Dyslexia最新文献_第8页

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":"28 4","pages":"448-470"},"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":"28 4","pages":"431-447"},"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":"28 4","pages":"416-430"},"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":"28 4","pages":"397-415"},"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":"28 3","pages":"293-308"},"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":"28 3","pages":"359-374"},"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

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":"28 3","pages":"342-358"},"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":"28 3","pages":"256-275"},"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":"28 3","pages":"309-324"},"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