IF 1.6 3区教育学

Dyslexia Pub Date : 2026-10-15 DOI: 10.1002/dys.70050

Laurent Lesecq, Laurent Querne, Julie Gornes, Laura Buffo, Louise Corbel, Loïse Perrais, Maëlys Kartner, Anne Gaelle Le Moing, Beatrice Bourdin, Patrick Berquin

{"title":"Revisiting Identification Thresholds of Specific Learning Disorders (SLD) in Gifted Children (GC). A Comparison of Three Groups: Twice-Exceptional (TE) Children, GC Without SLD and Non-GC With SLD","authors":"Laurent Lesecq, Laurent Querne, Julie Gornes, Laura Buffo, Louise Corbel, Loïse Perrais, Maëlys Kartner, Anne Gaelle Le Moing, Beatrice Bourdin, Patrick Berquin","doi":"10.1002/dys.70050","DOIUrl":"10.1002/dys.70050","url":null,"abstract":"This study investigates assessment of Specific Learning Disorders (SLD) in Twice-Exceptional (TE) children, gifted children (GC) who also present SLD, in oral and written language domains. Applying the standard threshold for identification (< 7th percentile) to GC often results in the assessment and identification of SLD in the TE population, thereby limiting access to appropriate support. The objective was to determine which language tests effectively identify SLD in TE children and establish optimal threshold values. The prospective study included 301 children 7–16 years, divided into three groups: GC without SLD (n = 71), TE children (n = 114), and non-gifted children with SLD (n = 116). Language test performances were compared across groups, and Classification and Regression Tree (CART) analyses were employed to optimize test sensitivity and specificity in the TE group. TE children performed better than the SLD group but worse than GC without disorders. At standard thresholds, text reading and spelling tests showed the highest sensitivity, which significantly improved when CART-derived decision thresholds (62nd and 38th percentiles) were applied, while maintaining satisfactory specificity. Results indicate that standard thresholds lead to under-identification of SLD in GC, and that adjusted thresholds enhance identification accuracy. These findings should generalize to similarly complex languages, such as English.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197147","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

Socioeconomic Status and Fine-Grained Literacy Outcomes in Heritage Bilingual and Monolingual Children With and Without Specific Learning Disorders 有和没有特殊学习障碍的传统双语和单语儿童的社会经济地位和细粒度读写结果

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-10-09 DOI: 10.1002/dys.70051

Paola Bonifacci, Elisabetta Lombardo, Marina Porrelli, Alessia Rapino, Anna Gallani, Carlotta Facini, Chiara Gelmini, Chiara Nanni, Michela Muccinelli, Elena Mannino, Simona Chiodo

{"title":"Socioeconomic Status and Fine-Grained Literacy Outcomes in Heritage Bilingual and Monolingual Children With and Without Specific Learning Disorders","authors":"Paola Bonifacci, Elisabetta Lombardo, Marina Porrelli, Alessia Rapino, Anna Gallani, Carlotta Facini, Chiara Gelmini, Chiara Nanni, Michela Muccinelli, Elena Mannino, Simona Chiodo","doi":"10.1002/dys.70051","DOIUrl":"https://doi.org/10.1002/dys.70051","url":null,"abstract":"This study investigated the sociolinguistic background and the cognitive and literacy profiles of heritage bilingual (HB) children with specific learning disorders (SLD) in reading and spelling or typical development (TD) in comparison with their monolingual peers. About 454 primary school children were included and divided into four groups: HBs with SLD (n = 108) or TD (n = 70), and monolinguals with SLD (n = 106) or TD (n = 170). Children completed tasks assessing nonverbal IQ, working memory, processing speed, nonword repetition, listening comprehension, and literacy skills, including word, nonword, and text reading and spelling, and reading comprehension. Parents provided information on language history and socioeconomic status (SES). Results showed comparable sociolinguistic profiles across groups, with greater heritage language maintenance in the HB-TD group. SES primarily predicted performance on tasks with higher lexical demands and nonverbal IQ. Once SES was considered, language background only influenced spelling tasks. Interaction effects indicated a stronger influence of SES in HBs. At the phenotypic level, HBs and monolingual children with SLD showed comparable profiles, with an SLD-specific disadvantage for HBs emerging only in nonword spelling. These findings underscore the importance of SES in assessing HB children and promoting the home language in clinical populations.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146285","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

