Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD.

Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.; Lamkin, Joanna; Dwyer, Lucia

Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125). In study 2, we administered the curriculum-based measures to four groups (each with n = 25): college students without disabilities, college students with dyslexia, college students with ADHD, and a clinical control group. Study 1 results indicated that the curriculum-based measures demonstrated good reliability and criterion validity. Results from study 2 indicated that college students with dyslexia were substantially slower readers than all groups without dyslexia (ds > 1.8). The curriculum-based measures demonstrated high accuracy in classifying participants with dyslexia and with impaired oral reading fluency (area under the curve > .94). Implications for incorporating curriculum-based measures in postsecondary settings are discussed.

COLLEGE students; DYSLEXIA; COLLEGE curriculum; ORAL reading; FLUENCY (Language learning); STUDENTS with disabilities; PHONETICS

Annals of Dyslexia, 2019, Vol 69, Issue 3, p297

0736-9387

Academic Journal

10.1007/s11881-019-00183-9