Dyslexia最新文献_第3页

Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy 提高有特殊学习障碍的高中生的说服性写作能力：STOP 和 DARE 策略。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-18 DOI: 10.1002/dys.1788

Kürşat Öğülmüş, Murat Hikmet Açıkgöz

{"title":"Improving persuasive writing skills of high school students with specific learning disabilities: STOP and DARE strategy","authors":"Kürşat Öğülmüş, Murat Hikmet Açıkgöz","doi":"10.1002/dys.1788","DOIUrl":"10.1002/dys.1788","url":null,"abstract":"Writing skills, crucial for various forms of expression, depend on effective planning and self-regulation. Competent writers emphasise pre-writing activities and self-regulation nevertheless students with Specific Learning Disabilities (SLD) often struggle with writing, impacting their academic achievement. This study explored the efficacy of the STOP and DARE strategy, grounded in the Self-Regulated Strategy Development (SRSD) model, for teaching persuasive writing to four high school students diagnosed with SLD. The study employed a multiple probe across subjects design to assess the impact of STOP and DARE on various persuasive writing skills. The intervention involved rigorous implementation of the strategy over 12–21 sessions, occurring 3 days a week for 80–90 min each day. The results indicated a functional relation between the strategy's implementation and improvements in persuasive essay elements, text length, use of linking words and holistic quality. Moreover, participants expressed a high level of satisfaction with the intervention. Future research could consider investigating functional text elements in addition to basic persuasive text elements. Furthermore, the adaptability of the STOP and DARE strategy to different languages and its applicability in diverse writing types, as well as its effectiveness in varied linguistic and cultural contexts, should be explored.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001050","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 perceptual span in dyslexic reading and visual search 阅读障碍者阅读和视觉搜索的感知跨度。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-18 DOI: 10.1002/dys.1783

Steven G. Luke, Celeste Tolley, Adriana Gutierrez, Cole Smith, Toni Brown, Kate Woodruff, Olivia Ford

引用次数: 0

Increasing inter-word spacing reduces migration errors and improves reading comprehension in students with dyslexia 增加单词间距可减少阅读障碍学生的迁移错误，提高阅读理解能力。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-14 DOI: 10.1002/dys.1787

Ruth Maria Price-Mohr, Colin Bernard Price

引用次数: 0

Exploring mothers' metaphorical sensemaking of dyslexia 探索母亲对阅读障碍的隐喻感知。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-14 DOI: 10.1002/dys.1784

Jenna S. Abetz

引用次数: 0

Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden 瑞典 1-3 年级智障学生的阅读能力。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-24 DOI: 10.1002/dys.1781

Linda Fälth, Heidi Selenius, Staffan Nilsson, Idor Svensson

{"title":"Reading acquisition among students in Grades 1–3 with intellectual disabilities in Sweden","authors":"Linda Fälth, Heidi Selenius, Staffan Nilsson, Idor Svensson","doi":"10.1002/dys.1781","DOIUrl":"10.1002/dys.1781","url":null,"abstract":"This study investigates the reading performance of younger students with intellectual disabilities to gain insight into their needs in reading education. Participants were 428 students in Grades 1 to 3 in Sweden. They performed LegiLexi tests measuring pre-reading skills, decoding and reading comprehension based on the model of Simple View of Reading. Results demonstrate a great variation in reading acquisition among students. Some students are able to decode single words and read shorter texts with comprehension already in Grade 1. Other students still struggle with learning letters and developing phonological awareness in Grade 3. According to their longitudinal data over grades, results show that most students progress in pre-reading skills, decoding, and reading comprehension. Hence, assessing reading skills among students with intellectual disabilities in Grades 1–3 using tools aligned with the Simple View of Reading seems applicable and informative for teachers. This study underscores the significance of informed instructional practices for empowering these students in reading education.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 3","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1781","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761656","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

Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia 反馈性时序调节天气预报揭示了阅读障碍成人在程序性学习和陈述性学习方面的相对缺陷

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-19 DOI: 10.1002/dys.1780

Rahulkrishna Gurram Thimmugari, Cheickna Sacko, F. Sayako Earle

{"title":"Feedback timing-modulated weather prediction reveals relative deficits in both procedural and declarative learning in adults with dyslexia","authors":"Rahulkrishna Gurram Thimmugari, Cheickna Sacko, F. Sayako Earle","doi":"10.1002/dys.1780","DOIUrl":"https://doi.org/10.1002/dys.1780","url":null,"abstract":"A topic of recent debate is the hypothesis that deficits associated with developmental disorders of language, such as reading disability, can be explained by a selective weakness in procedural memory. Adults with (n = 29; RD) and without (n = 29; TD) reading disability completed a weather prediction task under immediate and delayed feedback conditions, that rely on the striatal (procedural) and hippocampal (declarative) circuits, respectively. We examined trial-by-trial accuracy by feedback condition (immediate vs. delayed) and group (RD vs. TD). In the immediate feedback condition, we found the TD group to have a higher learning rate than the RD group. In the delayed feedback condition, we found the TD group reach a high level of accuracy early, and outperform the RD group for the duration of the task. The TD group also made gains in reaction time under both conditions, while the RD group slowed in their responses. Taken together, it appears that while procedural memory is indeed impaired in adults with reading disability, to a lesser extent, declarative memory is also affected. This lends partial support to the PDH, and more broadly to the position that reading disability is associated with general (non-linguistic) difficulties in learning.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 3","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141730285","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

The impact of temporal processing on reading in dyslexia with rapid automatized naming deficits 阅读障碍伴有快速自动命名缺陷时，时间处理对阅读的影响。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-07-16 DOI: 10.1002/dys.1776

Zhengye Xu, Duo Liu, Li-Chih Wang

引用次数: 0

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":"30 3","pages":""},"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":"30 3","pages":""},"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