Rosa Kwok|Andrew W. Ellis
Visual word learning in adults with dyslexia
University of Salzburg|University of York|Sapienza University of Rome|Lancaster University|University of York|Sapienza University of Rome|University of Salzburg|Lancaster University
investigated word learning university college students diagnosis dyslexia typicallyreading controls participants read aloud short 4letter longer 7letter nonwords quickly possible nonwords repeated across 10 blocks using different random order block participants returned 7 days later repeated experiment accuracy high groups dyslexics substantially slower controls reading nonwords throughout experiment also showed larger length effect indicating less effective decoding skills learning demonstrated faster reading nonwords across repeated presentations reduction difference reading speeds shorter longer nonwords dyslexics required presentations nonwords length effect became nonsignificant showing convergence reaction times shorter longer items second testing session controls achieved convergence partway first session participants also completed psychological test battery assessing reading spelling vocabulary phonological awareness working memory nonverbal ability motor speed dyslexics performed similar level controls nonverbal ability significantly less well measures regression analyses found decoding ability measured speed reading aloud nonwords presented first time predicted composite word reading spelling scores literacy word learning assessed terms improvement naming speeds 10 blocks training learning predicted vocabulary working memory scores literacy phonological awareness nonverbal ability motor speed results show young dyslexic adults problems pronouncing novel words learning new written words