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Screening for reading disability in university students with phonological processing and working memory tasks.

Michael Broggi1, Rebecca E Ready1, Dina L Moore2

  • 1Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, Massachusetts.

Dyslexia (Chichester, England)
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A brief phonemic awareness task effectively screens for reading disabilities (RDs) in university students. This method shows high accuracy in identifying students with RDs, aiding early intervention.

Keywords:
phonological processingreading disabilityscreening testuniversity studentsworking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Many university students have undiagnosed reading disabilities (RDs).
  • Existing screening measures for RDs are limited in higher education settings.
  • Early identification of RDs is crucial for academic success.

Purpose of the Study:

  • To evaluate the effectiveness of phonemic awareness and working memory tasks in identifying university students with RDs.
  • To determine if specific tasks can differentiate students with RDs from control groups.
  • To assess the diagnostic accuracy of phonological processing tasks for screening RDs in college students.

Main Methods:

  • University students with diagnosed RDs, attention-deficit/hyperactivity disorder (ADHD), and neurotypical controls participated.
  • Participants completed brief phonological processing and working memory assessments.
  • Statistical analyses were used to compare performance between groups and assess diagnostic accuracy.

Main Results:

  • Students with RDs performed significantly lower on all tasks compared to both control groups.
  • Phonological processing tasks alone demonstrated excellent sensitivity and specificity in discriminating students with RDs.
  • Working memory tasks did not significantly improve diagnostic accuracy when combined with phonological tasks.

Conclusions:

  • Brief phonemic awareness tasks are effective screening tools for reading disabilities in university students.
  • A battery of phonemic tasks can serve as a valuable screening instrument on college campuses.
  • This approach can facilitate timely support for students with undiagnosed reading disabilities.