IF 1.9 3区教育学

Dyslexia Pub Date : 2025-05-08 DOI: 10.1002/dys.70008

Zonglin Dai, Yan Zhang, Chunlin Yao

{"title":"Training Emotional Intelligence to Promote the English Reading Performance of Learners With Dyslexia Risk in China","authors":"Zonglin Dai, Yan Zhang, Chunlin Yao","doi":"10.1002/dys.70008","DOIUrl":"https://doi.org/10.1002/dys.70008","url":null,"abstract":"<div>\u0000 \u0000 The study examined the effects of an emotional intelligence training programme on improving the English reading performance of university students with dyslexia risk in China. It is an experimental study with mixed-research methods. A total of 61 students with dyslexia risk were selected as an experimental group and a control group. The two groups were taught by the same English teacher using the same method. In addition, learners in the experimental group received emotional intelligence training. After 21 weeks, the research team investigated learners' English reading performance and emotional intelligence. The analysis results revealed that the mean scores for emotional intelligence (67.00 vs. 63.77, p = 0.004 < 0.01, Cohen's d = 0.764, medium effect) and English reading performance (86.97 vs. 84.55, p = 0.002 < 0.01, Cohen's d = 0.832, large effect) in the experimental group were significantly higher than those in the control group. The study uncovered that an English training programme embedded with an emotional intelligence training program promotes the English reading performance of learners with dyslexia risk significantly higher than a pure English training programme, and training EI is a potential way to improve the English reading performance of learners with dyslexia risk.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143926142","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

The Face Processing Deficit in Developmental Dyslexia: A Meta-Analysis 发展性阅读障碍的面部加工缺陷：一项元分析

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-05-06 DOI: 10.1002/dys.70007

YiZhen Li, XiaoJun Zhao

引用次数: 0

Pervasive Motor and Balance Difficulties in University Students With Dyslexia 阅读障碍大学生的普遍运动和平衡困难

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-04-25 DOI: 10.1002/dys.70006

Martin McPhillips, Helen McNally, Bronagh Taylor, Michail Doumas

{"title":"Pervasive Motor and Balance Difficulties in University Students With Dyslexia","authors":"Martin McPhillips, Helen McNally, Bronagh Taylor, Michail Doumas","doi":"10.1002/dys.70006","DOIUrl":"https://doi.org/10.1002/dys.70006","url":null,"abstract":"Previous research suggests that dyslexic university students are unlikely to experience significant co-occurring motor or balance difficulties and may represent instances of ‘pure’ dyslexia. However, the motor and balance measures used in previous studies have been limited in scope. The primary aim of the present study was to capture a wider profile of the motor and balance difficulties experienced by dyslexic students. A group of 24 university students with dyslexia were matched on age and IQ to a group of 28 students without dyslexia. Both groups completed standardised tests of reading efficiency, IQ, and attention deficit/hyperactivity disorder (ADHD) symptoms, as well as standardised motor and balance tests and a clinical procedure for primary reflex persistence. The dyslexia group had significant reading efficiency and inattention problems, as well as significantly more difficulties on specific tests of balance and primary reflex persistence. Regression analyses revealed that inattention, balance, and primary reflex persistence were unique predictors of reading efficiency. An individual profile analysis also revealed that 75% of the dyslexic students experienced at least one type of significant motor/balance difficulty (lowest 5 percentiles) relative to their peers. The findings suggest that levels of motor/balance problems in university students with dyslexia have been underestimated in previous research.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143871520","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

Seeing, Being Seen and Being Able to See Dyslexia in English Schools: Parent and Teacher Perspectives 英语学校的阅读障碍：家长和教师的观点

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-24 DOI: 10.1002/dys.70003

Angela M. Thompson, Clare Wood, Ian K. Thompson, Julia M. Carroll

引用次数: 0

What Are the Research Priorities for the Dyslexia Community in the United Kingdom and How Do They Align With Previous Research Funding? 英国阅读障碍社区的研究重点是什么？它们如何与以前的研究经费保持一致？

