Dyslexia最新文献_第10页

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia. 沙特公立小学教师对发展性阅读障碍的认识与信念。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-07 DOI: 10.1002/dys.1705

Mohaned G Abed, Todd K Shackelford

引用次数: 2

Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study. 一项随机对照研究表明，阅读障碍的神经心理干预对年轻人的心理健康有积极的影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-09-27 DOI: 10.1002/dys.1697

Johanna M Nukari, Marja R Laasonen, Eva P Arkkila, Marja-Leena Haapanen, Jari O Lipsanen, Erja T Poutiainen

{"title":"Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study.","authors":"Johanna M Nukari, Marja R Laasonen, Eva P Arkkila, Marja-Leena Haapanen, Jari O Lipsanen, Erja T Poutiainen","doi":"10.1002/dys.1697","DOIUrl":"https://doi.org/10.1002/dys.1697","url":null,"abstract":"Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 2","pages":"166-184"},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39465219","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

Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder. 儿童词汇与友谊:特殊学习障碍和注意缺陷多动障碍儿童与非特殊学习障碍儿童的比较研究。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2022-02-09 DOI: 10.1002/dys.1709

Sofia Kouvava, Katerina Antonopoulou, Asimina M Ralli, Constantinos M Kokkinos, Katerina Maridaki-Kassotaki

{"title":"Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder.","authors":"Sofia Kouvava, Katerina Antonopoulou, Asimina M Ralli, Constantinos M Kokkinos, Katerina Maridaki-Kassotaki","doi":"10.1002/dys.1709","DOIUrl":"https://doi.org/10.1002/dys.1709","url":null,"abstract":"Language skills are important in the formation and maintenance of friendships. Children with specific learning disorder (SLD) or attention-deficit/hyperactivity disorder (ADHD) experience difficulties with their relationships and have language-related problems. This study aims to examine how expressive and receptive vocabulary may relate to friendships of children with and without SLD or ADHD. Participants were 64 children with SLD, 64 children with ADHD, and 64 typically developing (TD) children, aged 8-12 years (Mage = 9.77 years, SD = 1.22), attending Grades 3 to 6 in inclusive primary schools of Attica, Greece. The Greek versions of the Peabody Picture Vocabulary Test and the expressive vocabulary subscale of the WISC-III were administered along with the sociometric nominations of friends and the self-reports of best friendship duration. Results showed that children with SLD and ADHD reported best friendships of shorter duration and had significantly poorer receptive and expressive vocabulary. Children with ADHD had significantly fewer close and best friends than children with SLD, who in turn had significantly fewer close and best friends than the TD children. Children's vocabulary in all three groups was positively correlated with the duration of their best friendships and was found to moderately predict children's close friendships.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 2","pages":"149-165"},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39902632","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

Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers. Stroop表现与希伯来语阅读障碍患者和典型读者的阅读概况有关。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2022-02-07 DOI: 10.1002/dys.1708

Donia Abo-Elhija, Rola Farah, Tzipi Horowitz-Kraus

{"title":"Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers.","authors":"Donia Abo-Elhija, Rola Farah, Tzipi Horowitz-Kraus","doi":"10.1002/dys.1708","DOIUrl":"https://doi.org/10.1002/dys.1708","url":null,"abstract":"There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults with and without reading difficulties performed reading and cognitive tasks, including the Stroop tests. Four groups were created based on Stroop performance time and a reading profile was created for each group. A mediation analysis was conducted to determine if reading accuracy and linguistic abilities predict RC mediated by Stroop time. Participants with a shorter Stroop time demonstrated better reading abilities, whereas those with longer Stroop time showed decreased reading performance. Stroop time was also negatively associated with better performance in additional cognitive abilities. A mediation analysis suggested that decoding ability and linguistic ability predict RC through EF. Our findings support the SVR model and the involvement of EF in reading proficiency and might be used for designing EF-based interventions for reading and RC difficulties.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 2","pages":"212-227"},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39898803","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

Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia? 阅读障碍模拟字体的启示：我们能否模拟阅读障碍患者的阅读障碍？

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-01 DOI: 10.1002/dys.1704

Zoey Stark, Léon Franzen, Aaron P Johnson

{"title":"Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia?","authors":"Zoey Stark, Léon Franzen, Aaron P Johnson","doi":"10.1002/dys.1704","DOIUrl":"10.1002/dys.1704","url":null,"abstract":"Individuals with dyslexia struggle at explaining what it is like to have dyslexia and how they perceive letters and words differently. This led the designer Daniel Britton to create a font that aims to simulate the perceptual experience of how effortful reading can be for individuals with dyslexia (http://danielbritton.info/dyslexia). This font removes forty percent of each character stroke with the aim of increasing reading effort, and in turn empathy and understanding for individuals with dyslexia. However, its efficacy has not yet been empirically tested. In the present study, we compared participants without dyslexia reading texts in the dyslexia simulation font to a group of individuals with dyslexia reading the same texts in Times New Roman font. Results suggest that the simulation font amplifies the struggle of reading, surpassing that experienced by adults with dyslexia-as reflected in increased reading time and overall number of eye movements in the majority of typical readers reading in the simulation font. Future research could compare the performance of the Daniel Britton simulation font against a sample of beginning readers with dyslexia as well as seek to design and empirically test an adapted simulation font with an increased preserved percentage of letter strokes [Correction added on 10 December 2021, after initial online publication. Abstract has been added].","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 2","pages":"228-243"},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39936727","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

Methods used by psychologists for identifying dyslexia: A systematic review. 心理学家用于识别阅读障碍的方法:系统回顾。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-20 DOI: 10.1002/dys.1706

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

{"title":"Methods used by psychologists for identifying dyslexia: A systematic review.","authors":"Andrea Sadusky, Emily P Berger, Andrea E Reupert, Nerelie C Freeman","doi":"10.1002/dys.1706","DOIUrl":"https://doi.org/10.1002/dys.1706","url":null,"abstract":"Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education-related legislation could contribute to continuing discrepancies between psychologists' assessment practices. However, an international \"snapshot\" of these practices is unavailable. An international comparison of psychologists' dyslexia assessment practices could help ascertain whether there are contextual factors that can foster converging practices. Accordingly, this study systematically reviewed the literature to capture how psychologists identify and/or diagnose dyslexia across English-speaking countries. Quantitative and/or qualitative studies, published between 2013 and 2021, that investigated psychologists' self-reported methods for assessing, identifying, and/or diagnosing individuals with dyslexia were included. Eleven studies (published across fourteen papers) met the inclusion criteria. Most included studies sampled school psychologists who work in the USA. Psychologists' dyslexia assessment practices were diverse (including the use of cognitive discrepancy and response-to-intervention methods). The results highlight an international need to develop a consensus operational definition of dyslexia and universal assessment guidelines. Future research might investigate the practices and beliefs of psychologists who work outside of the USA, and to be inclusive of adult populations. Implications for research and training are explored.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"28 2","pages":"132-148"},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39605629","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: 5

Statistical learning in children with a family risk of dyslexia 有阅读障碍家庭风险儿童的统计学习

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-03-14 DOI: 10.1002/dys.1711

Elise H de Bree, Josje Verhagen

{"title":"Statistical learning in children with a family risk of dyslexia","authors":"Elise H de Bree, Josje Verhagen","doi":"10.1002/dys.1711","DOIUrl":"https://doi.org/10.1002/dys.1711","url":null,"abstract":"The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 1","pages":"185 - 201"},"PeriodicalIF":2.2,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78033120","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

Speech perception in noise in children with dyslexia: Does speech sound disorder matter? 阅读障碍儿童在噪音中的言语感知：语音障碍有关系吗？

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-03-02 DOI: 10.1002/dys.1710

Giorgia Mari, P. Picciotti, Bianca Maria Martina, A. Loperfido, Felicia Zagari, Ilaria Proietti, Y. Longobardi, L. D’Alatri

引用次数: 0

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