{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,26]],"date-time":"2026-09-26T13:30:24Z","timestamp":1790429424607,"version":"4.1.0"},"reference-count":42,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2016,10,11]],"date-time":"2016-10-11T00:00:00Z","timestamp":1476144000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2016,11]]},"abstract":"<jats:p>The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (<jats:italic>n<\/jats:italic>\u2009=\u200916) and a comparison group of students with no history of reading problems (<jats:italic>n<\/jats:italic>\u2009=\u200916) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self\u2010corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that, as a group, the dyslexics performed poorer on most measures, but there were notable within\u2010group differences in the reading behaviours and little association between how well university students with dyslexia read aloud and comprehended the text. These findings suggest that many dyslexics in higher education tend to focus their attention on one subcomponent of the reading process, for example, decoding or comprehension, because engaging in both simultaneously may be too demanding for them. Copyright \u00a9 2016 John Wiley &amp; Sons, Ltd.<\/jats:p>","DOI":"10.1002\/dys.1542","type":"journal-article","created":{"date-parts":[[2016,10,13]],"date-time":"2016-10-13T17:30:20Z","timestamp":1476379820000},"page":"305-321","source":"Crossref","is-referenced-by-count":31,"title":["Reading Processes of University Students with Dyslexia \u2013 An Examination of the Relationship between Oral Reading and Reading Comprehension"],"prefix":"10.1002","volume":"22","author":[{"given":"Henriette Folkmann","family":"Pedersen","sequence":"first","affiliation":[{"name":"The Counselling and Support Centre Aarhus University  Aarhus Denmark"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Riccardo","family":"Fusaroli","sequence":"additional","affiliation":[{"name":"Center for Semiotics Aarhus University  Aarhus Denmark"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lene Louise","family":"Lauridsen","sequence":"additional","affiliation":[{"name":"Linguistics Aarhus University  Aarhus Denmark"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rauno","family":"Parrila","sequence":"additional","affiliation":[{"name":"Centre on Developmental and Learning Disabilities University of Alberta  Edmonton Alberta Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2016,10,11]]},"reference":[{"key":"e_1_2_6_2_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.45.4.2"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219415597020"},{"key":"e_1_2_6_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194040370050301"},{"key":"e_1_2_6_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.130.6.858"},{"key":"e_1_2_6_6_1","doi-asserted-by":"publisher","DOI":"10.2307\/747382"},{"key":"e_1_2_6_7_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.26.3.439"},{"key":"e_1_2_6_8_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.28.5.874"},{"key":"e_1_2_6_9_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949502800306"},{"key":"e_1_2_6_10_1","volume-title":"Pilotunders\u00f8gelse af udvalgte dysleksitest til studerende p\u00e5 videreg\u00e5ende uddannelser","author":"B\u00f8nnerup K. 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