Academic Achievement Characteristics of Adult Males Who Were Diagnosed as Dysiexic in Childhood

Abstract

This article reports the skill attainment in reading, spelling, and arithmetic for a group of 40 adult males who were diagnosed as dyslexic in childhood. The results of the follow-up assessment indicate that severe residual learning problems are present despite the fact that much special educational attention was provided during school-age years. Test performance and reports from subjects further demonstrate that current learning difficulties are essentially identical to those evidenced at the time of diagnosis.