Dyslexia最新文献_第4页

Atypical function of auditory sensory gating in children with developmental dyslexia: Investigating its relationship with cognitive abilities 发育性阅读障碍儿童听觉感觉门控的非典型功能：研究其与认知能力的关系。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-10-01 DOI: 10.1002/dys.1754

Rasool Panahi, Mehdi Akbari, Farnoush Jarollahi, Hamid Haghani, Ehsan Kazemnezhad Leyli, Maryam Zia

{"title":"Atypical function of auditory sensory gating in children with developmental dyslexia: Investigating its relationship with cognitive abilities","authors":"Rasool Panahi, Mehdi Akbari, Farnoush Jarollahi, Hamid Haghani, Ehsan Kazemnezhad Leyli, Maryam Zia","doi":"10.1002/dys.1754","DOIUrl":"10.1002/dys.1754","url":null,"abstract":"Impairments of auditory processing are among frequent findings in dyslexia. However, it is unclear how auditory signals are gated from brainstem to higher central processing stages in these individuals. The present study was done to investigate auditory sensory gating in children with developmental dyslexia (DD), and to determine whether sensory gating correlates with performance on behavioural tasks. Auditory sensory gating at P50, N1 and P2 waves was evaluated in two groups including 20 children with DD and 19 children with typical reading development (TRD). Behavioural tests were used to evaluate phonological working memory (PWM) and selective attention abilities. Sensory gating in children with DD was significantly less efficient than their peers at P50, N1 and P2 waves. Lower auditory evoked potential (AEP) amplitudes were found in the DD group. The children with TRD scored better in all the behavioural tests. Relationships were reported between sensory gating at P50, N1, P2 and behavioural performance in the two groups. Children with dyslexia had deficient sensory gating in comparison with controls. In addition, children with dyslexia experienced problems with PWM and selective attention tasks. The function of sensory gating was associated with attentional and PWM performances in this group.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41160408","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

Disentangling dyslexia from typical L2-learning in emergent literacy 将阅读障碍与典型的二语学习从新兴识字中分离出来。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-09-28 DOI: 10.1002/dys.1753

Turid Helland, Frøydis Morken, Wenche A. Helland

{"title":"Disentangling dyslexia from typical L2-learning in emergent literacy","authors":"Turid Helland, Frøydis Morken, Wenche A. Helland","doi":"10.1002/dys.1753","DOIUrl":"10.1002/dys.1753","url":null,"abstract":"The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from 1st grade on. None of the individuals in L1-Con or the L2 group were identified with any learning disability. However, slow literacy progress was seen in some L2-children. The children were tested individually within the symptomatic and cognitive levels. Results were analysed in two steps: (1) group comparisons; (2) L2 individual profiles and tentative L2 subgrouping. An unexpected L2 profile showed language scores below norm, coupled with some scores within and some scores above norm within the cognitive domain. Case assessment of the L2 group resulted in three subgroups: one comparable to L1-Con, one comparable to L1-Dys, and one with a result in between these two groups. Low linguistic scores cannot be considered valid markers of dyslexia in L2. Within the cognitive domain, a variety of low scores can indicate dyslexia, while high scores can be compensatory.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1753","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41153586","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 do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education 技术如何满足阅读障碍作家的需求？针对教育领域的研究人员和从业者，对文本制作中的转录和校对功能进行了检查。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-09-19 DOI: 10.1002/dys.1752

Margunn Mossige, Erik Arendal, Laura Kongskov, Helle Bundgaard Svendsen

{"title":"How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education","authors":"Margunn Mossige, Erik Arendal, Laura Kongskov, Helle Bundgaard Svendsen","doi":"10.1002/dys.1752","DOIUrl":"10.1002/dys.1752","url":null,"abstract":"Technological reading and writing tools can help students with dyslexia improve their writing, but students do not use reading and writing functions as much as expected. However, research addressing relevant technological functions is scarce. This study explored the needs of writers with dyslexia and how technological writing tools developed for three Nordic languages meet these needs. Snowball sampling was used to identify different technological features, spellchecker, word prediction, auto-correction, text-to-speech and speech-to-text functions available in nine widely used programmes were investigated. The results indicated that students with moderate spelling difficulties can now achieve accurate spellings using the most sophisticated spelling aids; however, most of these features require time and attention, and this can disturb writing fluency and hamper text production. The implication of this study is that the underlying conflict between spelling accuracy and writing fluency must be actively managed, which necessitates competence in the use of technological tools for both students and teachers in school. Also, further development of tools for scaffolding transcription must consider the dilemma of achieving both writing fluency and spelling accuracy. Further, the accuracy of the aid for students with severe spelling difficulties remains unclear and must be investigated.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1752","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41139590","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 phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties 在一项随机对照研究中，语音干预对有阅读困难风险的瑞典二年级学生的影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-09-12 DOI: 10.1002/dys.1751

Hanna Lindström-Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson

{"title":"Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties","authors":"Hanna Lindström-Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson","doi":"10.1002/dys.1751","DOIUrl":"10.1002/dys.1751","url":null,"abstract":"Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of the present study was to evaluate the effects of a novel Swedish intensive phonics program. This randomized controlled pre-test and post-test intervention study targeted second-grade students with early reading difficulties. Students were identified by a repeated screening procedure and allocated to intervention (n = 34) and control (n = 34) conditions. A 9-week intensive phonics-based program was administrated one-to-one, by special education teachers in Swedish mainstream elementary schools. Results show an improvement in the intervention group, compared with the controls on all outcome measures. Findings indicate that the supplementary phonics program, delivered with high intensity, can significantly increase word reading skills and reading comprehension in second-grade students with early reading difficulties.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10572135","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

What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia? 中国青少年阅读障碍的认知语言特征和亚型是什么?

