Dyslexia最新文献_第7页

Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading 汉语阅读障碍儿童韵律敏感性低下及其对汉语阅读的影响

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-07-05 DOI: 10.1002/dys.1720

Li-Chih Wang, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Ji-Kang Chen

{"title":"Lower prosodic sensitivity in Chinese children with dyslexia and its impact on Chinese reading","authors":"Li-Chih Wang, Duo Liu, Lorinda Li-Ying Kwan-Chen, Kevin Kien-Hoa Chung, Ji-Kang Chen","doi":"10.1002/dys.1720","DOIUrl":"10.1002/dys.1720","url":null,"abstract":"The current study aims to examine prosodic sensitivity in Chinese children with dyslexia and its relation to Chinese reading in children with and without dyslexia. A total of 172 Chinese children from third grade to sixth grade in Taiwanese primary schools were recruited. Thirty (14 male) children were identified as having dyslexia, and the remaining children (N = 142; 67 male) were typically developing children matched with those with dyslexia as carefully as possible with respect to school, grade, and gender. Our results indicated that group differences were found for all three types of prosodic sensitivity. Moderation analyses showed that group had no significant interaction with prosodic sensitivity in predicting Chinese reading, so the participants in the two groups were combined in the following analyses. The results of the stepwise regression analyses showed that only lexical tone awareness could significantly predict Chinese character reading after controlling for phonological awareness, while only intonation awareness could significantly predict reading comprehension after controlling for Chinese character reading. The results provide preliminary evidence on the issue of prosodic sensitivity in Chinese children with dyslexia and its role in Chinese reading, which might provide a novel approach to the teaching of Chinese languages.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40563609","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: 2

The identification and classification of struggling readers based on the simple view of reading 基于简单阅读观的困难读者识别与分类

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-06-29 DOI: 10.1002/dys.1719

Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston

{"title":"The identification and classification of struggling readers based on the simple view of reading","authors":"Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston","doi":"10.1002/dys.1719","DOIUrl":"10.1002/dys.1719","url":null,"abstract":"The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/b0/97/DYS-28-256.PMC9542070.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10275978","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: 3

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence 去除学生评价中的学术框架可以提高阅读障碍儿童的成绩:能力自我判断的中介作用

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-27 DOI: 10.1002/dys.1713

Odile Rohmer, Nadège Doignon-Camus, Jean Audusseau, Séléna Trautmann, Anne-Clémence Chaillou, Maria Popa-Roch

{"title":"Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence","authors":"Odile Rohmer, Nadège Doignon-Camus, Jean Audusseau, Séléna Trautmann, Anne-Clémence Chaillou, Maria Popa-Roch","doi":"10.1002/dys.1713","DOIUrl":"10.1002/dys.1713","url":null,"abstract":"Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between “school” and “failure”. The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83303681","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

A stitch in time…: Comparing late-identified, late-emerging and early-identified dyslexia 一针及时…:比较晚发现，晚出现和早发现的阅读障碍

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-18 DOI: 10.1002/dys.1712

Elise H. de Bree, Madelon van den Boer, Boukje M. Toering, Peter F. de Jong

{"title":"A stitch in time…: Comparing late-identified, late-emerging and early-identified dyslexia","authors":"Elise H. de Bree, Madelon van den Boer, Boukje M. Toering, Peter F. de Jong","doi":"10.1002/dys.1712","DOIUrl":"10.1002/dys.1712","url":null,"abstract":"When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1–3, n = 116) and late-diagnosed (Grade 4–6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national-curriculum literacy outcomes did not warrant referral for dyslexia diagnosis in Grades 1–2; the LI group of children whose literacy outcomes did, but who were referred for diagnostic assessment after Grade 3. At the time of diagnosis, the percentage of poor performers on word-level literacy measures generally did not differ between the groups. Only the LE group contained fewer poor performers than the early-diagnosed and LI group on some word-reading measures. All groups showed similar distributions of phonological difficulties. There were no indications of compensation through vocabulary, memory or IQ in either late-diagnosed group. Our diagnosis-based study confirms and extends previous research-based studies on LE dyslexia. Moreover, it shows that LI dyslexia exists, which can be regarded as the existence of instructional casualties. The findings speak to issues of identification, diagnosis and compensation and call for further efforts to improve the early identification of dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1712","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89927427","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

Executive functions in Chinese kindergarten children with early reading problems 中文幼儿园儿童早期阅读问题的执行功能

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-18 DOI: 10.1002/dys.1714

Cathy Yui-Chi Fong, Connie Suk-Han Ho

{"title":"Executive functions in Chinese kindergarten children with early reading problems","authors":"Cathy Yui-Chi Fong, Connie Suk-Han Ho","doi":"10.1002/dys.1714","DOIUrl":"10.1002/dys.1714","url":null,"abstract":"Learning to read Chinese is a complex task that draws on a range of executive function (EF) skills since early development. However, no studies have examined EF as a potential contributing factor to early reading problems among Chinese children. The present longitudinal study identified 48 poor readers and 48 normal readers among a sample of 190 Chinese children at the end of kindergarten. Measures of EF skills (working memory, inhibition control, and cognitive flexibility) and reading outcomes (word reading, sentence reading fluency, and sentence reading comprehension) were administered to the children. The two groups were retrospectively compared on the EF measures after age and nonverbal IQ were considered. Poor readers were found to perform significantly worse than normal readers in all the examined EF skills. Correlation and regression results revealed a relatively different nature of the relationship between EF and reading in poor readers as compared with normal readers. Inhibition control predicted reading outcomes in poor readers only, while cognitive flexibility predicted reading outcomes in normal readers only. Working memory was significantly correlated to word reading in poor readers and to reading comprehension in normal readers. The results are discussed in terms of the special characteristics of the Chinese language.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48875235","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

Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study. 一项随机对照研究表明，阅读障碍的神经心理干预对年轻人的心理健康有积极的影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-09-27 DOI: 10.1002/dys.1697

Johanna M Nukari, Marja R Laasonen, Eva P Arkkila, Marja-Leena Haapanen, Jari O Lipsanen, Erja T Poutiainen

{"title":"Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study.","authors":"Johanna M Nukari, Marja R Laasonen, Eva P Arkkila, Marja-Leena Haapanen, Jari O Lipsanen, Erja T Poutiainen","doi":"10.1002/dys.1697","DOIUrl":"https://doi.org/10.1002/dys.1697","url":null,"abstract":"Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39465219","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

Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia. 沙特公立小学教师对发展性阅读障碍的认识与信念。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-07 DOI: 10.1002/dys.1705

Mohaned G Abed, Todd K Shackelford

引用次数: 2

Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder. 儿童词汇与友谊:特殊学习障碍和注意缺陷多动障碍儿童与非特殊学习障碍儿童的比较研究。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2022-02-09 DOI: 10.1002/dys.1709

Sofia Kouvava, Katerina Antonopoulou, Asimina M Ralli, Constantinos M Kokkinos, Katerina Maridaki-Kassotaki

{"title":"Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder.","authors":"Sofia Kouvava, Katerina Antonopoulou, Asimina M Ralli, Constantinos M Kokkinos, Katerina Maridaki-Kassotaki","doi":"10.1002/dys.1709","DOIUrl":"https://doi.org/10.1002/dys.1709","url":null,"abstract":"Language skills are important in the formation and maintenance of friendships. Children with specific learning disorder (SLD) or attention-deficit/hyperactivity disorder (ADHD) experience difficulties with their relationships and have language-related problems. This study aims to examine how expressive and receptive vocabulary may relate to friendships of children with and without SLD or ADHD. Participants were 64 children with SLD, 64 children with ADHD, and 64 typically developing (TD) children, aged 8-12 years (Mage = 9.77 years, SD = 1.22), attending Grades 3 to 6 in inclusive primary schools of Attica, Greece. The Greek versions of the Peabody Picture Vocabulary Test and the expressive vocabulary subscale of the WISC-III were administered along with the sociometric nominations of friends and the self-reports of best friendship duration. Results showed that children with SLD and ADHD reported best friendships of shorter duration and had significantly poorer receptive and expressive vocabulary. Children with ADHD had significantly fewer close and best friends than children with SLD, who in turn had significantly fewer close and best friends than the TD children. Children's vocabulary in all three groups was positively correlated with the duration of their best friendships and was found to moderately predict children's close friendships.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39902632","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

Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers. Stroop表现与希伯来语阅读障碍患者和典型读者的阅读概况有关。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2022-02-07 DOI: 10.1002/dys.1708

Donia Abo-Elhija, Rola Farah, Tzipi Horowitz-Kraus

{"title":"Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers.","authors":"Donia Abo-Elhija, Rola Farah, Tzipi Horowitz-Kraus","doi":"10.1002/dys.1708","DOIUrl":"https://doi.org/10.1002/dys.1708","url":null,"abstract":"There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults with and without reading difficulties performed reading and cognitive tasks, including the Stroop tests. Four groups were created based on Stroop performance time and a reading profile was created for each group. A mediation analysis was conducted to determine if reading accuracy and linguistic abilities predict RC mediated by Stroop time. Participants with a shorter Stroop time demonstrated better reading abilities, whereas those with longer Stroop time showed decreased reading performance. Stroop time was also negatively associated with better performance in additional cognitive abilities. A mediation analysis suggested that decoding ability and linguistic ability predict RC through EF. Our findings support the SVR model and the involvement of EF in reading proficiency and might be used for designing EF-based interventions for reading and RC difficulties.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39898803","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

Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia? 阅读障碍模拟字体的启示：我们能否模拟阅读障碍患者的阅读障碍？

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-01 DOI: 10.1002/dys.1704

Zoey Stark, Léon Franzen, Aaron P Johnson

{"title":"Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia?","authors":"Zoey Stark, Léon Franzen, Aaron P Johnson","doi":"10.1002/dys.1704","DOIUrl":"10.1002/dys.1704","url":null,"abstract":"Individuals with dyslexia struggle at explaining what it is like to have dyslexia and how they perceive letters and words differently. This led the designer Daniel Britton to create a font that aims to simulate the perceptual experience of how effortful reading can be for individuals with dyslexia (http://danielbritton.info/dyslexia). This font removes forty percent of each character stroke with the aim of increasing reading effort, and in turn empathy and understanding for individuals with dyslexia. However, its efficacy has not yet been empirically tested. In the present study, we compared participants without dyslexia reading texts in the dyslexia simulation font to a group of individuals with dyslexia reading the same texts in Times New Roman font. Results suggest that the simulation font amplifies the struggle of reading, surpassing that experienced by adults with dyslexia-as reflected in increased reading time and overall number of eye movements in the majority of typical readers reading in the simulation font. Future research could compare the performance of the Daniel Britton simulation font against a sample of beginning readers with dyslexia as well as seek to design and empirically test an adapted simulation font with an increased preserved percentage of letter strokes [Correction added on 10 December 2021, after initial online publication. Abstract has been added].","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39936727","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