Dyslexia最新文献_第3页

Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia 计算机化执行功能训练：对阅读障碍儿童阅读能力的影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-03-05 DOI: 10.1002/dys.1762

Sajjad Basharpoor, Elham Seif, Somayeh Daneshvar

{"title":"Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia","authors":"Sajjad Basharpoor, Elham Seif, Somayeh Daneshvar","doi":"10.1002/dys.1762","DOIUrl":"10.1002/dys.1762","url":null,"abstract":"This study aimed to test the efficacy of a newly developed computer-based game naming computerized executive functions (CEF) task on the reading ability of children suffering from dyslexia. Forty dyslexic school students from the fourth and fifth grades were randomized to one of the experimental and control groups. Subjects of the experimental group received 12 sessions of Computerized Executive Functions Training (CEFT), while subjects of the control group played a neutral computer game throughout the 12 sessions. All participants responded to the Reading and Dyslexia Test (NEMA) as the pre- and post-test measure. Results revealed a significant improvement in the reading ability of subjects of the experimental group compared to the control group. Subjects of the experimental group indicated a greater improvement in some components of the NEMA scale including word reading, word chains reading, picture naming, text comprehension, word comprehension and letter fluency relative to the control group. CEFT had no significant effect in modifying the category fluency, phoneme elimination and rhyming components of the NEMA scale. Applying CEFT improves the reading performance of children with dyslexia by enforcing their cognitive abilities like working memory, inhibition control and cognitive flexibility which are necessary for normal reading ability.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140040610","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

Evaluation of the multiple-deficit hypothesis among dyslexic Arabic-speaking children 评估阿拉伯语阅读障碍儿童的多重缺陷假说。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-03-03 DOI: 10.1002/dys.1759

Salim Abu Rabia, Esraa Darawshe

引用次数: 0

Reading problems and their connection with visual search and attention 阅读问题及其与视觉搜索和注意力的联系

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-02-22 DOI: 10.1002/dys.1764

Heida Maria Sigurdardottir, Hilma Ros Omarsdottir, Anna Sigridur Valgeirsdottir

{"title":"Reading problems and their connection with visual search and attention","authors":"Heida Maria Sigurdardottir, Hilma Ros Omarsdottir, Anna Sigridur Valgeirsdottir","doi":"10.1002/dys.1764","DOIUrl":"https://doi.org/10.1002/dys.1764","url":null,"abstract":"Attention has been hypothesized to act as a sequential gating mechanism for the orderly processing of letters and words. These same visuoattentional processes are often assumed to partake in some but not all types of visual search. In the current study, 24 dyslexic and 36 typical readers completed an attentionally demanding visual conjunction search. Visual feature search served as an internal control. It has been suggested that reading problems should go hand in hand with specific problems in visual conjunction search—particularly elevated conjunction search slopes (time per search item)—often interpreted as a problem with visual attention. Results showed that reading problems were associated with slower visual search, especially conjunction search. However, reading deficits were not associated with increased conjunction search slopes but instead with increased search intercepts, traditionally not interpreted as reflecting attention. We discuss these results in the context of hypothesized visuoattentional problems in dyslexia. Remaining open to multiple interpretations of the data, the current study demonstrates that difficulties in visual search are associated with reading problems, in accordance with growing literature on visual cognition problems in developmental dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139916739","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

Variability in auditory processing performance is associated with reading difficulties rather than with history of otitis media 听觉处理能力的差异与阅读困难有关，而与中耳炎病史无关。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-01-23 DOI: 10.1002/dys.1760

Helen L. Breadmore, Lorna F. Halliday, Julia M. Carroll

{"title":"Variability in auditory processing performance is associated with reading difficulties rather than with history of otitis media","authors":"Helen L. Breadmore, Lorna F. Halliday, Julia M. Carroll","doi":"10.1002/dys.1760","DOIUrl":"10.1002/dys.1760","url":null,"abstract":"The nature and cause of auditory processing deficits in dyslexic individuals have been debated for decades. Auditory processing deficits were argued to be the first step in a causal chain of difficulties, leading to difficulties in speech perception and thereby phonological processing and literacy difficulties. More recently, it has been argued that auditory processing difficulties may not be causally related to language and literacy difficulties. This study compares two groups who have phonological processing impairments for different reasons: dyslexia and a history of otitis media (OM). We compared their discrimination thresholds and response variability to chronological age- and reading age-matched controls, across three auditory processing tasks: frequency discrimination, rise-time discrimination and speech perception. Dyslexic children showed raised frequency discrimination thresholds in comparison with age-matched controls but did not differ from reading age-matched controls or individuals with a history of OM. There were no group differences on speech perception or rise-time tasks. For the dyslexic children, there was an association between phonological awareness and frequency discrimination response variability, but no association with thresholds. These findings are not consistent with a ‘causal chain’ explanation but could be accounted for within a multiple deficits view of literacy difficulties.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139542743","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

