Dyslexia最新文献_第6页

Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review 快速阅读对儿童阅读效果的影响:一项荟萃分析综述

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-11-18 DOI: 10.1002/dys.1730

Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa

{"title":"Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review","authors":"Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa","doi":"10.1002/dys.1730","DOIUrl":"10.1002/dys.1730","url":null,"abstract":"Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation. This study investigated potential moderating variables, including publication type, participant, and study characteristics that impact student reading outcomes. A total of 44 studies from peer-reviewed journal articles and dissertations met the inclusion criteria. Participants included 16,653 students enrolled in elementary, middle, and high school. Hedges' g effect sizes measures suggest pretest–posttest one-group AR studies have moderate effects (g = 0.541) while comparison group AR studies have marginal effects (g = 0.278). A meta-regression model of six potential categorical moderators of comparison group studies indicted no significant moderators. Implications and the need for further research regarding evidence-based and culturally appropriate reading interventions are discussed.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10670078","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: 1

Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health 与阅读障碍一起成长:孩子和家长对学校斗争、自尊和心理健康的看法

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-11-09 DOI: 10.1002/dys.1729

Adrienne Wilmot, Hannah Pizzey, Suze Leitão, Penelope Hasking, Mark Boyes

{"title":"Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health","authors":"Adrienne Wilmot, Hannah Pizzey, Suze Leitão, Penelope Hasking, Mark Boyes","doi":"10.1002/dys.1729","DOIUrl":"10.1002/dys.1729","url":null,"abstract":"Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem and mental health in the context of dyslexia. One-to-one semi-structured interviews with 17 children with reading difficulties (aged 9–14 years; 16 with a diagnosis of dyslexia) and their mothers (interviewed separately) were analysed using Braun and Clarke's reflexive thematic analysis approach with a neurodiversity lens. We developed three themes to address the research aim: (1) Different in a good/bad way; (2) Exhausted and overwhelmed; and (3) It takes a community: Family school connections. Children discussed having “worries” and experiencing school-related stress and embarrassment. Mothers perceived children's internalising and externalising behaviour (meltdowns), school refusal, and homework resistance as emotional responses to children's school struggles due to poor “person-environment fit.” Our analysis highlights the particular importance of parent support, friendship, and school-connectedness for the wellbeing of children with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10673094","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: 4

Economic evaluation of dyslexia intervention 阅读障碍干预的经济评价

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-10-29 DOI: 10.1002/dys.1728

Kristina Moll, Beatrice J. Georgii, Ralph Tunder, Gerd Schulte-Körne

{"title":"Economic evaluation of dyslexia intervention","authors":"Kristina Moll, Beatrice J. Georgii, Ralph Tunder, Gerd Schulte-Körne","doi":"10.1002/dys.1728","DOIUrl":"10.1002/dys.1728","url":null,"abstract":"In many countries, intervention costs are not covered by public health care. A critical basis for deciding whether an intervention is covered or not is to analyse the relation between benefits and costs of the intervention, and to quantify the consequential costs. In this study, a cost-utility analysis was computed to investigate the costs of individualized dyslexia intervention while quantifying the benefit in terms of health-related quality of life in a sample of 36 individuals with dyslexia. In addition, educational outcomes and costs of untreated dyslexia for the society were estimated using information for class repetition, school success, and unemployment rates from previous studies and official statistics. A significant increase in quality of life with medium effect sizes was found across all quality-of-life measures. Increases in quality of life were domain-specific, thus occurring specifically in those domains that are affected by learning disorders. The cost-utility ratio was 9,782 Euros per quality adjusted life years (QALYs), which is in line with similar therapy forms, such as speech therapy. The loss of productivity for untreated dyslexia in the German population was estimated for class repetition and reduced income due to lower school degrees. The cost-utility analysis and the calculation of consequential costs suggest that the dyslexia intervention is cost-effective.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10669571","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

Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages? 专业字体是否会影响有或没有阅读障碍的儿童处理字母、单词和段落的流畅程度?

