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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Applied Linguistics

Background:

  • Reading impairments, specifically decoding difficulties, can persist into higher education.
  • Older students often present unique challenges in assessment and intervention compared to younger learners.
  • Factors influencing decoding include phonological awareness, orthographic processing, strategy use, and morphological awareness.

Purpose of the Study:

  • To discuss impairments in decoding skills in older students using a case study.
  • To review factors contributing to decoding difficulties in university-level students.
  • To highlight the application of current literature in assessment and intervention for older students with reading impairments.

Main Methods:

  • A case study of a 29-year-old university student with decoding impairments.
  • Review of literature on factors affecting word decoding.
  • Description of assessment and intervention procedures tailored for an older student.

Main Results:

  • The case illustrates how phonological awareness, visual orthographic images, decoding strategies, and morphological awareness impact older students' ability to decode unfamiliar words.
  • Assessment and intervention procedures informed by current research were applied effectively.
  • The student's emotional needs were identified as a crucial factor in the intervention process.

Conclusions:

  • Decoding impairments in older students necessitate specialized assessment and intervention approaches.
  • Interventions must integrate current research findings and address the unique developmental and emotional needs of university students.
  • Recognizing and supporting the emotional well-being of older students with reading difficulties is paramount for successful outcomes.