Word identification in isolation and in context by college dyslexic students.

College dyslexic students (DYS) were compared to chronological age (CA)-matched and to reading age (RA)-matched control groups on tasks assessing naming of words and nonwords, regular and irregular words, and the use of context in word identification. The DYS group had the slowest naming latency for words in all tasks. In addition, they had extreme difficulty in naming nonwords, which in terms of the dual-route model for word recognition indicates impairment in the indirect route to the lexicon. However, they displayed a regularity effect in reading regular and irregular words and thus apparently utilized the indirect route in reading words. Correlational data supported the conclusion that the data are in conflict with the traditional dual-route model, and an alternative conceptualization is suggested. The use of context is discussed in terms of the interactive-compensatory model (Stanovich, 1980) and findings were generally supportive of the model. The DYS subjects of the present study appeared to be different from the RA controls and their performance did not support a developmental-lag model for explaining their reading problems.