The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities 形态密度对阿拉伯语阅读理解的影响：典型发育儿童与阅读障碍儿童的比较。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-01-18 DOI: 10.1002/dys.1761

Ibrahim A. Asadi, Abeer Asli-Badarneh, Vered Vaknin-Nusbaum

{"title":"The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities","authors":"Ibrahim A. Asadi, Abeer Asli-Badarneh, Vered Vaknin-Nusbaum","doi":"10.1002/dys.1761","DOIUrl":"10.1002/dys.1761","url":null,"abstract":"This study examined the influence of morphological density on reading comprehension in Arabic and whether this influence differs between typical and children with reading disabilities. Morphological density in Arabic is a text feature that refers to using bound morphemes, creating dense words with more morphemes. The participants were 182 fifth-graders, both typical and children with reading disabilities. Children were assessed in reading comprehension by reading texts with low- or high-morphological density. Findings revealed that overall morphological density impacted reading comprehension performance. That is, scores were found to be higher while reading low-density text than high-density text. Moreover, an interaction of morphological density condition by reading proficiency showed no density text effect among typical developing readers. However, a difference was obtained in the children with reading disabilities whereas low-morphological density text score was higher than the score of high-morphological density text. The study highlights the importance of morphological awareness in reading comprehension in Arabic, extending that morphological density plays an important role in this process. The results are discussed in light of the lexical quality hypothesis and simple view of reading model. The findings imply the need of explicit morphological instruction for dense morphological forms.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1761","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139491738","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

Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child 揭开双重特异性的面纱：关于识别资优儿童阅读障碍的系统性文献综述。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-01-17 DOI: 10.1002/dys.1763

Amanda E. Kranz, Tanya A. Serry, Pamela C. Snow

{"title":"Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child","authors":"Amanda E. Kranz, Tanya A. Serry, Pamela C. Snow","doi":"10.1002/dys.1763","DOIUrl":"10.1002/dys.1763","url":null,"abstract":"In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the assessment protocols used to identify them. Findings suggest that despite having processing deficits associated with dyslexia, G-D students' gifted strengths, especially those relating to oral language, may enable them to compensate for their reading difficulties, at least to an extent that they fail to meet standard diagnostic criteria. However, G-D students also perform poorly on word-level reading, reading fluency and spelling tasks when compared with both control groups and their gifted, non-dyslexic peers, providing clear evidence of impaired achievement. Findings from this review highlight the need for (a) a more nuanced approach to the assessment of students presenting with highly discrepant profiles and (b) future research into both the cognitive and academic profiles and the instructional needs of this highly able yet poorly understood group of students, whose potential may be masked and thus underestimated in the school setting.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1763","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139486528","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

The challenge of remote treatment in neuropsychological intervention for reading and spelling in dyslexia: A prospective observational cohort study 对阅读障碍患者的阅读和拼写进行神经心理干预时，远程治疗所面临的挑战：前瞻性观察队列研究。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-01-15 DOI: 10.1002/dys.1758

Maria Luisa Lorusso, Francesca Borasio, Massimo Molteni

{"title":"The challenge of remote treatment in neuropsychological intervention for reading and spelling in dyslexia: A prospective observational cohort study","authors":"Maria Luisa Lorusso, Francesca Borasio, Massimo Molteni","doi":"10.1002/dys.1758","DOIUrl":"10.1002/dys.1758","url":null,"abstract":"Telemedicine approaches have proved to be valuable solutions for the delivery of treatment for many health-related issues, and crucial during the pandemics. Nonetheless, the efficacy of such Web-based practices in developmental dyslexia needs to be thoroughly evaluated. To this aim, the effects of a multi-componential program for neuropsychological intervention in dyslexia delivered as an outpatient program were compared with those obtained with a remotely delivered, Web-based treatment, based on the same methodological principles and delivered with the same duration and intensity. The treatment-related changes obtained with a combination of visual hemisphere-specific stimulation and training of visual–spatial attention through action video games, were compared to those obtained through remote treatment via the Tachidino Web-based platform. Both treatments had a duration of 4 weeks. The same battery of reading and phonemic awareness tests was delivered in presence, before and after treatment, as well as at 6-months follow-up. User satisfaction was assessed through parents and user questionnaires. Both treatments were significantly and similarly effective in improving reading speed, reading accuracy, and writing accuracy. No reduction in the effects was observed after treatment discontinuation. The Web-based treatment may thus offer a valid alternative to in-person intervention, optimizing the flexibility, capillary diffusion and cost-effectiveness of intervention.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139466097","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

