ABSTRACT
Conventionally, developmental dyslexia (DD) is viewed as a disorder of literacy acquisition (i.e., accurate and fluent word reading, spelling, and writing skills) that cannot be attributed to low intelligence, neurological abnormalities, or inadequate educational experiences. It is now an accepted fact that DD is a life-span disorder. When compared with the general population, adults with DD are characterized by lower profiles of indicators
of educational background, employment status, and reading and writing activities at work and at home (Chapman, Tunmer, & Allen, 2003; Fawcett, 2003; Magajna, Kavkler, & Ortar-Krizaj, 2003; Taylor & Walter, 2003), as well as a raised profile of social maladaptation (Skaalvik, 2004; Winter, Holland, & Collins, 1997) and higher rates of emotional (McNulty, 2003) and mental health problems (Undheim, 2003).
