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A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
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Reading Disabilities in Adolescents and Adults.

Meredith Saletta1

  • 1Wendell Johnson Speech & Hearing Center, Department of Communication Sciences and Disorders, The University of Iowa, Iowa City.

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Reading difficulties can persist into adulthood, impacting lifelong outcomes. Speech-language pathologists can support older individuals, including those with intellectual disabilities, by addressing reading components and utilizing resources like leveled books.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Education

Background:

  • Reading skills development extends through adolescence and adulthood.
  • Reading difficulties can have significant, lifelong consequences.
  • Speech-language pathologists encounter challenges with older students due to legislative changes and evolving needs.

Purpose of the Study:

  • To review theoretical aspects of reading development and disorders in adolescents and adults.
  • To explore the impact of orthographic systems on spoken and written language processing in adults.
  • To examine the utility of leveled books and illustrations for older individuals with intellectual or developmental disabilities.

Main Methods:

  • A focused literature review was conducted.
  • Key areas reviewed include typical reading skills, dyslexia, legislative changes, orthography, and interventions for specific populations.
  • The review synthesized information relevant to clinical practice and theoretical understanding.

Main Results:

  • Reading development is a continuous process with implications for lifelong learning.
  • Understanding diverse orthographic systems is crucial for addressing reading challenges in adults.
  • Leveled books and visual aids show promise for supporting reading in adults with intellectual or developmental disabilities.

Conclusions:

  • Further research on reading in older individuals offers significant theoretical and clinical benefits.
  • Speech-language pathologists must consider all reading components (decoding, comprehension) and their link to oral language.
  • Therapeutic interventions should be tailored to address specific reading deficits and leverage appropriate resources.