Spelling errors and reading fluency in compensated adult dyslexics

Area of Science:

• Neuroscience
• Cognitive Psychology
• Educational Psychology

Background:

• Dyslexia is typically a lifelong diagnosis.
• Some individuals develop compensatory strategies, no longer meeting diagnostic criteria in adulthood.

Purpose of the Study:

• To investigate the cognitive and academic differences between adult dyslexics, compensated dyslexics, and nondyslexics.
• To determine factors influencing successful compensation for dyslexia.

Main Methods:

• Two studies compared IQ, achievement test scores, and spelling errors.
• Study 2 matched participants on age, education, IQ, and socioeconomic status (SES).
• Measures included WRAT Spelling, Reading Quotient, Gray Oral Reading Test, and PIAT Reading Comprehension.

Main Results:

• Compensated dyslexics differed from nondyslexics in spelling and reading quotient scores.
• Compensated dyslexics showed differences from dyslexics in most reading and spelling measures.
• Compensated dyslexics were distinct from both groups in reading speed automaticity.

Conclusions:

• Compensation for dyslexia is not primarily due to higher IQ, education, or SES.
• Compensated individuals exhibit near-nondyslexic reading/spelling skills but may lack automaticity.
• Sex may play a role in the development of compensatory strategies.