Objective: This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists' understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic…

Structural patterns existing in language can be exploited for implicit prediction of sequences in speech and visual input via a process termed statistical learning (SL). Despite extensive examination of SL in dyslexia, whether SL problems arise from modality-constrained learning processes or from global learning processes is still unknown, nor is…

Dyslexia is a term widely used to describe reading characterised by problems with the fluent and accurate letter or word recognition. Nevertheless, there is no consensus about the definition, origin, and diagnosis of dyslexia and the term is often used very differently by researchers and practitioners. In many cases, research findings are employed…

Rules and regularities of language are typically processed in an implicit and effortless way in the human brain. Individuals with developmental dyslexia have problems in implicit learning of regularities in sequential stimuli, but the neural basis of this deficit has not been studied. This study investigated extraction and utilization of a complex…

We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence…

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also…

This eye-tracking study explored how phonological encoding and speech production planning for successive words are coordinated in adult readers with dyslexia (N = 22) and control readers (N = 25) during "rapid automatized naming" (RAN). Using an object-RAN task, we orthogonally manipulated the word-form frequency and phonological…

Are difficulties of individuals with dyslexia (IDDs) reduced or enhanced in tasks where linguistic regularities typically facilitate performance, such as vocabulary acquisition and reading? If impaired short-term memory and poor phonological decoding pose the main impediments to IDDs, then they are expected to compensate for these difficulties…

Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real…

Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning,…

Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; "Diagnostic and Statistical Manual of Mental Disorders" [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The…

According to the Grain Size Accommodation hypothesis (Lallier & Carreiras, 2017), learning to read in two languages differing in orthographic consistency leads to a cross-linguistic modulation of reading and spelling processes. Here, we test the prediction that bilingualism may influence the manifestations of dyslexia. We compared the deficits…

The purpose of the present study was to identify and characterize surface and phonological subgroups of readers among college students with a prior diagnosis of developmental reading disability (RD). Using a speeded naming task derived from Castles and Coltheart's subtyping study, we identified subgroups of readers from among college students with…

The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…

Reading fluency is often predicted by rapid automatized naming (RAN) speed, which as the name implies, measures the automaticity with which familiar stimuli (e.g., letters) can be retrieved and named. Readers with dyslexia are considered to have less "automatized" access to lexical information, reflected in longer RAN times compared with…