Dyslexia最新文献_第10页

Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years 由家长和老师填写的针对阅读障碍的幼儿园筛选工具。5岁到15岁的预测和发展轨迹

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-02-13 DOI: 10.1002/dys.1707

引用次数: 0

Links between organized visual search and reading ability in French primary school children 法国小学生有组织的视觉搜索与阅读能力的关系

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-24 DOI: 10.1002/dys.1703

Alma Guilbert, Hélène Guiraud-Vinatea

引用次数: 2

K-2 principal knowledge (not leadership) matters for dyslexia intervention. K-2主要知识(不是领导)对阅读障碍干预有影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-07-11 DOI: 10.1002/dys.1690

Missy Schraeder, James Fox, Richard Mohn

{"title":"K-2 principal knowledge (not leadership) matters for dyslexia intervention.","authors":"Missy Schraeder, James Fox, Richard Mohn","doi":"10.1002/dys.1690","DOIUrl":"https://doi.org/10.1002/dys.1690","url":null,"abstract":"Kindergarten through second-grade elementary schools that best serve students with dyslexia have principals who are knowledgeable about dyslexia and understand the best practices for providing intervention for students with dyslexia. In this study, three styles of leadership were examined to understand the implication that leadership has on intervention for dyslexia: transformational, instructional, and integrated leadership. However, many students in elementary schools have difficulty learning to read despite good leadership by the principal, with 5-20% of students being diagnosed with dyslexia. While these students need phonetic, multisensory intervention to build necessary reading skills, this study found that many principals lack knowledge of this specialized instruction. The purpose of this research was to explore variables that determine the school-based level of appropriate intervention for students with dyslexia. A questionnaire assessing leadership skills, knowledge, and beliefs about dyslexia, preparation in reading disorders and/or dyslexia received from degree programs and professional development, and services provided to students with dyslexia was given to K-2 principals serving in schools across the United States. Results indicated that regardless of leadership style, principals who have greater knowledge and more correct beliefs about dyslexia provide more appropriate school-based services for students with dyslexia. Eight detailed K-2 principal/practitioner recommendations are included based upon this key finding.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"525-547"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1690","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39175404","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: 2

Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years. 由家长和老师填写的针对阅读障碍的幼儿园筛选工具。5岁到15岁的预测和发展轨迹。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-28 DOI: 10.1002/dys.1698

Turid Helland, Frøydis Morken, Wenche A Helland

{"title":"Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years.","authors":"Turid Helland, Frøydis Morken, Wenche A Helland","doi":"10.1002/dys.1698","DOIUrl":"https://doi.org/10.1002/dys.1698","url":null,"abstract":"The concept of early 'efforts' has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental dyslexia could predict school marks of literacy competence 10 years later, and to see whether these screening tools would reveal different dyslexia trajectories. The study is part of the Bergen Longitudinal Dyslexia Study, and the results from individual testing are reported elsewhere. Here, the caregivers' views isolated from the rest of the study are focused. Three tools were used: the RI-5, a questionnaire assessing the risk of dyslexia; the TRAS, a non-standardized observation tool of children's communication skills; and the CCC-2, a questionnaire assessing Developmental Language Disorders. Screening was performed at age 5 (TP1), age 11, (TP2) and age 15 (TP3). At TP2, when dyslexia was identified, 13 children formed the dyslexia group, and the rest formed the control group. At TP3, the RI-5 and CCC-2 turned out to be predictive of literacy competence as measured by school marks. Developmental trajectories were seen through the regroupings and scorings into a persistent group, a late onset group and a resolving group. Evidence-based preschool screening tools filled out by close caregivers offer valid information on later literacy developmental trajectories.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"413-435"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39468043","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: 3

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka. 小学教师在识别阅读障碍儿童方面的准备程度:斯里兰卡的一项全国性调查。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-06 DOI: 10.1002/dys.1696

W A Nadhee N Peries, Bimali Indrarathne, B Deepal W Jayamanne, Thimathi D Wickramasekara, K Anoma C Alwis, Achala U Jayatilleke

引用次数: 1

Issue Information 问题信息

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 DOI: 10.1002/dys.1662

引用次数: 0

Reading and spelling disorders in a school-based population screening in Sicily (Italy). 西西里岛(意大利)基于学校的人群筛查中的阅读和拼写障碍。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-06 DOI: 10.1002/dys.1694

Marco Maria Leonardi, Francesco Domenico Di Blasi, Enrico Savelli, Serafino Buono

{"title":"Reading and spelling disorders in a school-based population screening in Sicily (Italy).","authors":"Marco Maria Leonardi, Francesco Domenico Di Blasi, Enrico Savelli, Serafino Buono","doi":"10.1002/dys.1694","DOIUrl":"https://doi.org/10.1002/dys.1694","url":null,"abstract":"This research was carried out according to the Italian Consensus Conference on Specific Learning Disability guidelines for screening initiatives. It describes a three-year screening project involving 2.469 students, aged 8-15 years, from various classes of primary, lower and upper secondary schools of Sicily. Students were assessed for reading and spelling skills. Overall, 4.9% met the risk criteria for suspected reading disorder, 6.1% for spelling disorder, while 8.5% for both conditions. Results showed that out of 932 pupils in the primary school, 4.6% met the risk criteria for reading disorder and 6.5% for spelling disorder; out of 855 pupils of the lower secondary school, 5.3% for reading disorder and 5.5% for spelling disorder; out of 652 pupils of the upper secondary school, 4.9% for reading disorder and 6.1% for spelling disorder. No significant difference in the prevalence of students at risk of reading disorder or spelling disorder, within the three grade-levels over 3 years, was found. At project conclusion further clinical investigation to verify the screening results on student sub-sample (57%) was carried out. The percentage of students with SLD was equal to 3.15%, in the primary school, 3.76% in the lower secondary school and 2.51%, in the upper secondary school.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"452-467"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39391451","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: 1

