Dyslexia最新文献_第2页

What Parents, Teachers and Clinicians Know About the Features of Developmental Dyslexia and Its Intervention: A Scoping Review 家长、教师和临床医生对发展性阅读障碍的特征及其干预的了解：范围回顾

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-04 DOI: 10.1002/dys.70017

B. Bollig, G. Coverdale, D. Bayliss, G. McArthur, N. A. Badcock

{"title":"What Parents, Teachers and Clinicians Know About the Features of Developmental Dyslexia and Its Intervention: A Scoping Review","authors":"B. Bollig, G. Coverdale, D. Bayliss, G. McArthur, N. A. Badcock","doi":"10.1002/dys.70017","DOIUrl":"https://doi.org/10.1002/dys.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite decades of research, misconceptions about developmental dyslexia remain widespread among those responsible for identifying and supporting affected children. Identifying the nature and persistence of these beliefs is essential to improving practice and policy. We conducted a scoping review to map the understanding of developmental dyslexia among teachers, parents and clinicians by identifying their beliefs about its features and interventions. The review included 95 studies on dyslexia features and 56 studies on dyslexia intervention. Thematic analyses identified several accurate beliefs (<i>n</i> = 17) across stakeholder groups (e.g., dyslexia is a neurological condition, early intervention is important) as well as false beliefs (<i>n</i> = 4) and partially correct beliefs (<i>n</i> = 18; e.g., dyslexia is a visual problem, dyslexia can be outgrown). Statistical analyses showed no significant differences in the prevalence of false beliefs between teachers, parents and clinicians. The findings suggest that misconceptions are rooted in the progressive scientific landscape of dyslexia research, highlighting the need for targeted professional development, improved dissemination of evidence-based practices and further research to address gaps in understanding and practice.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"32 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145659556","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

Consensus Without Clarity for Dyslexia Identification: A Commentary on Holden et al. 阅读障碍识别的共识缺乏明确：对Holden等人的评论。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-12-04 DOI: 10.1002/dys.70019

Jamie L. Metsala, Linda S. Siegel, David P. Hurford, Michaela R. Ozier

引用次数: 0

The Efficacy of a Metacognitive Study Method for Undergraduate Students With SLDs 元认知学习方法对大学生学习障碍的效果观察。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-11-18 DOI: 10.1002/dys.70018

Barbara Sini, Anna Maria Re, Francesca De Vita, Roberta Cavaglià, Giorgia Molinengo, Carla Tinti

{"title":"The Efficacy of a Metacognitive Study Method for Undergraduate Students With SLDs","authors":"Barbara Sini, Anna Maria Re, Francesca De Vita, Roberta Cavaglià, Giorgia Molinengo, Carla Tinti","doi":"10.1002/dys.70018","DOIUrl":"10.1002/dys.70018","url":null,"abstract":"<div>\u0000 \u0000 <p>There is an abundance of literature on specific learning disabilities (SLDs), but it is mainly focused on young students (primary, middle, and high school). Further investigations on study strategies among undergraduates with SLDs are needed. The present research focused on the efficacy of a training course on study strategies tailored to students with SLDs. Therefore, we tested the efficacy of this training course on a sample of 136 Italian undergraduates with SLDs (46 males and 90 females; <i>M</i><sub>age</sub> = 20.46 SD = 1.60) who attended different types of undergraduate courses: 27.94% humanistic courses, 42.65% scientific courses, and 29.41% healthcare courses. The present findings highlight significant improvement in students' beliefs (in terms of their intelligence, personality, and abilities). Additionally, as students enhance their knowledge and use of strategies, they become more resilient, and their anxiety level decreases. Finally, positive outcomes were observed in their performance on a study task and in their academic performance.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551522","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

Higher Short- and Long-Term Fluent Reading Abilities Following an Executive Functions-Based Reading Intervention Are Moderated by Executive Functions Improvement in Children With Reading Difficulties 基于执行功能的阅读干预对阅读困难儿童短期和长期流利阅读能力的提高有调节作用。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-24 DOI: 10.1002/dys.70015

