Previous research has treated high‐functioning dyslexic students as a homogeneous group. This study explores the clinical observation that dyslexic students attending university programmes differ from dyslexic students attending tertiary education professional programmes in some aspects of their literacy skills. Four groups, dyslexic university students (n = 32), dyslexic students attending professional programmes (n = 32), control university students (n = 31), and control students from professional programmes (n = 30), were assessed on measures of pseudoword reading, phonological choice, vocabulary, reading and spelling of morphologically complex single words, and reading aloud from a syntactically complex text. The results showed that the two dyslexic groups were comparable only on the phonological tasks, the dyslexic university students outperforming the professional programme students in all reading and spelling measures. Controlling vocabulary and number of semesters studied, the difference was no longer significant. Nevertheless, the analyses indicate that phonological deficits underlie the performance of professional programme students with dyslexia across a wide range of tasks, whereas university students with dyslexia may be able to limit the impact of phonological deficits to some extent by relying on some alternative cognitive attributes. Reading experience, orthographic learning, and working memory efficiency are discussed as possible explanations for this pattern of results.

中文翻译：

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两种类型的高等教育计划中的丹麦阅读障碍学生的读写能力差异

先前的研究将功能强大的阅读障碍学生视为同质群体。这项研究探索了临床观察，即在大学读写课程中有阅读障碍的学生与在大学教育专业课程中有阅读障碍的学生在某些方面的读写能力有所不同。有四个组：阅读障碍的大学生（n  = 32），参加专业课程的阅读困难的学生（n  = 32），对照大学的学生（n  = 31）和对照专业课程的学生（n = 30），评估了伪单词阅读，语音选择，词汇，形态复杂的单个单词的阅读和拼写以及从句法复杂的文本中朗读的措施。结果表明，两个阅读障碍者仅在语音任务上具有可比性，在所有阅读和拼写方面，阅读障碍的大学生均优于专业课程的学生。控制词汇量和学期数后，差异不再显着。尽管如此，分析表明，语音障碍是基础的专业学生在许多任务中的表现的基础，而阅读障碍的大学生则可以依靠某些替代的认知属性在一定程度上限制语音缺陷的影响。