Developmental dyslexia is a long-lasting reading deficit that persists into adulthood. In spite of many difficulties, some adults with dyslexia reach levels of reading comprehension similar to those of unimpaired readers and successfully study at university. While digital technologies offer many potential tools to facilitate reading, there are differences between printed books and e-books, particularly regarding the interaction between the reader and the text (paratextual cues). This study used long-text reading to investigate (1) different aspects of reading comprehension skills (literal and inferential processes, location of events within a story, and reconstruction of the plot) among university students with dyslexia and (2) the impact of e-book reading on reading comprehension in this population. Thirty adults with dyslexia and 30 matched skilled readers read the same text presented from a printed book and an e-book (Amazon Kindle). Questions were open-ended and both questions and answers used oral format. Results showed that with the printed book, dyslexic adults performed similarly to skilled readers in both literal and inferential reading comprehension tasks. Moreover, they performed at the same level or higher than skilled readers in tasks assessing spatiotemporal aspects of reading (localization of events and plot reconstruction). Conversely, with the e-book reader, the dyslexic adults were outperformed by skilled readers both in literal and spatiotemporal comprehension tasks. These results suggest that reading from an e-book hinders some aspects of reading comprehension for adults with dyslexia. However, when reading a printed book without time pressure, university students with dyslexia performed as well as, or better than, non-impaired readers on some measures of reading comprehension. Therefore, digital reading devices might not always be advantageous to them.

中文翻译：

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电子书阅读阻碍了患有阅读障碍的成年人的长篇文本理解能力。

发育性阅读障碍是长期存在的阅读障碍，一直持续到成年。尽管有许多困难，但一些患有阅读障碍的成年人仍达到了与未受损读者相似的阅读理解水平，并成功地在大学学习。尽管数字技术提供了许多潜在的工具来促进阅读，但是印刷书籍和电子书之间存在差异，特别是在阅读器与文本之间的交互方面（超文本提示）。这项研究使用长篇文章阅读来研究（1）阅读障碍的大学生的阅读理解能力的不同方面（文学和推论过程，故事中事件的位置以及情节的重构）和（2）e的影响该人群中阅读理解的书本阅读。30名患有阅读障碍的成年人和30位熟练的熟练阅读者阅读了印刷书籍和电子书（Amazon Kindle）上的相同文字。问题是开放式的，问题和答案均采用口头形式。结果表明，印刷书籍的阅读障碍成年人在文字和推论阅读理解任务上的表现与熟练读者相似。此外，他们在评估阅读的时空方面（事件的定位和情节重构）的任务中，以与熟练的读者相同或更高的水平执行。相反，在电子书阅读器中，阅读障碍的成年人在文字和时空理解任务上都比熟练的阅读器表现出色。这些结果表明，阅读电子书会阻碍成年人阅读障碍的阅读理解。然而，在没有时间压力的情况下阅读印刷书籍时，患有阅读障碍的大学生在阅读理解方面的表现要好于或好于未受损的读者。因此，数字读取设备可能并不总是对其有利。