Parent experiences of specific learning disorder diagnosis: A scoping review 特殊学习障碍诊断的家长经验：范围审查。

IF 2.2 3区教育学

Dyslexia Pub Date : 2024-01-04 DOI: 10.1002/dys.1757

Hayley Anthony, Andrea Reupert, Louise McLean

{"title":"Parent experiences of specific learning disorder diagnosis: A scoping review","authors":"Hayley Anthony, Andrea Reupert, Louise McLean","doi":"10.1002/dys.1757","DOIUrl":"10.1002/dys.1757","url":null,"abstract":"The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty-three articles, representing 1796 parents and caregivers across seven countries, underwent data extraction. The review highlighted considerable variability regarding the main aim and scope of each included study and that most studies used qualitative or mixed method methodology. Three central parts of the diagnostic experience were identified: pathway to assessment, assessment process, and advocating and coordinating support post-diagnosis. A final theme, broader social and political issues, was also identified. The findings highlight that parents of children with SLDs experienced a similar battle to obtain a diagnosis and access post-diagnostic support as parents of children with other neurodevelopmental disorders. This provides some evidence that, internationally, parent needs in the time surrounding SLD diagnostic assessment are not being met, with substantial barriers to timely assessment and inadequate post-diagnosis support. Future research and implications for practice are explored.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139098857","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

Insights from a Web-based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question 一项基于网络的阅读障碍成年人心理社会体验调查的见解：最后一个评论问题的发现。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-10-25 DOI: 10.1002/dys.1756

Blace A. Nalavany, Reeve Kennedy, Mi Hwa Lee, Lena W. Carawan, Sharon M. Knight

{"title":"Insights from a Web-based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question","authors":"Blace A. Nalavany, Reeve Kennedy, Mi Hwa Lee, Lena W. Carawan, Sharon M. Knight","doi":"10.1002/dys.1756","DOIUrl":"10.1002/dys.1756","url":null,"abstract":"Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self-esteem, low self-efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia. The final comment question was not intended for conveying personal experiences, yet the final comment responses were personal, in-depth, and substantive – indicators of quality recommended in survey research. Thematic analysis was used to analyse the data and develop themes. One overarching theme was yearnings for understanding and acceptance. Its associated subthemes included (1) “This stuff is torture”, (2) “Thank God I'm not normal, (3) educational experience, (4) coping strategies, (5) family support, and (6) generational dyslexia. This study contributes to the small but growing body of literature on the socioemotional experiences of adults with dyslexia. Among the implications for practice, policy and research, a larger challenge at the broader society level that embraces diversity, equity, and inclusion for individuals with dyslexia is forefront.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163237","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

Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model 在干预反应模型的背景下检测年长小学生的西班牙语阅读困难。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-10-02 DOI: 10.1002/dys.1755

José M. Ramos-Carrillo, Francisco J. Moreno-Perez

{"title":"Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model","authors":"José M. Ramos-Carrillo, Francisco J. Moreno-Perez","doi":"10.1002/dys.1755","DOIUrl":"10.1002/dys.1755","url":null,"abstract":"Detecting students with reading difficulties (RD) is particularly important in the context of the Response to Intervention (RTI) model, in terms of both research and professional practice. However, there is no unanimous agreement on the best procedure to carry it out. In addition, most of the research in this field has been carried out in the English language, and there is little evidence on how these measures behave in other languages. This study focuses on identifying the best procedure for detecting RD in Spanish in older elementary students, comparing the validity, accuracy and goodness of fit of three different universal screening assessment approaches—the Psychometric Assessment Approach, the Curriculum-Based Assessment Approach and the Teacher Detection Approach—using RTI as a criterion to determine the goodness of fit of the different approaches. A total of 154 fifth-year primary students participated in this study. The results reveal that the multivariate inclusion of the evaluation approaches used is the best means of ensuring an efficient, valid assessment when attempting to identify RD among fifth graders. This finding has practical implications for the implementation of the RTI model in the field of RD.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41137304","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