Eddy Cavalli|Séverine Casalis|Abdessadek El Ahmadi|Mélody Zira|Florence Poracchia-George|Pascale Colé
Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies
Laboratoire de Psychologie Cognitive|French National Centre for Scientific Research|Sciences Cognitives et Sciences Affectives|French National Centre for Scientific Research|Laboratoire de Neurosciences Intégratives et Adaptatives|French National Centre for Scientific Research|Laboratoire de Psychologie Cognitive|French National Centre for Scientific Research|Hôpital Salvator|Laboratoire de Psychologie Cognitive|French National Centre for Scientific Research
studies adults developmental dyslexia focused identifying deficits responsible persistent reading difficulties little known readers manage intensive exposure written language required obtain university degree main objective study identify certain skills specifically vocabulary skills french university students dyslexia developed may contribute literacy skills tested 20 university students dyslexia 20 normal readers matched chronological age gender nonverbal iq level education reading phonological vocabulary breadth number known words vocabulary depth accuracy precision tasks comparing vocabulary measures used rasch model single case study methodologies results reading phonological tasks confirmed persistence deficits written word recognition phonological skills however using rasch model found two groups performed level vocabulary breadth task whereas dyslexics systematically outperformed chronological age controls vocabulary depth task results supplemented multiple case studies vocabulary skills french university students dyslexia well developed possible interpretations results discussed