NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ797680
Record Type: Journal
Publication Date: 2005-Sep
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1937-6928
Decoding and Spelling Accommodations for Postsecondary Students Demonstrating Dyslexia--It's More than Processing Speed
Gregg, Noel; Hoy, Cheri; Flaherty, Donna Ann; Norris, Peggy; Coleman, Christopher; Davis, Mark; Jordan, Michael
Learning Disabilities: A Contemporary Journal, v3 n2 p1-17 Sep 2005
The vast majority of students with learning disabilities at the postsecondary level demonstrate reading decoding, reading fluency, and writing deficits. Identification of valid and reliable psychometric measures for documenting decoding and spelling disabilities at the postsecondary level is critical for determining appropriate accommodations. The purpose of this study was threefold: (a) to examine the relationship between specific Woodcock-Johnson III Cognitive and Achievement clusters (WJ III; Woodcock, McGrew, and Mather, 2001) across populations with and without dyslexia at the postsecondary level; (b) to identify the strongest WJ III cognitive predictors for decoding, spelling, and reading fluency across college students with and without dyslexia; and (c) to discuss the implications of the findings for assessment and accommodation practices for secondary and postsecondary students. A total of 101 college students with documented dyslexia and 100 college students without disabilities participated in the study. Both word knowledge and processing speed were found to significantly influence performance in very different ways. (Contains 7 tables.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A