Dyslexia最新文献_第2页

In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum 在情感和阅读动机方面，被诊断患有阅读障碍的儿童不仅仅是一个连续体的终点。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-15 DOI: 10.1002/dys.1778

Enrica Donolato, Enrico Toffalini, Cesare Cornoldi, Irene C. Mammarella

{"title":"In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum","authors":"Enrica Donolato, Enrico Toffalini, Cesare Cornoldi, Irene C. Mammarella","doi":"10.1002/dys.1778","DOIUrl":"10.1002/dys.1778","url":null,"abstract":"Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case–control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4–8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617338","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

Elevated unanticipated acoustic startle reactivity in dyslexia 阅读障碍患者的非预期声惊吓反应性升高。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-09 DOI: 10.1002/dys.1779

Eleanor R. Palser, Christina R. Veziris, Nathaniel A. Morris, Ashlin R. K. Roy, Christa Watson-Pereira, Sarah R. Holley, Bruce L. Miller, Maria Luisa Gorno-Tempini, Virginia E. Sturm

{"title":"Elevated unanticipated acoustic startle reactivity in dyslexia","authors":"Eleanor R. Palser, Christina R. Veziris, Nathaniel A. Morris, Ashlin R. K. Roy, Christa Watson-Pereira, Sarah R. Holley, Bruce L. Miller, Maria Luisa Gorno-Tempini, Virginia E. Sturm","doi":"10.1002/dys.1779","DOIUrl":"10.1002/dys.1779","url":null,"abstract":"People with dyslexia, a neurodevelopmental disorder of reading, are highly attuned to the emotional world. Compared with their typically developing peers, children with dyslexia exhibit greater autonomic nervous system reactivity and facial behaviour to emotion- and empathy-inducing film clips. Affective symptoms, such as anxiety, are also more common in children with dyslexia than in those without. Here, we investigated whether the startle response, an automatic reaction that lies at the interface of emotion and reflex, is elevated in dyslexia. We measured facial behaviour, electrodermal reactivity (a sympathetic nervous system measure) and emotional experience in response to a 100 ms, 105 dB unanticipated acoustic startle task in 30 children with dyslexia and 20 comparison children without dyslexia (aged 7–13) who were matched on age, sex and nonverbal reasoning. Our results indicated that the children with dyslexia had greater total facial behaviour and electrodermal reactivity to the acoustic startle task than the children without dyslexia. Across the sample, greater electrodermal reactivity during the startle predicted greater parent-reported anxiety symptoms. These findings contribute to an emerging picture of heightened emotional reactivity in dyslexia and suggest accentuated sympathetic nervous system reactivity may contribute to the elevated anxiety that is often seen in this population.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560050","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

Assessing students with dyslexia and other reading difficulties through multiple diagnostic assessments 通过多种诊断评估，对有阅读障碍和其他阅读困难的学生进行评估。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-01 DOI: 10.1002/dys.1777

Nai-Cheng Kuo, Heather Wahl, Wendy McKinney, McKenzie Thompson, Nicole Roberson, Thomas Mattison, Megan Ray

引用次数: 0

An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England 从生态系统角度看影响英格兰主流学校阅读障碍学习者学习经历的因素。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-06-07 DOI: 10.1002/dys.1768

Georgina Nnamani

{"title":"An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England","authors":"Georgina Nnamani","doi":"10.1002/dys.1768","DOIUrl":"10.1002/dys.1768","url":null,"abstract":"A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285007","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

Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems 从神经多样性的角度了解发育性阅读障碍患者的心理健康：学校联系对焦虑、抑郁和行为问题的中介效应

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-06-05 DOI: 10.1002/dys.1775

Adrienne Wilmot, Penelope Hasking, Suze Leitão, Elizabeth Hill, Mark Boyes

{"title":"Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems","authors":"Adrienne Wilmot, Penelope Hasking, Suze Leitão, Elizabeth Hill, Mark Boyes","doi":"10.1002/dys.1775","DOIUrl":"https://doi.org/10.1002/dys.1775","url":null,"abstract":"Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141251354","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

