Are word-reading processes the same or different in adult literacy students and third–fifth graders matched for reading level?

摘要: This study examined whether word-reading processes operate similarly in adult literacy (AL) students and elementary school matched for reading level. Comparison of mean performances revealed that adults were severely deficient on phonologically complex tasks (segmentation, deletion, nonword reading). In contrast, orthographically tasks, both strengths (sight-word reading) weaknesses (spelling). Regression analyses individual differences word abilities explained by the same orthographic phonological AL children, despite their levels performance. Correlations between spelling measures weaker among than children. Inadequate integration these skills may explain adults' deficits as well acquisition difficulties.