IF 2.5 3区教育学

Dyslexia Pub Date : 2026-04-01 DOI: 10.1002/dys.70032

Cara T. Verwimp, Nelina Meiboom, Jurgen Tijms

{"title":"Short Report: Intervention of Reading and Spelling Problems in Children With Co-Occurring Attention-Deficit Hyperactivity Disorder and Dyslexia","authors":"Cara T. Verwimp, Nelina Meiboom, Jurgen Tijms","doi":"10.1002/dys.70032","DOIUrl":"10.1002/dys.70032","url":null,"abstract":"Despite the high co-occurrence of dyslexia and attention-deficit hyperactivity disorder (ADHD), dyslexia is undertreated in children with ADHD. In this study, we aimed to investigate whether standard intervention for dyslexia is as effective for children with co-occurring ADHD and dyslexia as for those with dyslexia only. Children with co-occurring ADHD and dyslexia (n = 16), and with dyslexia only (n = 16) received a phonics-based intervention for dyslexia. Reading and spelling skills were tested at the start and at the end of intervention. Bayesian repeated-measures ANOVAs revealed that children in the co-occurring ADHD and dyslexia group had, on average, poorer levels of reading and spelling proficiency at the baseline. Intervention was equally effective in children with ADHD and dyslexia as it was in those with dyslexia only for reading fluency. For spelling, our results suggested stronger gains in the ADHD and dyslexia group than in the dyslexia only group. These results suggest that the effectiveness of intervention for dyslexia was not negatively affected by the presence of co-occurring ADHD.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13042268/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Random Number Generation in Adults With Dyslexia: Further Evidence of Dyslexia-Related Executive Function Difficulties 成人阅读障碍的随机数生成：阅读障碍相关执行功能困难的进一步证据。

IF 2.5 3区教育学

Dyslexia Pub Date : 2026-03-16 DOI: 10.1002/dys.70030

Emmanuella Joy Osofisan, Elisa Carrus, James H. Smith-Spark

{"title":"Random Number Generation in Adults With Dyslexia: Further Evidence of Dyslexia-Related Executive Function Difficulties","authors":"Emmanuella Joy Osofisan, Elisa Carrus, James H. Smith-Spark","doi":"10.1002/dys.70030","DOIUrl":"10.1002/dys.70030","url":null,"abstract":"Growing evidence indicates that people with dyslexia have executive function deficits. The current study used a random generation task as a novel way to investigate executive function in adults with dyslexia. Participants (total N = 54) were asked to produce an unpredictable sequence of 100 digits verbally. Over the course of the task, the dyslexia group's performance improved gradually, while the control group's performance remained stable. An analysis by 25-digit quartiles showed that the group with dyslexia performed better in the middle to end of the task when compared with their performance earlier in the task. This result suggests that the dyslexia group initially struggled with the executive demands due to task novelty and difficulties with instantiating appropriate strategies. Over time, the group with dyslexia improved and performed better than the group without dyslexia by the end of the task. These initial difficulties are suggestive of dyslexia-related Supervisory Attentional System (SAS) dysfunction, with the SAS in dyslexia progressively operating more smoothly in its continuous monitoring and control of responses. As well as contributing to theoretical discussions about the role of executive function in dyslexia, the results have implications for supporting people with dyslexia when encountering new tasks.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12991964/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147469606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fluency Is Good, but Comprehension Is Better: The Impact of Fluency and Comprehension on Mathematical Word Problem Solving 流利是好的，但理解更好：流利和理解对数学问题解决的影响。

