Keywords
adulthood
documentary analysis
review
How to Cite
Abstract
Dyslexia in adulthood affects around 4% of the population. Thus, this study offers an overview of the methodological aspects and the areas of research in dyslexia in adulthood. From a bibliographical search conducted in the Psychological Abstracts database: PsycINFO, we identified and selected the studies the review was to focus on. Results show in relation to methodological aspects, quantitative research methods are preferred in 59.4% of cases, whereas 5.7% opted for qualitative methods. Also, in 10% of the studies, used N=1 designs and in an under 10% studies used surveys, longitudinal/ follow-up studies or neurobiological procedures. In relation to the topics of research, 40.6% analyzed cognitive processes (phonemic awareness, memory, IQ, naming speed) and/or academic achievement (word reading, pseudoword reading, spelling, and reading comprehension), the 25.4% were neurobiological studies (neurological and genetics), the 12% were studies focusing on intervention, the 8% focused on identification/ diagnostic, and 5.4% analyzed associated problems to dyslexia in adulthood. The primary objectives of the research appear to be the characterisation of dyslexia and studies about neurobiological basis of dyslexia in adulthood. Research is also extended towards other, more practical matters.
American Psychiatric Association (APA) (2014). Manual diagnóstico y estadístico de los trastornos mentales. DSM-5. [Diagnostic and Statistical Manual of Mental Disorders, Five Edition] Madrid: Editorial Médica Panamericana.
Barquero, L. A., Davis, N., & Cutting, L. E. (2014). Neuroimaging of reading intervention: A Systematic Review and Activation Likelihood Estimate Meta-Analysis. PLoS ONE, 9(1), e83668.
Bjornsdottir, G., Halldorsson, J. G., Steinberg, S., Hansdottir, I., Kristjansson, K., Stefansson, H., & Stefansson, K. (2014). The adult reading history questionnaire (ARHQ) in icelandic: Psychometric properties and factor structure. Journal of Learning Disabilities, 47(6), 532-542.
Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26(3), 439–454.
Bruck, M. (1992). Persistence of Dyslexic’ phonological awareness deficits. Developmental Psychology, 28, 874-886. Callens, M., Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. PLoS ONE, 7(6), e38081.
Deacon, H., Cook, K., & Parrila, R. (2012). Identifying high-functioning dyslexics: is self-report of early reading problems enough?. Annals of Dyslexia, 62, 120–134.
Díaz, A., Jiménez, J. E., Mejía, C., & Fabregat, R. (2014). Propiedades psicométricas de la batería de evaluación de procesos cognitivos y de lectura en adultos con dislexia (BEDA). International Journal of developmental and Educational Psychology, 1(1), 565-570.
Eggleston, M., Hanger, N., Frampton, C., & Watkins. (2012) Coordination difficulties and self-steem: A review and findings from a New Zealand survey. Australian Occupational Therapy Journal, 59, 456-462.
Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of International Neuropsychological Society, 15, 501-508.
Giménez, A., Luque, J. L., López-Zamora, M., & Fernández, M. (2015). Autoinforme de Trastornos Lectores para Adultos (ATLAS). Anales de Psicología, 31(1), 109-119.
González, D., Jiménez, J. E., García, E., Díaz, A., Rodríguez, C., Crespo, P., & Artiles, C. (2010). Prevalencia de las dificultades específicas de aprendizaje en la Enseñanza Secundaria Obligatoria. European Journal of Education and Psychology, 3 (2), 317-327.
Gregg, N., Bandalos, D. L., Coleman, C., Davis, J. M., Robinson, K., & Blake, J. (2008). The validity of a battery of phonemic and orthographic awareness tasks for adults with and without dyslexia and attention Deficit/Hyperactivity disorder. Remedial and Special Education, 29(3), 175-190.
Hiscox, L., Leonavičiūtė, E., & Humby, T. (2014). The effects of automatic spelling correction software on understanding and comprehension in compensated dyslexia: Improved recall following dictation. Dyslexia, 20, (3), 208-224.
Jiménez, J. E., Guzmán, R., Rodríguez, C., & Artiles, C., (2009) Prevalencia de las dificultades específicas de aprendizaje: La dislexia en español. Anales de psicología, 25, 63-84
Jordan, J., McGladdery, G., & Dyer, K. (2014). Dyslexia in higher education: Implications for maths anxiety, statistics anxiety and psychological well-being. Dyslexia, 20, (3), 225-240.
Klassen, R. M., Tze, V. M., & Hannok, W. (2013). Internalizing Problems of Adults With Learning Disabilities A Meta-Analysis. Journal of learning disabilities, 46, (4), 317-327.
Lefly D. L, & Pennington, B. F. (2000). Reliability and Validity of the Adult Read-ing History Questionnaire. Journal of Learning Disability, 33, 286-296.
