Dyslexia最新文献

Investigating Reading Enjoyment in Adults With Dyslexia

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

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

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

What Language Should We Use When Talking About Children With Specific Learning Disorders? A Study Exploring the Preference of Australian Parents, Professionals and Adults Who Have a Specific Learning Disorder

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-02-16 DOI: 10.1002/dys.70000

Hayley Anthony, Louise McLean, Aspasia Stacey Rabba, Andrea Reupert

{"title":"What Language Should We Use When Talking About Children With Specific Learning Disorders? A Study Exploring the Preference of Australian Parents, Professionals and Adults Who Have a Specific Learning Disorder","authors":"Hayley Anthony, Louise McLean, Aspasia Stacey Rabba, Andrea Reupert","doi":"10.1002/dys.70000","DOIUrl":"https://doi.org/10.1002/dys.70000","url":null,"abstract":"In Australia, a broad range of terms are used when discussing children and young people with a specific learning disorder (SLD). However, little is known about how SLD-related terminology is perceived by adults with an SLD, parents of children with an SLD and the professionals who support them. The purpose of this study was to identify any SLD-related preferred terms and explore factors which may influence these preferences. Data were collected from 177 participants via an online survey which asked them to rate how much they liked each term from a provided list and why. Results showed that clear language preferences do exist amongst dyslexic adults, parents and professionals, with dyslexia/dysgraphia/dyscalculia, dyslexic/dysgraphic/dyscalculic, person with dyslexia/dysgraphia/ dyscalculia and challenges being the most liked terms whilst learning disability, learning disabled, impairment, deficit, weakness and person with a learning disability were amongst the least liked terms. A narrative synthesis revealed that participants' language preferences are largely dependent on the context and intent of communication, generating six key themes. This research offers clear implications on how society embraces strengths and diversity, including language use, and the impact this can have on individuals with SLDs.","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.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423560","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

Development and Validity of the Adult Reading History Questionnaire (ARHQ) for Chinese 中文成人阅读史问卷（ARHQ）的开发与有效性。

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-02-05 DOI: 10.1002/dys.1802

Yuxiao He, Jiuqing Tang, Xinyan Yang, Zujun Song, Ning Ding, Yao Jia, Li Liu, Jingjing Zhao

{"title":"Development and Validity of the Adult Reading History Questionnaire (ARHQ) for Chinese","authors":"Yuxiao He, Jiuqing Tang, Xinyan Yang, Zujun Song, Ning Ding, Yao Jia, Li Liu, Jingjing Zhao","doi":"10.1002/dys.1802","DOIUrl":"10.1002/dys.1802","url":null,"abstract":"The Adult Reading History Questionnaire (ARHQ) is a popular instrument for screening dyslexia in adults. Yet, there is no evidence suggesting its applicability in Chinese. The present study aims to develop a Chinese Adult Reading History Questionnaire (Chinese-ARHQ) and to assess its validity among Chinese adults. A total of 2439 Chinese adults completed the questionnaire of Chinese-ARHQ with 2234 questionnaires valid for further analysis (Nmales = 825, Mage = 26.29 years, SDage = 9.12). Among these participants, 184 completed the questionnaire twice and 221 completed reading-related tests. Results showed that the Chinese-ARHQ had good internal consistency reliability (Cronbach's α = 0.88), and the test–retest reliability was 0.81. Three factors (current reading, dyslexia symptoms and memory) were extracted through exploratory factor analysis. The scores of Chinese-ARHQ and its factors were both related to reading and phonological skills, revealing the good criterion validity of the questionnaire. Receiver operating characteristic (ROC) analysis revealed that the optimal threshold for the Chinese-ARHQ was 0.36 with a sensitivity of 83.3% and a specificity of 75.9%. Additionally, adults screened by the Chinese-ARHQ (> 0.36) performed worse in reading and phonological awareness, further validating the Chinese-ARHQ as a reliable screening tool for Chinese dyslexia in adults.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143190853","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

INSIGHT: Combining Fixation Visualisations and Residual Neural Networks for Dyslexia Classification From Eye-Tracking Data

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-01-22 DOI: 10.1002/dys.1801