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-18 DOI: 10.1002/dys.70004

Catherine Manning, Beverley Jennings, Keren MacLennan, Raveen Rayat, Keith Spiller, Holly Joseph

{"title":"What Are the Research Priorities for the Dyslexia Community in the United Kingdom and How Do They Align With Previous Research Funding?","authors":"Catherine Manning, Beverley Jennings, Keren MacLennan, Raveen Rayat, Keith Spiller, Holly Joseph","doi":"10.1002/dys.70004","DOIUrl":"https://doi.org/10.1002/dys.70004","url":null,"abstract":"Targeting research towards areas that matter to dyslexic people and their families is essential for improving dyslexic people's lives. However, we do not know what the dyslexia community's research priorities are and whether they align with current research funding. We categorised previous funding for dyslexia research in the United Kingdom and considered how this aligns with community research priorities, using multiple methods and a participatory approach. We identified that the vast majority (78%) of funding has been spent on research into biology, brain and cognition. Through seven focus groups (n = 37), dyslexic adults and/or family members/carers of dyslexic children expressed that this balance needs redressing, and we identified four important areas for future research, informed by lived experiences. Finally, 436 members of the dyslexia community ranked the importance of research topics in a survey. The top five priorities related to training teachers and professionals, educational supports and interventions, mental health and self-esteem, making services and spaces more inclusive and cognition. Research into genes and risk factors was less prioritised. These results provide a point of reference for researchers and funders to align future research funding with the dyslexia community's priorities so that it can be of translational benefit.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143638718","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

Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context 第二语言教师对阅读障碍的认识与信念：土耳其语语境

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-16 DOI: 10.1002/dys.70005

H. Gülru Yüksel, Emrah Özcan

{"title":"Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context","authors":"H. Gülru Yüksel, Emrah Özcan","doi":"10.1002/dys.70005","DOIUrl":"https://doi.org/10.1002/dys.70005","url":null,"abstract":"Dyslexia is one of the most common language-based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms. The current study investigated the knowledge and beliefs of Turkish second language teachers (SLTs) about dyslexia. Data were collected from 150 participants using the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). The findings revealed that Turkish SLTs possess a moderate level of knowledge about dyslexia, with notable strengths in understanding the need for individualised instruction and rejecting common myths, such as the belief that dyslexia is linked to laziness or low intelligence. However, several misconceptions persist, including the belief that dyslexia primarily results from visual processing issues. Female teachers and those with less than 11 years of teaching experience demonstrated significantly higher levels of knowledge. The study highlights the need for targeted professional development that builds on teachers' existing strengths while addressing areas of misunderstanding. Further research is recommended to explore the impact of teacher knowledge on dyslexic students' learning outcomes in L2 classrooms.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143632669","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

Dynamic Assessment for Literacy: Utility in Children With Difficulties of Different Socioeconomic Status 读写能力动态评估：在不同社会经济地位困难儿童中的效用

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-03-14 DOI: 10.1002/dys.70002

Sara Mata, Isabel Monte-Tablada, Bart Vogelaar, Francisca Serrano

{"title":"Dynamic Assessment for Literacy: Utility in Children With Difficulties of Different Socioeconomic Status","authors":"Sara Mata, Isabel Monte-Tablada, Bart Vogelaar, Francisca Serrano","doi":"10.1002/dys.70002","DOIUrl":"https://doi.org/10.1002/dys.70002","url":null,"abstract":"<div>\u0000 \u0000 Although children who grow up in a low socioeconomic situation present deficits in literacy skills, the present research aimed to shed light on the skills they possess and how detecting them can help improve their development. A total of 439 children were analysed for their literacy skills, learning potential in reading- and writing-related skills as determined by dynamic assessment methodology, and behaviour during the test situation. Participants belonged to three groups: children with socioeconomic disadvantage, children with literacy difficulties and children with typical development. Results showed that children with socioeconomic disadvantage and those with literacy difficulties showed similar results in traditional reading and writing tests. Nonetheless, children with socioeconomic disadvantage showed higher learning potential in these skills than children with literacy difficulties. This result supports the accuracy of dynamic assessment for classification. In addition, the behavioural profile in a test situation differed between the groups. The study conclusions relate to the importance of developing intervention programmes in reading and writing skills for children at risk of learning difficulties, considering not only their initial level but also their learning potential and behavioural profiles.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143622513","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

