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Participants completed standardized and experimental measures tapping literacy skills, working memory, phonological awareness and rapid naming. Spelling problems were the most prominent marker of dyslexia in adults, followed by text reading fluency and nonword decoding. Working memory and phoneme awareness explained unique variance in spelling, whereas rapid automatized naming explained unique variance in reading fluency and nonword reading. The moderate to strong correlations between self\u2010reported history, self\u2010rating of current literacy skills and outcomes on literacy tests indicate that adults estimated their literacy skills fairly well. Results suggest that spelling impairments, more strongly than reading impairments, make adults perceive themselves as being dyslexic. A combination of three literacy and three cognitive tests predicted group membership with 90.4% accuracy. It appears that weaknesses in phoneme awareness, rapid automatized naming and working memory are strong and persistent correlates of literacy problems even in adults learning a relatively transparent orthography. Copyright \u00a9 2014 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1477","type":"journal-article","created":{"date-parts":[[2014,5,19]],"date-time":"2014-05-19T23:49:03Z","timestamp":1400543343000},"page":"191-207","source":"Crossref","is-referenced-by-count":76,"title":["Developmental Dyslexia in Adults: Behavioural Manifestations and Cognitive Correlates"],"prefix":"10.1002","volume":"20","author":[{"given":"Trude","family":"Nerg\u00e5rd\u2010Nilssen","sequence":"first","affiliation":[{"name":"Department of Education UiT The Arctic University of Norway  Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Division of Psychology &amp; Language Sciences University College London  UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,5,19]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888430903117500"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012\u20101649.26.3.439"},{"key":"e_1_2_6_4_1","doi-asserted-by":"publisher","DOI":"10.2307\/1511325"},{"key":"e_1_2_6_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9817.2006.00291.x"},{"key":"e_1_2_6_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797612473122"},{"key":"e_1_2_6_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797611434536"},{"key":"e_1_2_6_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2005.04.003"},{"key":"e_1_2_6_9_1","volume-title":"Language and reading disabilities","author":"Catts H. 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