Roman Svaricek, Nicol Dostalova, Jan Sedmidubsky, Andrej Cernek

{"title":"INSIGHT: Combining Fixation Visualisations and Residual Neural Networks for Dyslexia Classification From Eye-Tracking Data","authors":"Roman Svaricek, Nicol Dostalova, Jan Sedmidubsky, Andrej Cernek","doi":"10.1002/dys.1801","DOIUrl":"10.1002/dys.1801","url":null,"abstract":"Current diagnostic methods for dyslexia primarily rely on traditional paper-and-pencil tasks. Advanced technological approaches, including eye-tracking and artificial intelligence (AI), offer enhanced diagnostic capabilities. In this paper, we bridge the gap between scientific and diagnostic concepts by proposing a novel dyslexia detection method, called INSIGHT, which combines a visualisation phase and a neural network-based classification phase. The first phase involves transforming eye-tracking fixation data into 2D visualisations called Fix-images, which clearly depict reading difficulties. The second phase utilises the ResNet18 convolutional neural network for classifying these images. The INSIGHT method was tested on 35 child participants (13 dyslexic and 22 control readers) using three text-reading tasks, achieving a highest accuracy of 86.65%. Additionally, we cross-tested the method on an independent dataset of Danish readers, confirming the robustness and generalizability of our approach with a notable accuracy of 86.11%. This innovative approach not only provides detailed insight into eye movement patterns when reading but also offers a robust framework for the early and accurate diagnosis of dyslexia, supporting the potential for more personalised and effective interventions.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11754147/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143025295","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

Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System 在希伯来语和书写系统的独特特征中阅读困难的认知语言概况。

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-01-07 DOI: 10.1002/dys.1799

Rotem- Yinon, Shelley Shaul

{"title":"Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System","authors":"Rotem- Yinon, Shelley Shaul","doi":"10.1002/dys.1799","DOIUrl":"10.1002/dys.1799","url":null,"abstract":"While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive-linguistic deficits may manifest differently depending on language and writing system characteristics. This study examined cognitive-linguistic profiles underlying RD in Hebrew, characterised by rich Semitic morphology and two writing versions differing in orthographic consistency—a transparent-pointed version and a deep-unpointed version. A two-step cluster analysis grouped 96 s graders and 81 fourth graders based on their phonological awareness (PA), rapid naming (RAN), orthographic knowledge (OK) and morphological-pattern identification (MPI) abilities. Word-reading accuracy and fluency in both writing versions were also examined. The analysis revealed substantial variation in cognitive-linguistic functioning levels, identifying distinct homogeneous profiles at both ages. PA and RAN deficits were most significant across grades. A distinct OK deficit profile emerged among fourth graders, particularly manifested in Hebrew's deep-unpointed script. Moreover, the findings converge on the conclusion that while the phonological deficit is primary and persists over time, its importance is secondary to the main morphological deficit, reflecting a central independent factor in explaining RD in Hebrew. These results support a hybrid-dynamic perspective, emphasising how the relevance of different cognitive-linguistic deficits underlying RD varies with development, influenced by Hebrew's unique orthographic and morphological characteristics.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11706672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956186","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 Impact of Metaphors on Academic Text Comprehension: The Case of Students With Dyslexia 隐喻对学术语篇理解的影响：以阅读障碍学生为例。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-17 DOI: 10.1002/dys.1796

Rita Cersosimo, Filippo Domaneschi, Alice Cancer

{"title":"The Impact of Metaphors on Academic Text Comprehension: The Case of Students With Dyslexia","authors":"Rita Cersosimo, Filippo Domaneschi, Alice Cancer","doi":"10.1002/dys.1796","DOIUrl":"10.1002/dys.1796","url":null,"abstract":"<div>\u0000 \u0000 Metaphor has long been used by scholars to make concepts more comprehensible. However, this use of figurative language has never been investigated in relation to the way students with dyslexia learn from academic texts. This study aims to assess the impact of metaphors on overall academic text comprehension in university students with and without dyslexia. Excerpts from scientific articles containing metaphors were adapted to be presented in two comparable conditions: metaphorical and literal. Legibility indexes were controlled for to guarantee the same difficulty between conditions. Twenty-eight students with dyslexia and thirty students without dyslexia underwent a multiple-choice comprehension task for two texts, one for each condition, and provided evaluations of text perception. A standardised assessment of general reading comprehension and cognitive abilities, such as reading speed, reading accuracy, and working memory was conducted. Data revealed that, when reading ability was controlled for, students with dyslexia presented significantly lower comprehension scores only in texts containing metaphors, despite comparable perceived complexity and increased interest in metaphorical texts. These findings suggest that metaphors used in educational discourse may not be entirely inclusive, as they seem to impose additional cognitive demands on students with dyslexia.\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142847961","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

