The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects.

中文翻译：

---

患有阅读障碍的成年人：尽管基本的阅读和写作能力受到损害，他们如何在学业上取得成功？文本结构敏感性作为补偿技能的作用。

这项研究的目的是调查（1）在成年后生活在最佳的个人，教育，文化和社会经济条件下的高学历阅读障碍患者是否继续表现出核心的阅读和写作能力缺陷（延伸以前的荷兰文结果） ，英语，希伯来语和西班牙语作为葡萄牙语书写系统）；（2）这些人在阅读复杂的学术文章时是否能够弥补持续的核心赤字的影响；（3）哪些认知资源（例如阅读策略）被用作补偿机制；（4）这些人的生活质量是否受到影响。通过对28名成年人的阅读障碍（DG）和28名对照参与者（CG）进行了抽样调查，这些调查对象均按性别，年龄，文化程度和职业配对，平均接受15年正规教育。参加者完成了语音意识的测量；音节，单词和伪单词的解码；写作; 阅读理解（推论和文字问题，回忆和对目标文本修辞结构的敏感性）；和生活质量。结果表明：（1）与阅读障碍相关的核心缺陷持续到成年期：阅读障碍的参与者在所有语音意识，阅读（单词阅读准确度除外）和拼写水平上都比对照对象差；（2）两组在阅读理解上没有任何不同，表明对核心缺陷的补偿。（3）确定了三种补偿机制：阅读速度较慢，文本结构的使用和语言能力；