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-09-08 DOI: 10.1002/dys.70043

A. Fella, C. Christoforou, T. C. Papadopoulos

{"title":"Event-Related Potential Components and the Lexical Decision Task in Greek-Speaking Children With and Without Reading Difficulties","authors":"A. Fella, C. Christoforou, T. C. Papadopoulos","doi":"10.1002/dys.70043","DOIUrl":"10.1002/dys.70043","url":null,"abstract":"The present study examined neurocognitive differences in visual word processing between children with reading difficulties (RD) and chronological-age-matched controls (CA) using event-related potentials (ERPs) during a lexical decision task. Participants were Grade 3 and Grade 6 children (ages 7.6–12.1 years) who were required to discriminate real words from orthographically similar pseudowords. ERP analyses focused on the N200 and N400 components, which are thought to reflect early stages of visual word processing and later processes involved in lexical access and stimulus evaluation. The results showed that the Grade 3 RD group exhibited significantly higher Ν200 amplitudes than their CA controls, suggesting less efficient early processing of the presented stimuli. However, no differences in the N200 were observed between the Grade 6 groups. Children with RD in both grades exhibited reduced N400 amplitudes compared to their counterparts, suggesting differences in the neural processes supporting word recognition. These findings contribute to a clearer understanding of the temporal dynamics of written word processing in children with RD in transparent orthographies and highlight the value of ERP measures for examining neurocognitive mechanisms underlying reading development.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13552215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148907631","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

Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia 消除关于定义和纠正阅读障碍的神话和误解。

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-09-03 DOI: 10.1002/dys.70049

Christy R. Austin, Marissa J. Filderman, Dana Raine, Rose Kjesbo, Courtney D. Boman

{"title":"Dispelling Myths and Misunderstandings About Defining and Remediating Dyslexia","authors":"Christy R. Austin, Marissa J. Filderman, Dana Raine, Rose Kjesbo, Courtney D. Boman","doi":"10.1002/dys.70049","DOIUrl":"10.1002/dys.70049","url":null,"abstract":"Despite a strong base of scientifically supported research on dyslexia, pervasive misunderstandings continue, particularly in the United States, where state legislation, instructional practices and parent advocacy intersect in ways that influence how dyslexia is identified and treated. Historical misinterpretations about the aetiology and characteristics of dyslexia, evolving definitions of dyslexia and differing ideological beliefs about how to operationalize identifying dyslexia in schools all contribute to uncertainty surrounding what dyslexia is and is not. Misunderstandings have led to a host of fad and pseudoscientific treatments for dyslexia that are unsupported by scientifically based reading research. Misinformation about dyslexia continues to be shared by well-intentioned, but uninformed, advocates. Disinformation about dyslexia is also shared with education stakeholders for monetary gain. This article draws on scientifically based reading research to (a) illuminate current understandings and misunderstandings about dyslexia, (b) support evidence-based treatments, (c) dispel fad and pseudoscientific treatments and (d) highlight areas needing additional research.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13539549/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148888593","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

Understanding Auditory Temporal Processing in Chinese Children With Dyslexia: The Mediating Effect of Phonological Awareness and Rapid Automatised Naming 理解中国阅读障碍儿童的听觉时间加工：语音意识和快速自动命名的中介作用。

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-08-28 DOI: 10.1002/dys.70045

Jingze Wang, Jia Long, Junjun Li, Pei Wang

引用次数: 0

Debating the Delphi View of Dyslexia: A Response to Metsala, Morsanyi and Colleagues 阅读障碍的德尔菲观点之争：对Metsala， Morsanyi及其同事的回应。