IF 2.5 3区教育学

Dyslexia Pub Date : 2026-03-16 DOI: 10.1002/dys.70031

Anke Treutlein

{"title":"Fluency Is Good, but Comprehension Is Better: The Impact of Fluency and Comprehension on Mathematical Word Problem Solving","authors":"Anke Treutlein","doi":"10.1002/dys.70031","DOIUrl":"10.1002/dys.70031","url":null,"abstract":"The impact of fluency and comprehension on mathematical word problem solving is explored using data on fifth-graders who took part in the German National Educational Panel Study (NEPS). The Multiple Deficit Model (MDM) suggests that the impact of fluency and comprehension on mathematical word problem solving should be the same for students with and without dyslexia, even if they are at different levels in reading and mathematics. This study shows that students with poor fluency or comprehension score lower in word problems than typical readers. For all students with reading difficulties, the impact of fluency on mathematical performance is less than it is for typical readers. For students with deficits in either comprehension or fluency alone, the impact of comprehension on word problem solving is the same as for typical readers. But the impact of comprehension is less if the students are weak in both fluency and comprehension, which, according to the MDM, suggests the presence of additional or different underlying cognitive deficits. While students with poor fluency can compensate for this deficit with reading comprehension, students with poor comprehension cannot compensate with fluency. Comprehension has a larger impact on mathematical word problem solving than fluency.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 2","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12991962/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147469678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Linking Attention Deficits to Difficulties in the Comprehension of Complex Syntax in Dyslexia 阅读障碍患者注意缺陷与复杂句法理解困难的关系。

IF 2.5 3区教育学

Dyslexia Pub Date : 2026-01-29 DOI: 10.1002/dys.70026

Mostafa Mazlumi, Mehdi Purmohammad

{"title":"Linking Attention Deficits to Difficulties in the Comprehension of Complex Syntax in Dyslexia","authors":"Mostafa Mazlumi, Mehdi Purmohammad","doi":"10.1002/dys.70026","DOIUrl":"10.1002/dys.70026","url":null,"abstract":"Recent research suggests that dyslexia involves not only reading difficulties but also deficits in working memory, attention, language, and information processing. This study examined the role of auditory attention in the comprehension of syntactically complex sentences in children with dyslexia. Participants completed an auditory language comprehension test and an auditory sustained attention task. Results showed that the dyslexic group scored lower than controls on both tasks, indicating weaker auditory attention and comprehension. They gave fewer correct answers and exhibited longer reaction times, particularly as syntactic complexity increased. Dyslexic individuals also made more errors and required more time to respond, suggesting impairments in auditory language processing, likely linked to attention deficits. While increased syntactic complexity reduced performance in both groups, the dyslexic group consistently demonstrated more pronounced difficulties than their typical peers did. These findings highlight that auditory attention and syntactic complexity significantly affect sentence comprehension in children with dyslexia. The results suggest that comprehension challenges in dyslexia are not solely due to reading limitations but also involve broader cognitive processing issues. Insights into specific sentence structures and processing delays can inform the development of more sensitive diagnostic tools and targeted interventions for assessing and supporting language comprehension in dyslexic populations.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12855632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Behavioural and Neurophysiological Effects of Set-for-Variability (SfV) Reading Intervention for Children With Sustained Word Reading Difficulties 持续文字阅读困难儿童的行为和神经生理效应。

IF 2.5 3区教育学

Dyslexia Pub Date : 2026-01-23 DOI: 10.1002/dys.70025

Badriah Basma, Robert Savage, Gigi Luk, Armando Bertone

{"title":"The Behavioural and Neurophysiological Effects of Set-for-Variability (SfV) Reading Intervention for Children With Sustained Word Reading Difficulties","authors":"Badriah Basma, Robert Savage, Gigi Luk, Armando Bertone","doi":"10.1002/dys.70025","DOIUrl":"10.1002/dys.70025","url":null,"abstract":"<div>\u0000 \u0000 This study investigates whether a Set-for-Variability (SfV) reading intervention improves irregular word reading and induces neural changes in the N400, specifically earlier onset latency and increased negative amplitude in incongruent conditions, among children with persistent word reading difficulties (RD). A pre-registered randomised control trial (RCT) was conducted with 30 children (average age: 9 years). Over 10 weeks, participants completed a 15-h online reading program. The SfV group focused on phoneme variation in decoding both regular and exception words, while the Current Best Practices (CBP) group received synthetic phonics and sight word instruction. Pre- and post-test reading ability and N400 event-related potentials (ERPs) were collected. Post-test results revealed that the SfV group achieved greater gains than the CBP group in irregular word reading, oral SfV, and increased N400 amplitude in the incongruent condition, indicating improved lexical-semantic processing. These behavioural and neural gains suggest that the SfV intervention improved children's ability to resolve print–sound inconsistencies and supported more efficient lexical access.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031300","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

