High-Functioning Adult Dyslexics: Deficits and Compensatory Mechanisms
Most adults with a childhood diagnosis of dyslexia continue to experience significant reading and writing difficulties throughout their lives. These can include problems in identifying single words, comprehending written sentences, and spelling words correctly. More...
Working Memory and Reading Comprehension in University Students
Few will disagree with the statement that the goal of reading is comprehension. But reading comprehension is a complex process that involves not only word recognition, knowledge of grammar and the context, but also some important ways in which we process information. Working memory defined as the capacity to store information for a short period of time and manipulate or process it (e.g., Baddeley & Hitch, 1974) has been singled out as one of those cognitive processes. Children as well as university students vary widely in their ability for reading comprehension, and in working memory. Whereas among children, basic skills in reading and grammar are still developing, and these may make some children better at comprehension than others, these skills are no longer that important among university students. Instead, some general cognitive processing abilities only one of which is working memory may influence the ability for comprehension. Two problems that immediately need solution are:
(1) What components of working memory influence comprehension in adults and
(2) What other domain-general processing skills influence reading comprehension beyond working memory.
Helping individuals who experience difficulties in comprehension even at post secondary level will succeed better when we can provide an answer to the twin questions.