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-08-27 DOI: 10.1002/dys.70042

Julia M. Carroll, Caroline Holden, Philip Kirby, Margaret J. Snowling, Paul A. Thompson

引用次数: 0

Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review COVID-19大流行期间阅读困难儿童的心理教育挑战：系统综述

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-08-26 DOI: 10.1002/dys.70047

Seyed Alireza Ghasemi, Mahdi SalarSadeghi, Minoo Miri, Ahmad Khamesan

{"title":"Psychoeducational Challenges of Dyslexic Children During the COVID-19 Pandemic: A Systematic Review","authors":"Seyed Alireza Ghasemi, Mahdi SalarSadeghi, Minoo Miri, Ahmad Khamesan","doi":"10.1002/dys.70047","DOIUrl":"https://doi.org/10.1002/dys.70047","url":null,"abstract":"<div>\u0000 \u0000 Dyslexic students faced psychological and educational challenges during the COVID-19 pandemic and online learning, including increased anxiety, low self-esteem, reduced reading interest, limited access to educational technologies, insufficient teacher support, and difficulties with reading fluency and concentration. Examining these challenges is crucial for implementing effective measures and enhancing post-pandemic learning. This study investigates the psycho-educational challenges of dyslexic children during the pandemic, highlighting the need for targeted interventions to support them in current and future contexts. This systematic review identified relevant articles through electronic searches of PubMed, Wiley, Scopus, Web of Science, Google Scholar, and ScienceDirect, supplemented by the snowballing technique, which involved examining the bibliographies of retrieved references. The study identified two main categories of challenges for dyslexic children: psychological (mental health, emotional well-being, behavioural issues, parental stress) and educational (socioeconomic status, technology access, special educational needs, teacher support, remote learning difficulties) affecting children with learning disabilities. The research results show that dyslexic children faced various psychological and educational difficulties identified in this review during the COVID-19 pandemic. Therefore, targeted, evidence-based strategies—such as teacher training, family–school collaboration, adaptive learning technologies, and psychological support—are needed to mitigate these challenges in the post-pandemic period.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 4","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148816491","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

Help! I Have to Assist My Child With Reading and Spelling: Mothers' Teaching Self-Efficacy and Mother–Child Conflict During Homework 的帮助!我必须帮助我的孩子阅读和拼写：母亲的教学自我效能感与家庭作业中的母子冲突。

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-08-23 DOI: 10.1002/dys.70048

Peter F. de Jong, Marjolein Zee

{"title":"Help! I Have to Assist My Child With Reading and Spelling: Mothers' Teaching Self-Efficacy and Mother–Child Conflict During Homework","authors":"Peter F. de Jong, Marjolein Zee","doi":"10.1002/dys.70048","DOIUrl":"10.1002/dys.70048","url":null,"abstract":"Treatment of children with dyslexia is often accompanied by practice in reading and spelling at home. Mothers often help their children with this homework, almost on a daily basis. However, some might not feel efficacious in helping their child with homework. We examined which mother and contextual factors contribute to mothers' specific teaching self-efficacy and more general parental self-efficacy, and to what extent self-efficacy is related to mother–child conflict during homework. Participants were 153 mothers of children from second to eighth grade. Mothers reported on their teaching and general parental self-efficacy, perceived stress, household chaos of the family, and the quality of support received by the clinic for the treatment of dyslexia and also about conflicts with their child during homework. Path analysis showed that increased levels of perceived stress and household chaos were associated with lower teaching and parental self-efficacy, whereas a higher quality of support by the clinic was related to a higher level of teaching self-efficacy. Only mothers' sense of efficacy in teaching was independently associated with the amount of mother–child conflict during homework. Our results speak to the general importance of teaching self-efficacy in providing adequate support with homework.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 3","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13500934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809364","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