Theta and Beta1 Frequency Band Values Predict Dyslexia Classification θ和β 1频段值预测阅读障碍分类。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-29 DOI: 10.1002/dys.70021

Günet Eroğlu, Mhd Raja Abou Harb

引用次数: 0

Technology-Based Writing—Qualitative Study of the Writing Process When Students With Dyslexia Use Speech-to-Text 基于技术的写作——阅读障碍学生使用语音转文本写作过程的定性研究。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-26 DOI: 10.1002/dys.70024

Helle Bundgaard Svendsen, Nina Berg Gøttsche, Grete Dolmer, Gunilla Almgren Bäck, Idor Svensson, Margunn Mossige

{"title":"Technology-Based Writing—Qualitative Study of the Writing Process When Students With Dyslexia Use Speech-to-Text","authors":"Helle Bundgaard Svendsen, Nina Berg Gøttsche, Grete Dolmer, Gunilla Almgren Bäck, Idor Svensson, Margunn Mossige","doi":"10.1002/dys.70024","DOIUrl":"10.1002/dys.70024","url":null,"abstract":"<div>\u0000 \u0000 This qualitative study examines the writing processes of four students (aged 10–12) with severe dyslexia in an educational context, using Hayes and Berninger's (2014) writing process model as the theoretical framework. The participants attended a 7-week instructional program focusing on speech-to-text (STT). Their writing processes were examined through screencasts of verbal protocols during writing with reading and writing technology (RWT), with a particular focus on STT. The transcribed screencasts were coded and analysed. Our analysis shows that although no conventional spelling errors were found, other technology-based errors occurred. The most frequent were misrecognition of single words and omission of words or parts of sentences. Three categories of technology-based errors were identified: homophonic or nearly homophonic words, incorrect suffix/morpheme errors and compound words. The analysis also reveals that the evaluation process consists of three parts: correction, low-level revision and high-level revision. This means that an additional correction process is required because of technology-based errors. Consequently, the recognition accuracy of STT technology appears to influence writing flow and working memory load during technology-based writing.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145844371","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

Assessing Executive Functions in Children With Developmental Dyslexia: A Comprehensive Approach 评估发展性阅读障碍儿童的执行功能：一种综合方法。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-23 DOI: 10.1002/dys.70016

Amanda Guerra, Julie Remaud, Olivier Cadeau, Valérie Charbonnier, Marie-Charlotte Dubrey, Julie Proteau, Morgane Daheron, Martine Le Roch, Jean-Luc Roulin, Nathalie Fournet, Didier Le Gall, Arnaud Roy

{"title":"Assessing Executive Functions in Children With Developmental Dyslexia: A Comprehensive Approach","authors":"Amanda Guerra, Julie Remaud, Olivier Cadeau, Valérie Charbonnier, Marie-Charlotte Dubrey, Julie Proteau, Morgane Daheron, Martine Le Roch, Jean-Luc Roulin, Nathalie Fournet, Didier Le Gall, Arnaud Roy","doi":"10.1002/dys.70016","DOIUrl":"10.1002/dys.70016","url":null,"abstract":"Developmental dyslexia (DD) is frequently associated with executive function (EF) deficits, particularly in inhibition, working memory and cognitive flexibility. This study assessed EF in 40 children with DD, aged 7–16, using both performance-based tests and rating measures, and examined the role of co-occurring attention deficit hyperactivity disorder (ADHD). The Child Executive Functions Battery (CEF-B) assessed four EF domains (inhibition, working memory, flexibility and planning), while the Behaviour Rating Inventory of Executive Function (BRIEF) provided parent and teacher ratings of executive behaviours in daily life. Results revealed significant EF impairments, especially in inhibition, working memory and planning, with 67.5% of participants showing deficits in at least one EF domain. BRIEF ratings confirmed widespread EF difficulties (55.9%). Low correlations between the CEF-B and BRIEF suggest that these assessments capture different aspects of EF, highlighting the importance of a multi-method approach. Although no significant differences were found between children with and without ADHD on the CEF-B, BRIEF ratings indicated greater difficulties in those with ADHD. The findings highlight substantial EF deficits in children with DD, emphasising the necessity for targeted interventions and further research into the underlying mechanisms.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12723573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145811419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward an Improved Understanding of Dyslexia: Reflections on a New Consensus Definition and Its Implications 增进对阅读障碍的理解：对一个新的共识定义及其含义的反思。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-15 DOI: 10.1002/dys.70022