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-08-01 DOI: 10.1002/dys.1748

Kevin Chan, Kevin Kien Hoa Chung, Chun Bun Lam

{"title":"What are the cognitive-linguistic profiles and subtypes of Chinese adolescents with dyslexia?","authors":"Kevin Chan, Kevin Kien Hoa Chung, Chun Bun Lam","doi":"10.1002/dys.1748","DOIUrl":"10.1002/dys.1748","url":null,"abstract":"While research has identified multiple deficits that may lead to dyslexia, the profiles of adolescents with dyslexia and dyslexia subtypes are yet fully understood. This study examined the profiles of Chinese adolescents with dyslexia and identified dyslexia subtypes. Adolescents from grades 7 to 9 (n = 184, 92 with dyslexia) were evaluated on morphological skills, visual-orthographic knowledge, rapid naming, working memory, word reading, word spelling, reading fluency and reading comprehension. The results revealed that adolescents with dyslexia performed less well on the cognitive-linguistic and literacy measures than typically developing adolescents. A logistic regression analysis also showed that morphological skills, visual-orthographic knowledge and rapid naming were significantly predictive of dyslexia status. Using cluster analysis and guided by the multiple deficit hypothesis, this study identified four dyslexia subtypes: morphological deficit, visual-orthographic knowledge deficit, rapid naming deficit and global deficit showing multiple cognitive-linguistic and literacy problems. Understanding the profiles and subtypes of dyslexia could enable educational psychologists and educators to select appropriate assessment measures and develop intervention strategies to support the learning of Chinese adolescents with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9920543","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

Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2 理解潜在不良解码器的变化:从幼儿园到二年级以人为本的方法。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-07-30 DOI: 10.1002/dys.1750

Judi E. Dams, Moniek M. H. Schaars, Eliane Segers, Elma Blom

{"title":"Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2","authors":"Judi E. Dams, Moniek M. H. Schaars, Eliane Segers, Elma Blom","doi":"10.1002/dys.1750","DOIUrl":"10.1002/dys.1750","url":null,"abstract":"In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1750","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10274161","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

Heterogeneity of short-term memory deficits in children with dyslexia 阅读障碍儿童短期记忆缺陷的异质性。

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-07-30 DOI: 10.1002/dys.1749

Sarah Wokuri, Corentin Gonthier, Nathalie Marec-Breton, Steve Majerus

引用次数: 0

Factors contributing to realizing valuable goals of students with dyslexia in higher education 促进阅读障碍学生在高等教育中实现有价值目标的因素

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-07-11 DOI: 10.1002/dys.1746

Marzenka Rolak, Yvonne F. Heerkens, Hedwig J. A. van Bakel, Jac J. L. van der Klink

{"title":"Factors contributing to realizing valuable goals of students with dyslexia in higher education","authors":"Marzenka Rolak, Yvonne F. Heerkens, Hedwig J. A. van Bakel, Jac J. L. van der Klink","doi":"10.1002/dys.1746","DOIUrl":"10.1002/dys.1746","url":null,"abstract":"When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value-driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion factors that are stimulating and inhibiting in the realization of these valuable goals. Data were collected during focus groups: five focus groups of students with dyslexia (23 participants) and two focus groups of student counsellors (10 participants). Important values for students are their personal development and to prove they can succeed at university level. Not all students are able or being enabled to show their knowledge and skills and to grow within the educational system. Different personal and environmental factors are described that inhibit or facilitate the realization of valuable goals. The results are presented from two perspectives: of students and student counsellors. The implications of the results and guidelines for future research are discussed.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10039080","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

Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia 言语工作记忆平衡程序训练改变左梭状回静息状态功能连通性:阅读障碍儿童的随机临床试验研究

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-06-19 DOI: 10.1002/dys.1747

Mehdi Ramezani, Saeed Behzadipour, Angela J. Fawcett, Mohammad Taghi Joghataei

{"title":"Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia","authors":"Mehdi Ramezani, Saeed Behzadipour, Angela J. Fawcett, Mohammad Taghi Joghataei","doi":"10.1002/dys.1747","DOIUrl":"10.1002/dys.1747","url":null,"abstract":"Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM-B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM-B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9975573","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 Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective 德尔菲研究探讨障碍的阅读障碍诊断和支持:家长的观点

IF 2.2 3区教育学

Dyslexia Pub Date : 2023-06-14 DOI: 10.1002/dys.1743

Sophie Harding, Maya Chauhan-Sims, Emily Oxley, Hannah M. Nash

{"title":"A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective","authors":"Sophie Harding, Maya Chauhan-Sims, Emily Oxley, Hannah M. Nash","doi":"10.1002/dys.1743","DOIUrl":"10.1002/dys.1743","url":null,"abstract":"The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain parental consensus as to the most significant barriers to diagnosis and delivery of support for children with dyslexia, as well as solutions to overcoming these barriers. Parents of primary school children with dyslexia were recruited for the study and were presented with a three round iterative questionnaire surrounding their experience of their child's dyslexia management. Parents' experiences of their child's diagnosis were explored to provide a first-hand account of the diagnosis procedure. Two overarching issues were identified: parents perceive that teachers have a lack of training around dyslexia, both initially and from continued professional development, and parents believe there is insufficient funding for dyslexia in schools and local authorities. Overall, the study indicated that better guidance is needed to ensure that reform and spending leads to tangible change in the identification of dyslexia and provision of support for children with dyslexia in primary education in the United Kingdom.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9982111","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: 2