Samples of poor and normal readers were followed into early adulthood
to assess the implications of childhood reading difficulties for the t
ransition to adulthood, and for early adult psychosocial functioning.
Some group differences were found in patterns of early adult transitio
ns, and, for women only, on wider measures of early adult functioning.
Global self-esteem in adulthood did not differ between the childhood
reading groups, and there were few marked variations in vulnerability
to later psychiatric disorder. The findings are discussed in regard to
differing developmental pathways for problems in adult functioning, a
nd the possible role of contextual changes in enabling more positive f
unctioning for many childhood poor readers.