Investigating Reading Enjoyment in Adults With Dyslexia 研究成人阅读障碍患者的阅读乐趣

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-02-26 DOI: 10.1002/dys.1803

Hannah Jones, Amrita Bains, Laura Randall, Carina Spaulding, Jessie Ricketts, Saloni Krishnan

{"title":"Investigating Reading Enjoyment in Adults With Dyslexia","authors":"Hannah Jones, Amrita Bains, Laura Randall, Carina Spaulding, Jessie Ricketts, Saloni Krishnan","doi":"10.1002/dys.1803","DOIUrl":"https://doi.org/10.1002/dys.1803","url":null,"abstract":"Previous studies have suggested that adults with dyslexia do not enjoy reading, based on data from trait-based questionnaires. This study uses state-based measures of reading to offer greater insight into different aspects of motivation, including liking and wanting. In a new paradigm sensitive to dynamic changes in reading enjoyment, adults with dyslexia (n = 59) and without dyslexia (n = 59) read 24 book extracts, rated their enjoyment and answered a question about the extract. Subsequently, participants decided whether to accept a cost (e.g., 3–6 s wait) to read the next paragraph. We also collected traditional trait-based measures of enjoyment. While neurotypical adults had higher trait-based reading enjoyment, average state-based reading enjoyment did not differ between groups. The relationship between high enjoyment states and subsequent benefits was altered in dyslexia. While heightened states of enjoyment increased the likelihood of continuing to read, this was attenuated in adults with dyslexia. In neurotypical adults, high states of enjoyment increased the likelihood of answering the question about the text correctly; this relationship did not hold in adults with dyslexia. Our findings shed light on how links between intrinsic value and subsequent motivation are altered in adults with dyslexia, suggesting that reading enjoyment can drive reading engagement but not comprehension.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143497312","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

Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification 迈向阅读障碍实践的共识：一项关于评估和识别的德尔菲研究的结果

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-02-25 DOI: 10.1002/dys.1800

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

引用次数: 0

Adults With Dyslexia Use Internalised Beat Cues Less Than Controls When Estimating Interval Length 在估计间隔长度时，有阅读障碍的成年人使用内化节拍线索的次数少于对照组

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-02-16 DOI: 10.1002/dys.70001

Nathércia Lima Torres, Ana Rita Batista, José Sousa, Vasiliki Folia, Dimitris Baltos, Ana Mesquita, Susana Silva

{"title":"Adults With Dyslexia Use Internalised Beat Cues Less Than Controls When Estimating Interval Length","authors":"Nathércia Lima Torres, Ana Rita Batista, José Sousa, Vasiliki Folia, Dimitris Baltos, Ana Mesquita, Susana Silva","doi":"10.1002/dys.70001","DOIUrl":"https://doi.org/10.1002/dys.70001","url":null,"abstract":"Difficulties in both duration and beat-based time perception are common in individuals with dyslexia (DD). It is also known that internalised beat cues may aid in duration processing. This study investigated whether the difficulties in duration processing among DD stem from their inability to utilise internal beat cues. Participants with and without dyslexia estimated intervals ranging from 500 ms to 10 s. In the beat cue condition, participants listened to a sequence of 500 ms beats before the interval, and in the no beat cue condition, they were exposed to silence while EEG was recorded. Interestingly, the two groups did not differ in duration estimation performance, but they did differ in their utilisation of beat cues, with DD showing less sensitivity to these, whether the impact was negative (cues before shorter intervals) or positive (before longer intervals). Brainwave entrainment to the target frequency was significantly higher compared with entrainment to a non-target frequency, and cross-group differences were null. Our findings suggest that DD may have difficulties either in retaining the beat when it is no longer audible, or in using the internalised beat for duration estimation. Nevertheless, they can achieve comparable accuracy to neurotypical adults, possibly through compensatory strategies.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423561","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

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