Predicting dyslexia in Arabic-speaking children: Developing instruments and estimating their psychometric indices. 预测阿拉伯语儿童的阅读障碍:开发工具和估计他们的心理测量指数。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-03-29 DOI: 10.1002/dys.1682

Mahmoud Gharaibeh

{"title":"Predicting dyslexia in Arabic-speaking children: Developing instruments and estimating their psychometric indices.","authors":"Mahmoud Gharaibeh","doi":"10.1002/dys.1682","DOIUrl":"https://doi.org/10.1002/dys.1682","url":null,"abstract":"Dyslexia is a reading disability that is characterized by when an individual has trouble in rapid and accurate word decoding. This study developed, piloted and assessed the validity and reliability of three instruments: Rapid Automatized Scale (RANS), Arabic Reading Ability Scale (ARAS) and Phonological Awareness Scale (PAS), on a sample of 700 students (aged 8-9 years). Four groups (n = 30) were formed based on the participants' results of the three instruments; Double Deficit (DD), Rapid Automatized Naming Deficit (RAND), Phonological Awareness Deficit (PAD) and No Deficit groups. Content validities of the instruments were supported using published reports; though educational experts further revised RANS. It found a significant inverse correlation between the PA test score and RAN (mistakes and time) score (r = -.44; p < .001), and a significant positive correlation between RAN mistakes and RAN time (r = .47; p < .001). Acceptable internal reliability of the RANS was demonstrated by a Cronbach's alpha test coefficient of α = .85 (>.70; acceptable). High inter-rater reliability tests were observed for the three instruments (r ≥ .86, p < .001). The three instruments can predict reading difficulties and dyslexia in Arabic-speaking populations.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"436-451"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25529529","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: 2

Diagnosing adults with dyslexia: Psychologists' experiences and practices. 诊断成人阅读障碍:心理学家的经验和实践。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-07-15 DOI: 10.1002/dys.1689

Andrea Sadusky, Andrea E Reupert, Nerelie C Freeman, Emily P Berger

{"title":"Diagnosing adults with dyslexia: Psychologists' experiences and practices.","authors":"Andrea Sadusky, Andrea E Reupert, Nerelie C Freeman, Emily P Berger","doi":"10.1002/dys.1689","DOIUrl":"https://doi.org/10.1002/dys.1689","url":null,"abstract":"Previous research has investigated how psychologists identify dyslexia in school-aged children. However, it is presently unclear how psychologists diagnose dyslexia in adults. This study aimed to explore psychologists' understandings and experiences in how they assess adults for dyslexia. Nine psychologists in Australia were recruited from professional associations and interviewed using a semi-structured schedule. After member checks, transcripts were analysed using reflexive thematic analysis. The results suggested that participants' assessment practices with adults were similar to those used with children. However, participants were not confident in assessing adults due to a lack of an empirical base and training, and appropriately normed tools. Moreover, participants relied on their clinical judgment to help overcome barriers unique to the assessment of adults including obtaining an accurate developmental history and determining the relevancy of academic intervention for a formal diagnosis. Participants recommended (better) training and accessible research about how to efficaciously diagnose adults with dyslexia. The robustness of current diagnostic tools for equitably identifying adults with dyslexia was questioned by some participants. There is a need for national guidelines in Australia to support psychologists in identifying adults with dyslexia. International research and guidelines have an important role to play in informing this process.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"468-485"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39189566","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: 3

Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers. 非正式准备与多年经验:马萨诸塞州早期小学教师阅读障碍知识的关键相关关系。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-10-06 DOI: 10.1002/dys.1701

Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski

{"title":"Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers.","authors":"Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski","doi":"10.1002/dys.1701","DOIUrl":"https://doi.org/10.1002/dys.1701","url":null,"abstract":"Background: Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts.Methods: We designed a survey based on two published assessment tools and surveyed 92 early elementary teachers. Using univariate and multivariate linear regression models, we assessed the relationships among knowledge (dependent variable) and confidence, feelings of preparedness, years of teaching experience, informal education and professional development opportunities (independent variables).Results: The mean knowledge score was 68 ± 14%; teachers performed best on questions about perceptions of dyslexia, classroom management/teaching strategies and some dyslexia characteristics. Informal education and years of teaching experience were consistently positively associated with knowledge.Discussion and conclusions: Formal training and professional development opportunities may need to focus more specifically on learning disabilities and dyslexia. Teachers should also have input on professional development needs. Our findings suggest a need for additional studies on strategies to improve educator knowledge of dyslexia and assess outcomes.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 4","pages":"510-524"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39488707","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: 2