Exploratory and Descriptive Comparison Using the WAIS-IV and LSC-SUA of the Cognitive Profile of Italian University Students with Reading Comprehension Disorder (RCD) vs. Decoding Difficulties-Dyslexia

Background: The "Guidelines for the Management of Specific Learning Disorders" provide clear diagnostic and evaluative guidance on Reading Comprehension Disorder (RCD), as suggested by the DSM-5. The present study investigated the relationship between cognitive abilities in university students with RCD compared to students with Decoding Difficulties-i.e., dyslexia (DD)-and examined possible diagnostic procedures for RCD in young adults. Methods: Twenty university students from the University of Salerno "Disabilities/SLD Help Desk" participated. The sample was divided into the RCD Group (10) and DD Group (10). They were administered (a) the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) to assess their cognitive profile; and (b) the LSC-SUA-Reading tests for the assessment of text comprehension, writing, and calculation skills. Results: With regard to their cognitive profile, the DD Group had a lower mean of FSIQ (91.90 +/- 5.82 vs. 92.50 +/- 2.41). The RCD Group showed higher means in the subscales of CPI (94.80 +/- 5.77), WMI (91.80 +/- 78.80), and PSI (101.20 +/- 6.20). Text comprehension assessment showed high averages in the DD Group (Track A = 11.50 +/- 1.08; Track B = 11.40 +/- 0.95). Conclusions: A valid psychodiagnostic model to examine reading comprehension skills for adults must assess the interaction between higher-level linguistic and cognitive processes in order to best define the pathways of skill enhancement.