Date of Graduation

5-2021

Document Type

Thesis

Degree Name

Bachelor of Science

Degree Level

Undergraduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Gilbertson, Margie

Committee Member/Reader

Hagstrom, Fran

Committee Member/Second Reader

Glade, Rachel

Abstract

This case study examined the relationship between phonological processing abilities and reading skills of three young adults who had a history and formal diagnosis of a reading, writing, and/or auditory processing impairment. In addition to a standardized reading assessment, the participants were asked to complete a series of assessments that measured a specific aspect of auditory or visual phonological processing abilities including phonological awareness, phonological memory, and rapid automatic naming skills. These assessments included the Decoding Subtest of the Phonological Awareness Test (PAT-2), the Gray Oral Reading Test (GORT-5), and the Comprehensive Test of Phonological Processing (CTOPP-2). Processing of degraded signals using the SCAN-3 screening was also assessed to determine if pass/fail performance on this measure had any relationship to current reading performance. Results from the assessments were then examined to determine if there was a relationship between phonological processing ability and reading skills in young adults with histories of reading, writing, or processing deficits. Despite histories of diagnosed reading disabilities, all three participants demonstrated average to high average performance on the formal reading measures. They also demonstrated average performance for auditory and visual phonological processing skills. The results, however, indicated that two of the participants demonstrated numerous errors in decoding basic syllable shapes on one of the phonological processing assessments.

Keywords

phonological, processing, reading, adults, impairments

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