Developmental dyslexia affects not only reading skill, but also areas such as writing, memory
and executive functions. These difficulties extend beyond school into working and personal life. Starting a
job and subsequent performance in relevant tasks such as organisation, note-taking and memorisation can
be a real challenge for dyslexics. However, despite the personal, economic and work-related repercussions,
there are hardly any tools in Spanish that investigate the literacy problems that people with developmental
dyslexia experience in their working life. This study aims to validate a questionnaire, the ATLAS-T, for Spanishspeaking
adults of working age with a diagnosis of dyslexia. After administering it to 87 adults with dyslexia and
175 adults without dyslexia in a control group, three types of analysis were carried out. Firstly a discriminant
analysis to study the responses to the questionnaire, secondly a binomial linear regression analysis to study
the predictive capacity of the questionnaire for literacy problems that would predict the presence of dyslexia,
and thirdly a linear regression analysis with two demographic variables to study whether this group was
methodological consistency of the self-report, its ability to detect literacy problems and the replication of the results obtained in English. Differences with Anglo-Saxon studies are also reported, such as that people with dyslexia in Spain do not have a higher job turnover or lower job satisfaction than normal readers. The paper concludes that the ATLAS-T questionnaire is a valid tool for the and study of literacy problems in the work environment, which can help people with dyslexia.
