Eddy Cavalli|Lynne G. Duncan|Carsten Elbro|Abdessadek El Ahmadi|Pascale Colé
Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?
French National Centre for Scientific Research|Aix-Marseille University|University of Dundee|University of Copenhagen|French National Centre for Scientific Research|Aix-Marseille University|French National Centre for Scientific Research|Aix-Marseille University
phonological deficit constitutes primary cause developmental dyslexia persists adulthood explain aspects reading impairment nevertheless dyslexic adults successfully manage study university level although little currently known achieve present study investigated individual group levels whether development another oral language skill namely morphological knowledge preserved dissociated development phonological knowledge reading phonological morphological abilities measured 20 dyslexic 20 nondyslexic university students results confirmed persistence deficits phonological morphological abilities thereby revealing dissociation development two skills moreover magnitude dissociation correlated reading level outcome supports claim university students dyslexia may compensate phonological weaknesses drawing morphological knowledge reading