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This groundbreaking volume provides a comprehensive international perspective on how dyslexia manifests across the lifespan, with a rare and valuable focus on adults. Each chapter meticulously examines research on critical aspects of dyslexia relevant to adult populations.
The book delivers an in-depth assessment of the dyslexic reader's neurocognitive profile-exploring language processing, memory systems, learning mechanisms, executive functions, and neurobiological foundations. Readers will find evidence-based approaches to screening, diagnosis, and intervention specifically tailored for adults with dyslexia.
The text addresses crucial questions about long-term cognitive risk factors while highlighting how adults with dyslexia develop resilience through effective compensatory strategies. By synthesizing diverse research into a single authoritative resource, this volume serves as an essential reference for scholars, students, and professionals worldwide who seek to understand how dyslexia impacts training, education, and employment throughout adulthood.
List of contents
Contents: Introduction: Understanding Adult Dyslexia - Definitions, Challenges and Research Perspectives. Chapter1: Adults with Learning Disorders in Reading: A Selective Review of the Literature. Chapter 2: Phonological Processing Skills in Adults with Dyslexia. Chapter 3: Oral Language Skills and Reading in Adults with Dyslexia. Chapter 4: Visuo-orthographic processing in dyslexic adults. Chapter 5: Executive functions in adults with dyslexia. Chapter 6: Memory in adults with dyslexia. Chapter 7: Neurological function in adult dyslexia. Chapter 8: Screening and diagnosis of dyslexia in higher education. Chapter 9: Learning Strategies and Metacognition in Adults with Dyslexia. Chapter 10: Cognitive remediation and neural changes in adults with dyslexia. Chapter 11: The Definition of Dyslexia, still debated after all these years. Chapter 12: Compensatory mechanisms in university students with dyslexia. Chapter 13: How best helping university students with dyslexia?
About the author
is an Associate Professor in Cognitive Sciences and Neuropsychology at Lyon 2 University, France, and a member of the Laboratory for the Study of Cognitive Mechanisms.
Pascale Colé is a Full Professor in Cognitive Psychology at Aix-Marseille University, France, and a member of the Research Center in Psychology and Neurosciences.
Lynne G. Duncan is a Reader in Developmental Psychology at the University of Dundee, Scotland, UK.
