IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-27 DOI: 10.1002/dys.1786

Loes Bazen, Madelon van den Boer, Elise H. de Bree, Peter F. de Jong

{"title":"Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia","authors":"Loes Bazen, Madelon van den Boer, Elise H. de Bree, Peter F. de Jong","doi":"10.1002/dys.1786","DOIUrl":"10.1002/dys.1786","url":null,"abstract":"Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher-rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher-rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082132","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

Subjective visual vertical/horizontal and video head impulse test in dyslexic children 阅读障碍儿童的主观视觉垂直/水平和视频头部冲动测试。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-22 DOI: 10.1002/dys.1782

Pasqualina Maria Picciotti, Dario Antonio Mele, Stefano Settimi, Giorgia Mari, Lucia D'Alatri, Jacopo Galli

{"title":"Subjective visual vertical/horizontal and video head impulse test in dyslexic children","authors":"Pasqualina Maria Picciotti, Dario Antonio Mele, Stefano Settimi, Giorgia Mari, Lucia D'Alatri, Jacopo Galli","doi":"10.1002/dys.1782","DOIUrl":"10.1002/dys.1782","url":null,"abstract":"Different studies have tried to establish a relationship between dyslexia and the vestibular system function. Subjective Visual Vertical/Horizontal (SVV and SVH) and Video Head Impulse Test (VHIT) are useful for studying the vestibular system and can be easily performed in children. Our aim was to evaluate the vestibular function in dyslexic children by SVV/SVH and VHIT. We enrolled 18 dyslexic children (10M/8F; mean age 10.7 ± 2.3 years; range 7–14 years) and 18 age-matched children with typical development of learning abilities. All children performed VHIT, SVV and SVH. We found normal gain and symmetry of vestibulo-ocular-reflex both in dyslexic and typically developing children. Fifteen out of 18 dyslexic children (83.3%) showed a difference of at least one amongst SVV or SVH. The mean value of SVV was 2.3° and the mean value of SVH was 2.6°. Statistical analysis showed a significant difference between typically developing and dyslexic children for both SVV and SVH. We confirm a relationship between dyslexia and the alteration of SVV and SVH. Our results could be related to the pathogenetic hypothesis of a visual processing impairment related to a dysfunction of the magnocellular pathway or to a general deficit related to a multimodal cortical network.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019144","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

Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design 校正基于视觉感知的职业治疗计划对发育性阅读障碍儿童阅读和运动技能的影响：单盲随机交叉研究设计。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-20 DOI: 10.1002/dys.1785

Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık

{"title":"Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design","authors":"Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık","doi":"10.1002/dys.1785","DOIUrl":"10.1002/dys.1785","url":null,"abstract":"This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005529","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

Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy 提高有特殊学习障碍的高中生的说服性写作能力：STOP 和 DARE 策略。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-18 DOI: 10.1002/dys.1788

Kürşat Öğülmüş, Murat Hikmet Açıkgöz

{"title":"Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy","authors":"Kürşat Öğülmüş, Murat Hikmet Açıkgöz","doi":"10.1002/dys.1788","DOIUrl":"10.1002/dys.1788","url":null,"abstract":"Writing skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001050","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 perceptual span in dyslexic reading and visual search 阅读障碍者阅读和视觉搜索的感知跨度。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-18 DOI: 10.1002/dys.1783

Steven G. Luke, Celeste Tolley, Adriana Gutierrez, Cole Smith, Toni Brown, Kate Woodruff, Olivia Ford

引用次数: 0

Increasing inter-word spacing reduces migration errors and improves reading comprehension in students with dyslexia 增加单词间距可减少阅读障碍学生的迁移错误，提高阅读理解能力。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-14 DOI: 10.1002/dys.1787

Ruth Maria Price-Mohr, Colin Bernard Price

引用次数: 0

Exploring mothers' metaphorical sensemaking of dyslexia 探索母亲对阅读障碍的隐喻感知。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-14 DOI: 10.1002/dys.1784

Jenna S. Abetz

引用次数: 0

Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden 瑞典 1-3 年级智障学生的阅读能力。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-24 DOI: 10.1002/dys.1781

Linda Fälth, Heidi Selenius, Staffan Nilsson, Idor Svensson

{"title":"Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden","authors":"Linda Fälth, Heidi Selenius, Staffan Nilsson, Idor Svensson","doi":"10.1002/dys.1781","DOIUrl":"10.1002/dys.1781","url":null,"abstract":"This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1–3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1781","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761656","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

Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia 反馈性时序调节天气预报揭示了阅读障碍成人在程序性学习和陈述性学习方面的相对缺陷

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-19 DOI: 10.1002/dys.1780

Rahulkrishna Gurram Thimmugari, Cheickna Sacko, F. Sayako Earle

{"title":"Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia","authors":"Rahulkrishna Gurram Thimmugari, Cheickna Sacko, F. Sayako Earle","doi":"10.1002/dys.1780","DOIUrl":"https://doi.org/10.1002/dys.1780","url":null,"abstract":"A topic of recent debate is the hypothesis that deficits associated with developmental disorders of language, such as reading disability, can be explained by a selective weakness in procedural memory. Adults with (n = 29; RD) and without (n = 29; TD) reading disability completed a weather prediction task under immediate and delayed feedback conditions, that rely on the striatal (procedural) and hippocampal (declarative) circuits, respectively. We examined trial-by-trial accuracy by feedback condition (immediate vs. delayed) and group (RD vs. TD). In the immediate feedback condition, we found the TD group to have a higher learning rate than the RD group. In the delayed feedback condition, we found the TD group reach a high level of accuracy early, and outperform the RD group for the duration of the task. The TD group also made gains in reaction time under both conditions, while the RD group slowed in their responses. Taken together, it appears that while procedural memory is indeed impaired in adults with reading disability, to a lesser extent, declarative memory is also affected. This lends partial support to the PDH, and more broadly to the position that reading disability is associated with general (non-linguistic) difficulties in learning.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730285","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 impact of temporal processing on reading in dyslexia with rapid automatized naming deficits 阅读障碍伴有快速自动命名缺陷时，时间处理对阅读的影响。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-16 DOI: 10.1002/dys.1776

Zhengye Xu, Duo Liu, Li-Chih Wang

引用次数: 0

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