IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-16 DOI: 10.1007/s11881-025-00345-y

Timothy N Odegard, Megan V Gierka

{"title":"The science of reading meets the science of learning: memory systems, structured literacy, and the role of AI.","authors":"Timothy N Odegard, Megan V Gierka","doi":"10.1007/s11881-025-00345-y","DOIUrl":"https://doi.org/10.1007/s11881-025-00345-y","url":null,"abstract":"<p><p>As terms like the Science of Reading and Science of Learning gain prominence in education policy and practice, there is a growing need to clarify what learning entails at a cognitive systems level. In this perspective review, we argue that meaningful instructional practice, particularly in the context of artificial intelligence (AI), must align with the distinct yet interacting memory systems that support human learning across development. Drawing on cognitive science, neuroscience, and educational psychology research, we provide a functional overview of implicit and explicit memory systems and examine their relevance for literacy development. We then frame Structured Literacy within the instructional hierarchy, illustrating how each learning phase (i.e., acquisition, fluency, generalization, adaptation) involves specific learning mechanisms and instructional demands. Finally, we evaluate how AI tools may support or undermine these processes and propose phase-specific approaches to responsible integration. AI should be judged not by its technical sophistication, but by its capacity to support memory systems, preserve teacher agency, and promote lasting, transferable literacy outcomes, especially for vulnerable learners. These are empirical questions. This perspective review is intended to motivate future research into Structured Literacy framed within a more expansive understanding of the science of learning and the responsible, efficacious use of AI in education.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Temporal Characteristics of Handwriting in Children With Dyslexia in Transparent Orthography 阅读障碍儿童透明正字法书写的时间特征

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-15 DOI: 10.1002/dys.70012

Mirela Duranovic, Bojana Vukovic

{"title":"Temporal Characteristics of Handwriting in Children With Dyslexia in Transparent Orthography","authors":"Mirela Duranovic, Bojana Vukovic","doi":"10.1002/dys.70012","DOIUrl":"https://doi.org/10.1002/dys.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>Research on dyslexia in children has largely focused on languages with deep orthography, limiting its applicability to transparent orthographies like Bosnian. This study examined handwriting characteristics in children with dyslexia, comparing them to a control group of typically developing children (CA) and a spelling level-matched group (SL). A range of tasks was used, varying from basic motor and graphomotor skills (e.g., writing names) to higher-level cognitive tasks (e.g., writing the alphabet). Dictation of isolated words was included to analyse the relationship between temporal handwriting features and spelling accuracy. Writing durations for real words, nonwords, and pseudowords were compared to identify cognitive strategies used by children with dyslexia. Results showed that children with dyslexia had significantly longer writing durations, slower pen speeds, more frequent and longer pauses, and fewer correctly written letters than both CA and SL groups. In the dictation task, they performed worse than the CA group across all word types. During text writing, they paused more often, especially between words. These findings offer important insights into the handwriting challenges faced by children with dyslexia in transparent orthographic systems and highlight the need for tailored support.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Staples of Screening for Dyslexia in University Students 大学生阅读障碍筛查要点

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-15 DOI: 10.1002/dys.70011

Kendra V. Saunders, Shujia Sun, Sana Tibi, Kara M. Dawson, Linda Lombardino

{"title":"Staples of Screening for Dyslexia in University Students","authors":"Kendra V. Saunders, Shujia Sun, Sana Tibi, Kara M. Dawson, Linda Lombardino","doi":"10.1002/dys.70011","DOIUrl":"https://doi.org/10.1002/dys.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>Dyslexia remains a struggle even among university students. This study aimed to better describe the profiles of college students with dyslexia using a multi-step screening process. The process included a phone screening interview, a developmental and family history questionnaire, and norm-referenced tests to identify students with phonological processing and word-level reading fluency deficits consistent with extant data on college students and adults with dyslexia. Eighty-two university students responded to our questionnaire, and 71 completed a battery of standardised tests including word-level reading and decoding, phonological processing measures, and cognitive tasks. Over 81% of the participants demonstrated deficits in word-level reading fluency, and 98% showed deficits in rapid automatized naming (RAN). Conversely, phonological awareness and phonological memory deficits were less commonly observed. The overwhelming majority of students reported a history of learning difficulties with reading, spelling, writing, or math. Additionally, the majority had a positive family history of language learning difficulties. This process of identifying college students with dyslexia and the profiles of their strengths and weaknesses supports a multifaceted approach to diagnosing dyslexia. These insights should provide guidelines for clinicians and educators seeking to identify and support college students with dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Directed or Random? Student Reasoning About Diffusion Across Contexts. 定向还是随机？学生关于跨语境扩散的推理。

IF 1.7 4区教育学

Advances in Physiology Education Pub Date : 2025-09-15 DOI: 10.1152/advan.00185.2025

Aeryn L VanDerSlik, Emily E Scott, Mary Pat Wenderoth, Zachary A Kam, Jasmine D Parker, Maya B Shah, Joseph Vieregge, Jennifer H Doherty

{"title":"Directed or Random? Student Reasoning About Diffusion Across Contexts.","authors":"Aeryn L VanDerSlik, Emily E Scott, Mary Pat Wenderoth, Zachary A Kam, Jasmine D Parker, Maya B Shah, Joseph Vieregge, Jennifer H Doherty","doi":"10.1152/advan.00185.2025","DOIUrl":"https://doi.org/10.1152/advan.00185.2025","url":null,"abstract":"<p><p>Diffusion is a critical component of the Physiology Core Concept of flow down gradients and is fundamental to understand how ions, gases, or signaling molecules travel short distances in the body. When asked about diffusion, students often reason successfully using the \"things move from areas of high to low concentration\" heuristic but struggle to understand that random motion underlies this movement. We investigated the different knowledge resources students use when reasoning about diffusion across different contexts. Additionally, we determined if item context impacted the resources students activated and how consistent students were in their reasoning. We gave students a pair of questions from three contexts (plant, animal, nonliving) that asked them to predict and explain where a molecule of gas would be located before and after equilibrium. Using the resources framework, we identified 14 common knowledge resources and six different patterns in resource activation. \"High to low\" and related resources were used in 73% of responses. Only 23% of responses included at least one \"random motion\" resource and the vast majority of these responses described random particle motion starting only after equilibrium is reached. Item context did not significantly impact the resources students used. Students were also mostly consistent in their reasoning, with 76% using similar resources across the two items. These findings indicate that \"high to low\" and related resources have a high cueing priority for many students, and that instructors should help students unpack random motion as the mechanism underlying diffusion instead of leaving it \"black-boxed.\"</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Big Deal. 这是件大事。

IF 5.2 2区教育学

Academic Medicine Pub Date : 2025-09-15 DOI: 10.1097/ACM.0000000000006290

Sydney Katz, Laura Greisman, Kimberly Bloom-Feshbach

引用次数: 0

When the Softest Words Illuminate the Deepest Need for Change. 当最温柔的话语照亮最深的改变需求。

IF 5.2 2区教育学

Academic Medicine Pub Date : 2025-09-15 DOI: 10.1097/ACM.0000000000006281

Ria Tilve

引用次数: 0

Home‐Rearing Environment and Early Math Achievement: Longitudinal Mediation Through Children’s Self-Regulation and Math Anxiety 家庭环境与早期数学成绩：通过儿童自我调节和数学焦虑的纵向中介作用