Kinga Morsanyi, Silvia Paracchini, Saloni Krishnan, Catherine Manning, Jennifer Milne, Jo Van Herwegen, Michelle Luciano

{"title":"Toward an Improved Understanding of Dyslexia: Reflections on a New Consensus Definition and Its Implications","authors":"Kinga Morsanyi, Silvia Paracchini, Saloni Krishnan, Catherine Manning, Jennifer Milne, Jo Van Herwegen, Michelle Luciano","doi":"10.1002/dys.70022","DOIUrl":"10.1002/dys.70022","url":null,"abstract":"Inconsistencies in the definition and diagnosis of dyslexia continue to impede research, assessment, and intervention. This paper, authored by members of the UK Specific Learning Difficulties Network, critically examines a recent effort to establish a consensus definition and guidance for assessment and intervention for dyslexia, which involved 58 experts from academia, practice and lived experience. The resulting framework offers a developmental, multifactorial and continuum-based perspective. It expands on prevailing definitions by highlighting the influence of multiple genetic, environmental and cognitive factors, as well as developmental changes in dyslexia profiles. However, unresolved issues remain, including ambiguity around prevalence and the role of general cognitive functioning, and a lack of clear guidance for educators. The definition also lacks clarity on assessment and intervention, especially in global contexts where teaching practice may be highly variable. Co-occurrence with language and mathematics difficulties is acknowledged but underexplored, limiting implications for practice. Whilst the Delphi method provides useful consensus, we also reflect on its limitations, including potential bias in the composition of the panel. Overall, the framework is a valuable step forward, but unresolved issues remain both from a research perspective and in terms of practical implementation.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12705494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145764139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Semantic Memory Impacts Narrative Comprehension in Children With Developmental Dyslexia 语义记忆如何影响发展性阅读障碍儿童的叙事理解

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-12 DOI: 10.1002/dys.70023

Caterina Artuso, Francesco Bellelli, Carmen Belacchi

{"title":"How Semantic Memory Impacts Narrative Comprehension in Children With Developmental Dyslexia","authors":"Caterina Artuso, Francesco Bellelli, Carmen Belacchi","doi":"10.1002/dys.70023","DOIUrl":"https://doi.org/10.1002/dys.70023","url":null,"abstract":"<div>\u0000 \u0000 In the present study, we examined the differential contribution of semantic knowledge—specifically taxonomic and thematic—to narrative text comprehension in children with developmental dyslexia (DD) aged 8–10 years. Taxonomic knowledge refers to stimuli that are ontologically and logically related, hierarchically organised, linguistically encoded and independent of spatial or temporal links (e.g., the superordinate category animal with members such as lion, dog, or eagle). In contrast, thematic organisation involves stimuli that are related through contextual associations (e.g., meat, knife and fork). Sixty-two children with DD and a control group completed a fluid intelligence test, a semantic working memory task and a narrative text comprehension task. The results showed that taxonomic knowledge was associated with text comprehension only in the control group. Conversely, in the DD group, thematic knowledge predominantly supported comprehension. Overall, these findings contribute to a more detailed understanding of the cognitive and learning profile of children with DD and align with recent research on the relationship between semantic representations, linguistic knowledge and reading comprehension in learning disorders, beyond word decoding difficulties.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145739773","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

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