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-08-27 DOI: 10.1002/dys.1727

Holly Joseph, Daisy Powell

{"title":"Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages?","authors":"Holly Joseph, Daisy Powell","doi":"10.1002/dys.1727","DOIUrl":"10.1002/dys.1727","url":null,"abstract":"Children with dyslexia are at risk of poor academic attainment and lower life chances if they do not receive the support they need. Alongside phonics-based interventions which already have a strong evidence base, specialist dyslexia typefaces have been offered as an additional or alternative form of support. The current study examined whether one such typeface, Dyslexie, had a benefit over a standard typeface in identifying letters, reading words, and reading passages. 71 children, aged 8–12 years, 37 of whom had a diagnosis of dyslexia, completed a rapid letter naming task, a word reading efficiency task, and a passage reading task in two typefaces, Dyslexie and Calibri. Spacing between letters and words was kept constant. Results showed no differences in word or passage reading between the two typesfaces, but letter naming did appear to be more fluent when letters were presented in Dyslexie rather than Calibri text for all children. The results suggest that a typeface in which letters are designed to be distinctive from one another may be beneficial for letter identification and that an intervention in which children are taught letters in a specialist typeface is worthy of consideration.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9804695/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10492588","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: 1

Visual motion processing in Chinese children with developmental dyslexia: An fMRI study 中国发展性阅读障碍儿童的视觉运动加工:fMRI研究

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-08-12 DOI: 10.1002/dys.1726

Yu-Fei Liu, Yi Qian, Hong-Yan Bi

{"title":"Visual motion processing in Chinese children with developmental dyslexia: An fMRI study","authors":"Yu-Fei Liu, Yi Qian, Hong-Yan Bi","doi":"10.1002/dys.1726","DOIUrl":"10.1002/dys.1726","url":null,"abstract":"Dorsal stream is an important pathway for visual information transmission. As a part of the dorsal pathway, the middle temporal visual motion areas (V5/MT+) are mainly responsible for visual motion processing and the ability of visual motion processing is closely related to reading. Compared with alphabetic scripts, the visual structure of Chinese characters is more complex and there are no clear grapheme-phoneme correspondence rules. So the ability of visual analysis plays an important role in Chinese character processing. This study first investigated the brain activation of Chinese dyslexic children and children of the same chronological age when they observed coherent motion stimuli. ROI analysis indicated that only the activation of left V5/MT+ was significantly weaker in dyslexics than that in the control group. The activity of the magnocellular-dorsal stream was closely related to orthographic awareness in the combined data (two groups) and the typical children. In dyslexia group, the stronger the activation of V5/MT+ was, the worse the phonological awareness, rapid naming performance and orthographic awareness were. In short, Chinese dyslexic children were deficient in the activation of the left V5/MT+ and the activity of the magnocellular-dorsal pathway was closely related to orthographic awareness in Chinese pupils.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40664014","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

Spatial and temporal processing difficulties in Chinese children with developmental dyslexia: An ERP study 中国发展性阅读障碍儿童的空间和时间加工困难:一个ERP研究

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-08-02 DOI: 10.1002/dys.1723

Ze-Long Meng, Meng-Lian Liu, Hong-Yan Bi

{"title":"Spatial and temporal processing difficulties in Chinese children with developmental dyslexia: An ERP study","authors":"Ze-Long Meng, Meng-Lian Liu, Hong-Yan Bi","doi":"10.1002/dys.1723","DOIUrl":"10.1002/dys.1723","url":null,"abstract":"Magnocellular (M) deficit theory indicates that individuals with developmental dyslexia (DD) have low sensitivity to stimuli with high temporal frequencies (HTF) and low spatial frequencies (LSF). However, some studies found that temporal processing and spatial processing were correlated with different reading-related skills. Chinese is a logographic language, and visual skills are particularly important for reading in Chinese. It is necessary to investigate the temporal and spatial processing abilities in the M pathway of Chinese children with DD. Using electrophysiological recordings, the present study examined the mean amplitude and latency of P1 during a grating direction judgment task in 13 children with DD and 13 age-matched normal children. Dyslexic children showed a low amplitude and long latency of P1 in the HTF condition and LSF condition compared with age-matched children. In the HTF condition, the amplitude of P1 correlated with phonological awareness, and the latency of P1 correlated with reading fluency and rapid naming of digits. The amplitude of P1 in the LSF condition correlated with reading accuracy. This result suggested that Chinese children with DD had difficulties in both temporal and spatial processing in the M pathway. However, temporal processing and spatial processing played different roles in Chinese reading.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40578446","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: 5

