulary, math, and spelling.
  • Specific cognitive processing deficits were observed in naming speed, phonological processing, and verbal memory.
  • Adults with high verbal IQ (>100) and low word recognition (<90) exhibited greater deficits than those with uniformly low scores.

Conclusions:

  • Reading disabilities in adults are associated with pervasive academic and cognitive impairments beyond reading itself.
  • Assessment and intervention strategies must consider the complex interplay of cognitive abilities and reading proficiency.
  • Targeted interventions may be necessary for adults with specific profiles, such as high verbal ability coupled with reading difficulties.