Dyslexia最新文献_第10页

Rapid serial naming: Developmental trajectory and relationship with the Bangor Dyslexia Test in Spanish students 西班牙学生快速序列命名:发展轨迹及其与班戈阅读障碍测验的关系

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-06-09 DOI: 10.1002/dys.1683

Paula Outón, María José Ferraces

引用次数: 1

“Same, same but different”: The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disorders “相同，相同但不同”:发展性阅读障碍、发展性协调障碍及共病障碍的最佳视位效应

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-06-02 DOI: 10.1002/dys.1688

Stéphanie Bellocchi, Stéphanie Ducrot

{"title":"“Same, same but different”: The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disorders","authors":"Stéphanie Bellocchi, Stéphanie Ducrot","doi":"10.1002/dys.1688","DOIUrl":"10.1002/dys.1688","url":null,"abstract":"The optimal viewing position (OVP) effect indicates that words are identified most quickly when the eyes fixate near the word centre in alphabetic languages. In two studies, we tested OVP in typically developing readers and children with developmental dyslexia (DD), developmental coordination disorder (DCD) and with both disorders (DD + DCD), using a variable-viewing-position technique. Study 1 showed that typically developing readers had developed highly automatized procedures of left-to-right attentional scanning resulting in an inverted J-shape VP curve comparable to what is observed in adult readers and that dyslexics showed non-prototypical one. In Study 2, we observed more typical procedures of left-to-right attentional scanning in children with DCD, isolated or comorbid, compared to DD. Moreover, given the absence of significant group differences between children with DD + DCD and children with isolated DD or DCD, our results reinforce the idea that the comorbid condition does not add to the severity of OVP anomalies. We then concluded that OVP atypicalities are specific to children with DD. Finally, we discussed the usefulness of the OVP effect as a clinical tool to identify possible OVP atypicalities that could be specific of some neurodevelopmental disorders (i.e., DD, DCD or DCD + DD).","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1688","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39056379","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

The co-occurrence of neurodevelopmental problems in dyslexia 阅读障碍患者神经发育问题的共同发生

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-03-24 DOI: 10.1002/dys.1681

Katarzyna Brimo, Lisa Dinkler, Christopher Gillberg, Paul Lichtenstein, Sebastian Lundström, Jakob Åsberg Johnels

{"title":"The co-occurrence of neurodevelopmental problems in dyslexia","authors":"Katarzyna Brimo, Lisa Dinkler, Christopher Gillberg, Paul Lichtenstein, Sebastian Lundström, Jakob Åsberg Johnels","doi":"10.1002/dys.1681","DOIUrl":"10.1002/dys.1681","url":null,"abstract":"The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eight-fold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25521407","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: 26

The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study 阅读障碍儿童焦虑与学习成绩的关系:一项纵向队列研究

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-03-17 DOI: 10.1002/dys.1680

Bushra Hossain, Stephen Bent, Robert Hendren

{"title":"The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study","authors":"Bushra Hossain, Stephen Bent, Robert Hendren","doi":"10.1002/dys.1680","DOIUrl":"10.1002/dys.1680","url":null,"abstract":"The purpose of this study was to examine the association between anxiety and overall academic performance (AP) in children with reading disorder (RD). This two-year longitudinal cohort study included 128 participants (aged 7–14 years) with RD. Anxiety symptoms were evaluated using the School Anxiety Scale – Teacher Report for the first year and the eight-item Spence Children's Anxiety Scale for the second year. AP was assessed by teacher ratings of progress in academic content areas, including reading, writing and math. Teachers completed evaluations every 3 months. We standardized all scores (to z scores). Multivariate linear regression models (adjusting for age, sex and Attention-Deficit/Hyperactivity Disorder symptoms) assessed the association cross-sectionally at each timepoint of survey completion. Repeated measures analysis using mixed models assessed the relationship longitudinally. Results from both univariate and multivariate analyses showed anxiety being significantly negatively associated with AP in children with RD, both cross-sectionally and longitudinally. Importantly, increased anxiety was significantly associated with reduced AP over time within an individual (adjusted β = −0.22, p = .002). This lends support to screening for anxiety disorders in children with RD. Future research should examine the directionality of this relationship, potential mediators in the pathway and whether interventions to reduce anxiety increase AP.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25500762","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: 12

The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia 统计学习的个体差异对有和无阅读障碍儿童阅读和拼写表现的贡献。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-25 DOI: 10.1002/dys.1678

Merel van Witteloostuijn, Paul Boersma, Frank Wijnen, Judith Rispens

{"title":"The contribution of individual differences in statistical learning to reading and spelling performance in children with and without dyslexia","authors":"Merel van Witteloostuijn, Paul Boersma, Frank Wijnen, Judith Rispens","doi":"10.1002/dys.1678","DOIUrl":"10.1002/dys.1678","url":null,"abstract":"Using an individual differences approach in children with and without dyslexia, this study investigated the hypothesized relationship between statistical learning ability and literacy (reading and spelling) skills. We examined the clinical relevance of statistical learning (serial reaction time and visual statistical learning tasks) by controlling for potential confounds at the participant level (e.g., non-verbal reasoning, attention and phonological skills including rapid automatized naming and phonological short-term memory). A 100 Dutch-speaking 8- to 11-year-old children with and without dyslexia participated (50 per group), see also van Witteloostuijn et al. (2019) for a study with the same participants. No evidence of a relationship between statistical learning and literacy skills is found above and beyond participant-level variables. Suggestions from the literature that the link between statistical learning and literacy attainment, and therefore its clinical relevance, might be small and strongly influenced by methodological differences between studies are not contradicted by our findings.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25411492","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: 19

Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia 模式效应:视角问题?有发展性阅读障碍和没有发展性阅读障碍的德国儿童在拼写评估中的写作模式差异

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-21 DOI: 10.1002/dys.1675

Stefanie Jung, Korbinian Moeller, Elise Klein, Juergen Heller

{"title":"Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia","authors":"Stefanie Jung, Korbinian Moeller, Elise Klein, Juergen Heller","doi":"10.1002/dys.1675","DOIUrl":"10.1002/dys.1675","url":null,"abstract":"Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer-keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German-speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall spelling accuracy, writing time, and self-corrections comparably in children with and without DD. On a rule-specific level, outcomes for writing time and self-corrections substantiated these findings. However, as regards spelling accuracy, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode-specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25392419","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: 1

Eye Tracking Using Nonverbal Tasks Could Contribute to Diagnostics of Developmental Dyslexia and Developmental Language Disorder 使用非语言任务的眼动追踪有助于诊断发展性阅读障碍和发展性语言障碍

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-19 DOI: 10.5772/INTECHOPEN.95561

Z. Bílková, M. Dobias, J. Dolezal, V. Fabián, Helena Havlisova, Jiří Jošt, O. Malinovská

{"title":"Eye Tracking Using Nonverbal Tasks Could Contribute to Diagnostics of Developmental Dyslexia and Developmental Language Disorder","authors":"Z. Bílková, M. Dobias, J. Dolezal, V. Fabián, Helena Havlisova, Jiří Jošt, O. Malinovská","doi":"10.5772/INTECHOPEN.95561","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.95561","url":null,"abstract":"There are not many studies dealing with a comparison of the eye movements of individuals with dyslexia and developmental language disorder (DLD). The aim of this study is to compare the eye movements in the two most common language disorders, dyslexia and DLD and to consider their contribution to diagnostics. In the research the oculomotor test was administered to 60 children with the clinical diagnosis of dyslexia or DLD and 58 typically developing children (controls). The test included a prosaccadic task, antisaccadic task and a nonverbal sequential task with self-regulation of the pace. Controls could be singled out from other two clinical groups by means of the oculomotor imaging. Both of the clinical groups in comparison with the controls were characterized by worse overall performance. Through the employment of the oculomotor it was possible to differentiate between both of the clinical groups. The dyslexics had an overall worse oculomotor performance than the DLD group. The results of the study show that the oculomotor test has the potential to contribute to diagnostics of dyslexia and DLD and the screening of these disorders at pre-school age.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309019","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

Dyslexia and syllogistic reasoning in adults: Differences in strategy usage 成人阅读障碍和三段论推理:策略使用的差异

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-16 DOI: 10.1002/dys.1676

Janette B. Jacobs, Elizabeth J. Newton, James H. Smith-Spark

引用次数: 1

Developmental dyslexia and creativity: A meta-analysis 发展性阅读障碍与创造力:一项元分析

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-14 DOI: 10.1002/dys.1677

Nadyanna M. Majeed, Andree Hartanto, Jacinth J. X. Tan

{"title":"Developmental dyslexia and creativity: A meta-analysis","authors":"Nadyanna M. Majeed, Andree Hartanto, Jacinth J. X. Tan","doi":"10.1002/dys.1677","DOIUrl":"10.1002/dys.1677","url":null,"abstract":"Despite difficulties in reading and writing, some research suggests that dyslexia may be related to higher levels of creativity. However, this pattern is not consistently observed. The current research sought to ascertain whether individuals with clinically diagnosed dyslexia exhibit higher creativity than controls through a meta-analysis. Fourteen studies that assessed the creativity of 397 individuals with clinically diagnosed dyslexia and 453 controls were reviewed. Random-effects meta-analysis revealed an overall non-significant difference in creativity scores between those with dyslexia and controls. Additionally, method factors such as the type of creativity task and whether intelligence was controlled for, as well as sample-related factors such as gender, did not explain differences in the dyslexia–creativity relationship. Nonetheless, individuals with dyslexia significantly outperformed controls in creativity scores in adult samples, but not in younger child/adolescent samples. Overall, the current findings provide limited support for the idea that individuals with dyslexia are more creative, and that past evidence of this relationship may be limited to adult samples.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25373383","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: 11

Does CBM maze assess reading comprehension in 8–9-year olds at-risk for dyslexia? CBM迷宫能评估8 - 9岁儿童的阅读理解能力吗?

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-02-10 DOI: 10.1002/dys.1679

Shelby Pollitt, Gina Harrison

引用次数: 1