Reading Disabilities in Adolescents and Adults

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.