Validation and Reliability of the Dyslexia Adult Checklist in Screening for Dyslexia 成人阅读障碍检查表筛查阅读障碍的有效性和可靠性。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-11 DOI: 10.1002/dys.1797

Z. Stark, K. Elalouf, V. Soldano, L. Franzen, A. P. Johnson

{"title":"Validation and Reliability of the Dyslexia Adult Checklist in Screening for Dyslexia","authors":"Z. Stark, K. Elalouf, V. Soldano, L. Franzen, A. P. Johnson","doi":"10.1002/dys.1797","DOIUrl":"10.1002/dys.1797","url":null,"abstract":"Dyslexia is a language-based neurobiological and developmental learning disability marked by inaccurate and disfluent word recognition, poor decoding, and difficulty spelling. Individuals can be diagnosed with and experience symptoms of dyslexia throughout their lifespan. Screening tools such as the Dyslexia Adult Checklist allow individuals to self-evaluate common risk factors of dyslexia prior to or in lieu of obtaining costly and timely psychoeducational assessments. Although widely available online, the Dyslexia Adult Checklist has yet to be validated. The purpose of this study was to validate this Checklist in a sample of adults with and without dyslexia using both univariate and multivariate statistical approaches. We hypothesised that the Dyslexia Adult Checklist would accurately distinguish between individuals with a self-reported diagnosis of dyslexia (n = 200) and a control group (n = 200), as measured by total scores on the screening tool. Results from our sample found the Dyslexia Adult Checklist to be valid (Cronbach's α = 0.86), and reliable (sensitivity = 76%–91.5%, specificity = 80%–88%). Compared to the originally proposed cut-off score of 45, given the higher sensitivity rate and negative predictive value, we recommend researchers and clinicians use a cut-off score of 40 to indicate possible mild to severe symptoms of dyslexia when using the Dyslexia Adult Checklist.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11632572/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808243","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

Cognitive and Neurobiological Correlates for Switching/Inhibition Moderate the Relations Between Word Reading and Reading Comprehension in Hebrew-Speaking Children: An fMRI Study 转换/抑制的认知和神经生物学相关调节希伯来语儿童单词阅读和阅读理解之间的关系：一项功能磁共振成像研究。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-09 DOI: 10.1002/dys.1798

Tzipi Horowitz-Kraus, Donia Abo-elhija, Alan Apter, Dror Kraus, Tamar Steinberg, Rupa Radhakrishnan, Daniel Barazany, Rola Farah

{"title":"Cognitive and Neurobiological Correlates for Switching/Inhibition Moderate the Relations Between Word Reading and Reading Comprehension in Hebrew-Speaking Children: An fMRI Study","authors":"Tzipi Horowitz-Kraus, Donia Abo-elhija, Alan Apter, Dror Kraus, Tamar Steinberg, Rupa Radhakrishnan, Daniel Barazany, Rola Farah","doi":"10.1002/dys.1798","DOIUrl":"10.1002/dys.1798","url":null,"abstract":"The expanded Simple View of Reading model suggests language processing and word reading as contributors to reading comprehension and points at the participation of executive functions as supporting these abilities. Switching and inhibition are both executive functions (EF) contributing to reading, especially in languages with two writing systems—shallow and deep, such as Hebrew. Here, we aimed to determine the specific role of switching/inhibition both cognitively and neurobiologically in the Simple View of Reading model among 49 eight- to 12-year-old Hebrew-speaking children. Children underwent reading and cognitive behavioural testing as well as a five-min resting-state fMRI scan. Functional connectivity of the fronto-parietal network related to switching/inhibition was determined and included in a moderation model. Results suggest that both switching/inhibition abilities and functional connectivity within the fronto-parietal network moderate the relations between word reading and reading comprehension. This strengthens the contribution of switching/inhibition to facilitating reading comprehension and supports the need to include it as part of the expanded SVR model.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11626504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796411","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