How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements 在判断学生的读写能力时，教师和辅助专家的判断有多准确?特殊教育服务是影响判决的外部因素

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-07-31 DOI: 10.1002/dys.1725

Maris Juhkam, Piret Soodla, Mikko Aro

引用次数: 0

The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual-attention-based deficit 发展性阅读障碍的视觉注意广度缺陷:基于视觉注意缺陷的证据综述

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-07-28 DOI: 10.1002/dys.1724

Sylviane Valdois

{"title":"The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual-attention-based deficit","authors":"Sylviane Valdois","doi":"10.1002/dys.1724","DOIUrl":"10.1002/dys.1724","url":null,"abstract":"The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention-based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short-term memory, verbal coding or visual-to-verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo-attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40556609","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: 11

Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment 大学生自我概念、创造力与发展性阅读障碍:评估年龄的影响

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-07-11 DOI: 10.1002/dys.1722

Nicola Brunswick, Serena Bargary

{"title":"Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment","authors":"Nicola Brunswick, Serena Bargary","doi":"10.1002/dys.1722","DOIUrl":"10.1002/dys.1722","url":null,"abstract":"Educational experiences often influence self-concept. Thus, readers with dyslexia can have low self-esteem and self-efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self-perception. This study included 145 university students (Mage = 24.43 years), 72 with dyslexia; of these, 53% had been assessed in childhood (Mage = 11.89 years), 47% in adulthood (Mage = 27.38 years). A survey assessed self-esteem, self-efficacy, creativity and estimated intelligence. Students with dyslexia reported lower levels of self-esteem, self-efficacy and estimated intelligence. When assessment age was considered, those assessed early displayed lower self-esteem and self-efficacy but no difference in estimated intelligence. Those assessed late displayed lower estimated intelligence and self-esteem but no difference in self-efficacy. Findings highlight the importance of providing psychological support to students with dyslexia to enhance their self-perceptions.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9543102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40493774","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: 4

Parafoveal processing and transposed-letter effects in dyslexic reading 失读症阅读中的旁中央凹加工和转位字母效应

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-07-11 DOI: 10.1002/dys.1721

Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge

{"title":"Parafoveal processing and transposed-letter effects in dyslexic reading","authors":"Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge","doi":"10.1002/dys.1721","DOIUrl":"10.1002/dys.1721","url":null,"abstract":"During parafoveal processing, skilled readers encode letter identity independently of letter position (Johnson et al., 2007). In the current experiment, we examined orthographic parafoveal processing in readers with dyslexia. Specifically, the eye movements of skilled readers and adult readers with dyslexia were recorded during a boundary paradigm experiment (Rayner, 1975). Parafoveal previews were either identical to the target word (e.g., nearly), a transposed-letter preview (e.g., enarly), or a substituted-letter preview (e.g., acarly). Dyslexic and non-dyslexic readers demonstrated orthographic parafoveal preview benefits during silent sentence reading and both reading groups encoded letter identity and letter position information parafoveally. However, dyslexic adults showed, that very early in lexical processing, during parafoveal preview, the positional information of a word's initial letters were encoded less flexibly compared to during skilled adult reading. We suggest that dyslexic readers are less able to benefit from correct letter identity information (i.e., in the letter transposition previews) due to the lack of direct mapping of orthography to phonology. The current findings demonstrate that dyslexic readers show consistent and dyslexic-specific reading difficulties in foveal and parafoveal processing during silent sentence reading.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9545248/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40584328","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: 5