Feasibility and Effectiveness of an Adolescent Glass-Analysis Reading Intervention Delivered Online by Lay Tutors 外行教师在线提供青少年玻璃分析阅读干预的可行性和有效性

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-08-19 DOI: 10.1002/dys.70046

Corrine Durisko, Kailee Lear, Isabel Beck, Cheryl Sandora, Julie A. Fiez

{"title":"Feasibility and Effectiveness of an Adolescent Glass-Analysis Reading Intervention Delivered Online by Lay Tutors","authors":"Corrine Durisko, Kailee Lear, Isabel Beck, Cheryl Sandora, Julie A. Fiez","doi":"10.1002/dys.70046","DOIUrl":"https://doi.org/10.1002/dys.70046","url":null,"abstract":"Many adolescents do not have the basic reading skills needed to successfully comprehend increasingly complex academic texts, and the COVID-19 pandemic has further disrupted reading achievement. These concerns motivate the present pilot study, which adapts the Glass-Analysis programme, a theoretically distinctive analytic phonics intervention, for online delivery by lay tutors. Fifth- and sixth-grade students (N = 34) with poor reading skills were alternately assigned to an intervention or waitlist control group. Intervention participants completed individualised sessions over 11–19 weeks. The Woodcock Reading Mastery Test (WRMT-III) and Test of Word Reading Efficiency (TOWRE-2) were used to measure changes in reading skills. Tutors reached high fidelity at the end of training; technological barriers were minimal, and tutor and participant retention was high. Moderate effect size differences between the intervention and waitlist control group were observed for measures of decoding and rapid automatised naming, but the study was designed with low statistical power and none of the observed group differences were significant. We conclude the Glass-Analysis programme holds promise as a scalable and accessible reading intervention for adolescent struggling readers and that future work to more definitively test its effectiveness is warranted.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 3","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783983","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

A Developmental Study of Lexico-Phonological Distance in Vocabulary Learning: Evidence From Typically Developing and Learning-Disabled Arabic-Speaking Children 词汇学习中词汇-语音距离的发展研究：来自典型发育儿童和学习障碍儿童的证据

IF 1.6 3区教育学

Dyslexia Pub Date : 2026-07-31 DOI: 10.1002/dys.70044

Abeer Asli-Badarneh

{"title":"A Developmental Study of Lexico-Phonological Distance in Vocabulary Learning: Evidence From Typically Developing and Learning-Disabled Arabic-Speaking Children","authors":"Abeer Asli-Badarneh","doi":"10.1002/dys.70044","DOIUrl":"https://doi.org/10.1002/dys.70044","url":null,"abstract":"<div>\u0000 \u0000 The present study examines the role of lexico-phonological distance in shaping vocabulary acquisition within Arabic diglossia, drawing on 299 Arabic-speaking children with and without learning disabilities across Grades 1–6. Performance followed a consistent gradient: identical words were easiest; unique words hardest; cognates fell between. This hierarchy held across both receptive and expressive tasks and remained stable over development; the Grade × Word Type interaction was non-significant, indicating that distance-related constraints remain stable with schooling. More telling was the Group × Word Type interaction: the performance gap between typically developing (TD) and learning-disabled (LD) children widened disproportionately for unique words, where the demands of representational construction meet reduced phonological processing resources. A modality asymmetry further qualified the picture: expressive vocabulary proved more sensitive to diglossic distance than receptive vocabulary, consistent with the heavier retrieval demands production places on underspecified representations. Theoretically, the findings are interpreted within MAWRID, which treats linguistic distance as a constraint on representational quality and the Lexical Quality Hypothesis, which links representational precision to lexical access efficiency. These findings implicate lexico-phonological distance as a structural, developmentally persistent constraint on lexical acquisition in Arabic diglossia, with disproportionate consequences for children with compromised phonological resources.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 3","pages":""},"PeriodicalIF":1.6,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148647812","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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