Lesaux, N. K. (2001). Persistence of phonological processing deficits in college dyslexics with age-appropriate reading skills. Journal of Learning disabilities, 34, 394-400
Lingo, A. S. (2014). Tutoring Middle School students with disabilities by high school students: Effects on oral reading fluency. Education and Treatment of Children, 37(1), 53-75.
Łockiewicz, M., Bogdanowicz, K. M., & Bogdanowicz, M. (2014). Psychological resources of adults with developmental dyslexia. Journal of Learning Disabilities, 47(6), 543-555.
Lovett, M. W., Lacarenza, L., Steinbach, K. A., & De Palma, M. (2014). Development and Evaluation of a Research-based intervention program for children and adolescents with reading disabilities. Perspectives on Language and Literacy, 40(3), 21-31.
Macdonald, S. J. (2010). Towards a social reality of dyslexia. British Journal of Learning Disabilities, 38(4), 271-279.
Marwood, H., & Hewitt, O. (2013). Evaluating an anxiety group for people with learning disabilities using a mixed methodology. British Journal of Learning Disabilities, 41(2), 150-158.
Nanda, A. O., Greenberg, D., & Morris, R. D. (2014). Reliability and validity of the CTOPP elision and blending words subtests for struggling adult readers. Reading and Writing, 27, 1603-1618.
Nelson, J. M., & Gregg, N. (2012). Depression and anxiety among transitioning adolescents and college students with ADHD, Dyslexia, or comorbid ADHD/Dyslexia. Journal of Attentional Disorders, 16(3), 244-254.
Nergård-Nilssen, T., & Hulme, C. (2014). Developmental Dyslexia in Adults: Behavioural Manifestations and Cognitive Correlates. Dyslexia, 20, 191-207
Peterson, R.L. & Pennington, B.F. (2012). Developmental dyslexia. The Lancet, 379, 1997-2007.
Pino, M., & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia, 20, 346-369.
Pinto, M., (2002). Análisis Documental de contenido. In Tortosa FM, Civera C. (Eds.), Nuevas tecnologías de la información y documentación en psicología (pp. 81-101). Madrid: Ariel.
Re, A. M., Tressoldi, P. E., Cornoldi, C., & Lucangeli, D. (2011). Which tasks best discriminate between dyslexic university students and controls in a transparent language? Dyslexia, 17(3), 227-241.
Rimkute, L., Torppa, M., Eklund, K., Nurmi, J., & Lyytinen, H. (2014). The impact of adolescents’ dyslexia on parents’ and their own educational expectations. Reading and Writing, 27(7), 1231-1253.
Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58, 81-95.
Shaywitz, S., Fletcher, J., Holahan, J., Shneider, A., Marchione, K., Stuebing, K. K., Francis, D. J., Pugh, K. R., & Shaywitz, B. A. (1999). Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence. Pediatrics, 104, 1351–59
Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual Review of Psychology, 59, 451–475.
Simmons, F., y Singleton, C. (2000). The reading comprehension abilities of dyslexic students in higher education. Dyslexia, 6(3), 178-192.
Snowling, M. J., & Hulme, Ch. (2012). Children´s reading impairments: From theory to practice. Japanese Psychological Research, 55(2), 186-202.
Snowling, M. J., Muter, V., & Carroll, J. (2007). Children at family risk of dyslexia: A follow-up in early adolescence. Journal of Child Psychology and Psychiatry, 48(6), 609-618.
Soriano-Ferrer, M. (2005). La investigación en dificultades de aprendizaje: Un análisis documental. Neurología, 41, 9, 550-555.
Soriano-Ferrer, M., & Miranda, A. (2010). Developmental Dyslexia in a Transparent Orthography: A Study of Spanish Dyslexic Children. In Th. E. Scruggs, & M. A. Mastropieri (Eds.), Literacy and Learning. Advances in Learning and Behavioral Disabilities. Volume 23 (pp. 95-114). Amsterdam: Emerald Group Publishing Limited.
Soriano-Ferrer, M., & Piedra Martínez, E. (2014). Una revisión de las bases neurobiológicas de la dislexia en población adulta. Neurología, 2014.: http:// dx.doi.org/10.1016/j.nrl.2014.08.003
Swanson L., & Hsieh C. J. (2009). Reading disabilities in adults: A selective meta-analysis of the literature. Review of Educational Research, 79, 1362-1390.
Swanson, L., (2012). Adults with Reading Disabilities: Converting a Meta-Analysis to Practice. Journal of Learning disabilities, 45(1), 17-30
Tops, W., Callens, M., Lammertyn, T., Hees, V., & Brisbaert, M. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia, 62, 186-203.
Undheim, A. M. (2009). A thirteen-year follow-up study of Noewegian adults with dislexia in childhood. Reading Development and educational levels. Dyslexia, 15(4), 291-303.
Wolff, U., & Lundberg, I. (2003). A Technique for Group Screening of Dyslexia among Adults. Annals of Dyslexia, 53, 324-339.
This journal is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have been made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights. Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.