Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125). In study 2, we administered the curriculum-based measures to four groups (each with n = 25): college students without disabilities, college students with dyslexia, college students with ADHD, and a clinical control group. Study 1 results indicated that the curriculum-based measures demonstrated good reliability and criterion validity. Results from study 2 indicated that college students with dyslexia were substantially slower readers than all groups without dyslexia (ds > 1.8). The curriculum-based measures demonstrated high accuracy in classifying participants with dyslexia and with impaired oral reading fluency (area under the curve > .94). Implications for incorporating curriculum-based measures in postsecondary settings are discussed.

中文翻译：

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验证基于课程的阅读文章，并比较有或没有阅读障碍或ADHD的大学生。

尽管阅读是成功大学的一项必不可少的技能，但对于残疾和无残疾的大学生如何在他们实际的大学课程中进行阅读却知之甚少。在本文中，我们报告了针对此问题的两项研究。在研究1中，我们使用非残疾大学生样本（N  = 125），开发并验证了基于课程的口头阅读流畅度测量方法。在研究2中，我们给予了基于课程的措施，以四组（每个ñ = 25）：没有残疾的大学生，患有阅读障碍的大学生，患有ADHD的大学生和临床对照组。研究1的结果表明，基于课程的措施具有良好的信度和标准效度。研究2的结果表明，患有阅读障碍的大学生的阅读速度明显慢于没有阅读障碍的所有人群（d s> 1.8）。基于课程的测量方法显示出对阅读障碍和口语阅读流利度受损（曲线下面积> .94）的参与者进行分类的准确性很高。讨论了将基于课程的措施纳入中学后课程的含义。