Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies
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- 作者：Eddy Cavallia ; eddy.cavalli@univ-amu.fr" class="auth_mail" title="E-mail the corresponding author ; Sé ; verine Casalisb ; severine.casalis@univ-lille3.fr" class="auth_mail" title="E-mail the corresponding author ; Abdessadek El Ahmadic ; Abdessadek.el-ahmadi@univ-amu.fr" class="auth_mail" title="E-mail the corresponding author ; Mé ; lody Ziraa ; melody.zira@gmail.com" class="auth_mail" title="E-mail the corresponding author ; Florence Poracchia-Georged ; florence.poracchia@ap-hm.fr" class="auth_mail" title="E-mail the corresponding author ; Pascale Colé ; a ; pascale.cole@univ-amu.fr" class="auth_mail" title="E-mail the corresponding author
- 关键词：University students with dyslexia ; Vocabulary breadth ; Vocabulary depth ; Rasch model ; Multiple-case studies
- 刊名：Research in Developmental Disabilities
- 出版年：2016
- 出版时间：April-May 2016
- 年：2016
- 卷：51-52
- 期：Complete
- 页码：89-102
- 全文大小：438 K
文摘
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Reading deficits are persistent in university students with dyslexia (DYS).
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Persistence of deficits in phonological skills in DYS.
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But vocabulary breadth (number of known words) is well developed in DYS.
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And vocabulary depth (precision) is more developed in DYS than in normal readers.
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Vocabulary skills can be considered as potential compensatory reading skills in DYS.