T. Horowitz-Kraus, N. Taran, J. Fotang, K. Rosch, R. Farah

{"title":"Higher Short- and Long-Term Fluent Reading Abilities Following an Executive Functions-Based Reading Intervention Are Moderated by Executive Functions Improvement in Children With Reading Difficulties","authors":"T. Horowitz-Kraus, N. Taran, J. Fotang, K. Rosch, R. Farah","doi":"10.1002/dys.70015","DOIUrl":"10.1002/dys.70015","url":null,"abstract":"<p>Previous studies have demonstrated how an executive functions-based reading training was related to improved reading and executive function abilities as well as changes in neural circuits underlying these abilities in children with reading disabilities and in typical readers. The executive components of this programme include visual attention, initiation, shifting/inhibition, speed of processing and working memory. Whether and which executive functions moderate these reading and cognitive effects in the short and long term remain elusive. This study aimed at assessing the short-term (immediately after) and long-term (3 months post-training) outcomes of a previously described computerised executive function-based reading training. Executive functions, speed of processing and visual attention were assessed pre/post-training, and reading abilities were assessed pre-, post- and long post-training in 41 children aged 8–12 (18 typical readers, 23 children with reading disabilities). The intervention improved reading fluency and word decoding in both reading groups, and the performance gain remained significant 3 months after the intervention. Moreover, improvements in speed of processing, inhibition and initiation post-training were found to be significant moderators of long-term reading improvement. Results suggest that individuals showing greater improvement in executive functions following reading training with an imposed time constraint show the greatest improvement in long-term reading gains.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138912","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

Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies 单词阅读和/或拼写缺陷亚型之间是否存在分离？一年级至四年级正字法纵向研究

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-22 DOI: 10.1002/dys.70014

Bjarte Furnes, Åsa Elwér

{"title":"Is There a Dissociation Between Deficit Subtypes in Word Reading and/or Spelling? A Longitudinal Study From Grade 1 to Grade 4 Across Orthographies","authors":"Bjarte Furnes, Åsa Elwér","doi":"10.1002/dys.70014","DOIUrl":"https://doi.org/10.1002/dys.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>We investigated the stability of word reading and/or spelling deficits in children from Sweden (<i>N</i> = 170) and the U.S. (<i>N</i> = 452) from the end of Grade 1 to Grade 2 and from Grade 2 to Grade 4. Children were assessed for reading fluency and spelling accuracy and classified into subtypes with isolated reading deficits (RD), isolated spelling deficits (SD) or combined deficits (RSD). Stability was assessed using cross-tabulations and chi-square or Fisher's exact tests. The RSD subtype showed moderate to high stability across grades, whilst RD and especially SD were significantly less stable. These patterns held across orthographies. Although single-timepoint identification of isolated deficits may justify monitoring and support, our findings suggest limited predictive value for long-term persistence. This challenges prior assumptions about the stability of dissociative profiles and underscores that most children with literacy difficulties experience challenges in both the accuracy and efficiency of accessing phonological and orthographic representations. The results have implications for theoretical models of literacy development and for designing interventions targeting early reading and spelling difficulties.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111162","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

Temporal Characteristics of Handwriting in Children With Dyslexia in Transparent Orthography 阅读障碍儿童透明正字法书写的时间特征

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-15 DOI: 10.1002/dys.70012

Mirela Duranovic, Bojana Vukovic

{"title":"Temporal Characteristics of Handwriting in Children With Dyslexia in Transparent Orthography","authors":"Mirela Duranovic, Bojana Vukovic","doi":"10.1002/dys.70012","DOIUrl":"https://doi.org/10.1002/dys.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>Research on dyslexia in children has largely focused on languages with deep orthography, limiting its applicability to transparent orthographies like Bosnian. This study examined handwriting characteristics in children with dyslexia, comparing them to a control group of typically developing children (CA) and a spelling level-matched group (SL). A range of tasks was used, varying from basic motor and graphomotor skills (e.g., writing names) to higher-level cognitive tasks (e.g., writing the alphabet). Dictation of isolated words was included to analyse the relationship between temporal handwriting features and spelling accuracy. Writing durations for real words, nonwords, and pseudowords were compared to identify cognitive strategies used by children with dyslexia. Results showed that children with dyslexia had significantly longer writing durations, slower pen speeds, more frequent and longer pauses, and fewer correctly written letters than both CA and SL groups. In the dictation task, they performed worse than the CA group across all word types. During text writing, they paused more often, especially between words. These findings offer important insights into the handwriting challenges faced by children with dyslexia in transparent orthographic systems and highlight the need for tailored support.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062699","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

Staples of Screening for Dyslexia in University Students 大学生阅读障碍筛查要点

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-15 DOI: 10.1002/dys.70011

Kendra V. Saunders, Shujia Sun, Sana Tibi, Kara M. Dawson, Linda Lombardino

{"title":"Staples of Screening for Dyslexia in University Students","authors":"Kendra V. Saunders, Shujia Sun, Sana Tibi, Kara M. Dawson, Linda Lombardino","doi":"10.1002/dys.70011","DOIUrl":"https://doi.org/10.1002/dys.70011","url":null,"abstract":"<div>\u0000 \u0000 <p>Dyslexia remains a struggle even among university students. This study aimed to better describe the profiles of college students with dyslexia using a multi-step screening process. The process included a phone screening interview, a developmental and family history questionnaire, and norm-referenced tests to identify students with phonological processing and word-level reading fluency deficits consistent with extant data on college students and adults with dyslexia. Eighty-two university students responded to our questionnaire, and 71 completed a battery of standardised tests including word-level reading and decoding, phonological processing measures, and cognitive tasks. Over 81% of the participants demonstrated deficits in word-level reading fluency, and 98% showed deficits in rapid automatized naming (RAN). Conversely, phonological awareness and phonological memory deficits were less commonly observed. The overwhelming majority of students reported a history of learning difficulties with reading, spelling, writing, or math. Additionally, the majority had a positive family history of language learning difficulties. This process of identifying college students with dyslexia and the profiles of their strengths and weaknesses supports a multifaceted approach to diagnosing dyslexia. These insights should provide guidelines for clinicians and educators seeking to identify and support college students with dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062700","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

A Statistical Learning-Based Clustering Model With Features Selection to Identify Dyslexia in School-Aged Children 基于特征选择的统计学习聚类模型识别学龄儿童阅读障碍。

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-09-15 DOI: 10.1002/dys.70013

Michele Maiella, Martina Benedetti, Pierfrancesco Alaimo Di Loro, Antonello Maruotti

{"title":"A Statistical Learning-Based Clustering Model With Features Selection to Identify Dyslexia in School-Aged Children","authors":"Michele Maiella, Martina Benedetti, Pierfrancesco Alaimo Di Loro, Antonello Maruotti","doi":"10.1002/dys.70013","DOIUrl":"10.1002/dys.70013","url":null,"abstract":"<p>The multi-deficit framework employed to identify dyslexia requires statistical learning-based models to account for the complex interplay of cognitive skills. Traditional methods often rely on simplistic statistical techniques, which may fail to capture the heterogeneity inherent in dyslexia. This study introduces a model-based clustering framework, employing finite mixtures of contaminated Gaussian distributions, to better understand and classify dyslexia. Using data from a cohort of 122 children in Poland, including 51 diagnosed with dyslexia, we explore the effectiveness of this method in distinguishing between dyslexic and control groups. Our approach integrates variable selection techniques to identify clinically relevant cognitive skills while addressing issues of outliers and redundant variables. Results demonstrate the superiority of multivariate finite mixture models, achieving high accuracy in clustering and revealing the importance of specific variables such as Reading, Phonology, and Rapid Automatized Naming. This study emphasises the value of the multiple-deficit model and robust statistical techniques in advancing the diagnosis and understanding of dyslexia.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12436676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070801","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

A Sunny Disposition and a Big Heart: Thematic Analysis of Parent-Reported Socio-Emotional Strengths in Dyslexia 开朗的性格和宽广的胸怀：阅读障碍中父母报告的社会情感优势的主题分析

IF 2.5 3区教育学

Dyslexia Pub Date : 2025-08-25 DOI: 10.1002/dys.70010

Belinda Y. Zhang, Gabriela V. Gocheva, Ana Tyler, Amie Wallman-Jones, Marni Shabash, Jiwoo Han, Christa Watson-Pereira, Zachary A. Miller, Maria Luisa Gorno-Tempini, Virginia E. Sturm, Eleanor R. Palser

{"title":"A Sunny Disposition and a Big Heart: Thematic Analysis of Parent-Reported Socio-Emotional Strengths in Dyslexia","authors":"Belinda Y. Zhang, Gabriela V. Gocheva, Ana Tyler, Amie Wallman-Jones, Marni Shabash, Jiwoo Han, Christa Watson-Pereira, Zachary A. Miller, Maria Luisa Gorno-Tempini, Virginia E. Sturm, Eleanor R. Palser","doi":"10.1002/dys.70010","DOIUrl":"https://doi.org/10.1002/dys.70010","url":null,"abstract":"<p>Children with dyslexia have persistent and well-characterised reading difficulties but may also have less well-known socio-emotional abilities. Socio-emotional abilities in dyslexia could be leveraged in remediation efforts to improve outcomes, including resilience. Our aim was to characterise these socio-emotional abilities from parents' perspectives, to inform strength-based curricula. We analysed 97 parent responses to an open-ended question on the behavioural and emotional strengths of their child with dyslexia using a reflexive thematic analysis approach. We identified five themes, including: (1) social skills, (2) positivity, (3) reliability, (4) determination and (5) creativity. Subthemes indicated children with dyslexia had particular strengths in prosocial behaviour, empathy, optimism, conscientiousness and originality. The frequency of reported strengths was variable, with rarer descriptions of creativity alongside widespread social skills. Our findings suggest that dyslexia may be associated with previously overlooked socio-emotional strengths which could be harnessed in remediation efforts to improve outcomes by reducing stigma and fostering resilience and self-esteem.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 3","pages":""},"PeriodicalIF":2.5,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897308","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

How Does Theory of Mind (ToM) Affect Chinese Reading of Children With Dyslexia? The Moderation Effect of Picture Book Reading 心理理论（ToM）如何影响失读症儿童的中文阅读？绘本阅读的调节作用

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-07-13 DOI: 10.1002/dys.70009

Hung-Ju Tsai, Li-Chih Wang

{"title":"How Does Theory of Mind (ToM) Affect Chinese Reading of Children With Dyslexia? The Moderation Effect of Picture Book Reading","authors":"Hung-Ju Tsai, Li-Chih Wang","doi":"10.1002/dys.70009","DOIUrl":"https://doi.org/10.1002/dys.70009","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated Theory of Mind (ToM) in Chinese children with and without dyslexia and examined the moderating effect of early picture book reading experience on the relationship between ToM and reading comprehension. Grounded in the Landscape Model of Reading, we compared ToM between groups and explored how early literacy experiences influence reading comprehension. In total, 86 Chinese children, including 44 with dyslexia and 42 typically developing, were recruited for this study. Results revealed that typically developing children outperformed those with dyslexia in ToM tasks (<i>η</i><sup><i>2</i></sup><sub><i>p</i></sub> = 0.86). Early picture book reading experience significantly moderated the relationship between ToM and reading comprehension for children with dyslexia (<i>β</i> = 0.03, <i>p</i> < 0.05), but not for typically developing children. Notably, the moderating effect of picture book reading was significant only for children with dyslexia who had richer early literacy experiences. On the contrary, this moderation effect was not observed in typically developing children. The study contributes to our understanding of the universal and language-specific factors influencing reading development and suggests targeted interventions for children with dyslexia in Chinese-speaking populations.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 3","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615412","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