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The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia

2025Artigo científico Acesso aberto
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dc.contributor.authorVágvölgyi, Réka
dc.contributor.authorBergström, Kirstin
dc.contributor.authorBulajić, Aleksandar
dc.contributor.authorRüsseler, Jascha
dc.contributor.authorFernandes, Tânia
dc.contributor.authorGrosche, Michael
dc.contributor.authorKlatte, Maria
dc.contributor.authorHuettig, Falk
dc.contributor.authorLachmann, Thomas
dc.date.accessioned2025-02-07T09:48:31Z
dc.date.available2025-02-07T09:48:31Z
dc.date.issued2025
dc.description.abstractDealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on adults with low literacy skills (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that this developmental disorder is one possible explanation for low literacy skills in adulthood. Twenty-seven studies focusing on the cognitive profile of ALLS met the three predefined criteria of reading level, age, and education. Results showed that ALLS performed worse than literate adults in various tasks at skill and information processing level, and exhibited structural and functional differences at the neurobiological level. The cognitive profile of ALLS was closer to that of primary school children than of literate adults. However, relative to children, ALLS’ literacy skills relied less on phonological and more on orthographic strategies. A narrative comparison of results with meta-analyses on developmental dyslexia showed large, though not complete, overlap in the cognitive profiles. The present results helps to better understand the literacy skills and reading-related cognitive functions of ALLS and may support the development of tailored interventions directed to the specific cognitive difficulties ALLS have.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationVágvölgyi, R., Bergström, K., Bulajić, A., Rüsseler, J., Fernandes, T., Grosche, M., Klatte, M., Huettig, F., & Lachmann, T. (2025). The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia. Educational Research Review, 46. https://doi.org/https://doi.org/10.1016/j.edurev.2024.100659pt_PT
dc.identifier.doi10.1016/j.edurev.2024.100659pt_PT
dc.identifier.eissn1878-0385
dc.identifier.issn1747-938X
dc.identifier.urihttp://hdl.handle.net/10400.5/98181
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S1747938X2400068X?via%3Dihubpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectFunctional illiteracypt_PT
dc.subjectLow literatept_PT
dc.subjectAdult basic educationpt_PT
dc.subjectDyslexiapt_PT
dc.subjectReadingpt_PT
dc.titleThe cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexiapt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.startPage100659pt_PT
oaire.citation.titleEducational Research Reviewpt_PT
oaire.citation.volume46pt_PT
person.familyNameGregório Fernandes
person.givenNameTânia Patrícia
person.identifier.ciencia-id9D1C-463D-E43C
person.identifier.orcid0000-0002-4453-7251
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication5db1c3a3-316f-456f-8a64-99d4b77830fe
relation.isAuthorOfPublication.latestForDiscovery5db1c3a3-316f-456f-8a64-99d4b77830fe

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