Effects of a visual perception-based occupational therapy program on reading and motor skills in children with developmental dyslexia: Single blind randomized cross-over study design 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 2.2 3区教育学

Dyslexia Pub Date : 2024-05-30 DOI: 10.1002/dys.1773

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

{"title":"Effects of a visual perception-based occupational therapy program on reading and motor skills in children with developmental dyslexia: Single blind randomized cross-over study design","authors":"Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık","doi":"10.1002/dys.1773","DOIUrl":"10.1002/dys.1773","url":null,"abstract":"This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) program 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 program 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 program to solve problems in the physical and learning activities of children with DD.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141180909","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

Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming 阅读困难儿童工作记忆与阅读的中介：音位意识和快速自动命名的作用。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-05-28 DOI: 10.1002/dys.1774

Julia M. Guerin, Sarah Droder, Lynley Turkelson, Quintino R. Mano

{"title":"Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming","authors":"Julia M. Guerin, Sarah Droder, Lynley Turkelson, Quintino R. Mano","doi":"10.1002/dys.1774","DOIUrl":"10.1002/dys.1774","url":null,"abstract":"Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162922","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

Investigating low intelligence stereotype threat in adults with developmental dyslexia 调查发育性阅读障碍成人的低智力刻板印象威胁

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-04-30 DOI: 10.1002/dys.1766

Barbara Piotrowska, John Barratt

{"title":"Investigating low intelligence stereotype threat in adults with developmental dyslexia","authors":"Barbara Piotrowska, John Barratt","doi":"10.1002/dys.1766","DOIUrl":"https://doi.org/10.1002/dys.1766","url":null,"abstract":"Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140814266","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

Handwriting difficulties in children with dyslexia: Poorer legibility in dictation and alphabet tasks, slowness in the alphabet task 阅读障碍儿童的手写困难：听写和字母书写的清晰度较差，字母书写速度较慢

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-04-29 DOI: 10.1002/dys.1767

Elise Van Heuverswyn, Claire Gosse, Marie Van Reybroeck

{"title":"Handwriting difficulties in children with dyslexia: Poorer legibility in dictation and alphabet tasks, slowness in the alphabet task","authors":"Elise Van Heuverswyn, Claire Gosse, Marie Van Reybroeck","doi":"10.1002/dys.1767","DOIUrl":"https://doi.org/10.1002/dys.1767","url":null,"abstract":"Several studies have shown that children with dyslexia (DYS), in addition to their reading and spelling deficits, encounter handwriting difficulties that are still poorly understood in terms of their nature and origin. The present study aimed to better understand the handwriting difficulties of children with DYS by comparing their handwriting quality and speed in two tasks, a dictation task and an alphabet task, which required fewer spelling skills than the dictation task. Twenty-nine French-speaking children (Mage = 9.5 years) participated in the study, including 18 children with DYS and nine typically developing (TD) children matched on chronological age. The children performed control tasks, a dictation task with words varying in graphic and orthographic complexity and an alphabet writing task. Accuracy, handwriting quality (legibility), and fluency (speed, writing and pause time) were carefully measured using a digital tablet. GLMM analysis and t tests showed that children with DYS made more aesthetic errors (handwriting quality) in both the dictation and alphabet task than TD children. They also wrote more slowly than TD children in the alphabet task (speed, pause time). These findings suggest that children with DYS present handwriting difficulties, even in a simple alphabet task. In dictation, they seem to favour speed at the expense of handwriting quality.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140814146","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

Technical adequacy of measuring teachers' knowledge of dyslexia 测量教师对阅读障碍的了解在技术上是否充分。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-03-18 DOI: 10.1002/dys.1765

Deborah K. Reed, Huibin Zhang

引用次数: 0