Reading comprehension skills are essential for academic success and social inclusion. Although word-level decoding difficulties are the distinctive marker of dyslexia at all ages, issues with text understanding are considered a common secondary consequence of the primary deficit. The study investigates such issues in young adult learners of English. More specifically it explores whether, given their characteristic cognitive and communicative profile, the type of questions (i.e., factual vs. inferential questions) and the language of the text (i.e., L1 vs. English as a foreign language) may be factors of increased difficulty for learners with this condition and may consequently result in reduced accuracy. Data point to significant differences between the focus and the control group with respect to inferential processing of texts. Neurotypical learners were found to systematically outperform their dyslexic peers in accurately answering questions relying on either local or global coherence inferencing, and their performance was less influenced by reading in a foreign language. Pedagogical implications are discussed, and suggestions for future research are made.

Reading Comprehension in Young Adult Learners of English with and without Dyslexia

Gloria Cappelli
2022-01-01

Abstract

Reading comprehension skills are essential for academic success and social inclusion. Although word-level decoding difficulties are the distinctive marker of dyslexia at all ages, issues with text understanding are considered a common secondary consequence of the primary deficit. The study investigates such issues in young adult learners of English. More specifically it explores whether, given their characteristic cognitive and communicative profile, the type of questions (i.e., factual vs. inferential questions) and the language of the text (i.e., L1 vs. English as a foreign language) may be factors of increased difficulty for learners with this condition and may consequently result in reduced accuracy. Data point to significant differences between the focus and the control group with respect to inferential processing of texts. Neurotypical learners were found to systematically outperform their dyslexic peers in accurately answering questions relying on either local or global coherence inferencing, and their performance was less influenced by reading in a foreign language. Pedagogical implications are discussed, and suggestions for future research are made.
2022
Cappelli, Gloria
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11568/1129470
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact