A beginning exploration of text generation abilities in university students with a history of reading difficulties.
There is a fundamental lack of understanding of how university students with a history of reading difficulties perform on various demanding literacy tasks. We compared the text generation skills, measured with timed summary writing and proofreading tasks, of university students with a history of reading difficulties to those of students with no such history. We further examined whether between-group differences in text generation skills remained after controlling for transcription skills (spelling and handwriting fluency), word reading, and reading comprehension. Forty-six university students with a history of reading difficulties were matched on age, gender, and non-verbal intelligence to 46 students without this history. We found that the students with a history of reading difficulties performed poorer on both measures of text generation than students without this history. When differences in transcription skills, word reading, and reading comprehension were controlled, we found that only differences in timed summary writing remained significant. These results suggest that students with a history of reading difficulties experience challenges with specific aspects of text generation that are beyond what one would expect from their difficulties with transcription and word reading. We suggest that, if not addressed, text generation deficits are likely to create obstacles for academic success.
['MacKay|Elizabeth J|EJ|https://orcid.org/0000-0001-5050-7692', 'Larcohe|Annie|A|', 'Parrila|Rauno|R|', 'Deacon|S Hélène|SH|']
D032882:Comprehension D004410:Dyslexia D005260:Female D006236:Handwriting D006801:Humans D007807:Language Tests D008037:Linguistics D000067010:Literacy D008297:Male D011932:Reading D057566:Self Report D013334:Students D014495:Universities D014956:Writing D055815:Young Adult
text generation proofreading spelling students with a self-reported history of reading difficulties