Dyslexia最新文献_第8页

Methods used by psychologists for identifying dyslexia: A systematic review. 心理学家用于识别阅读障碍的方法:系统回顾。

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-05-01 Epub Date: 2021-12-20 DOI: 10.1002/dys.1706

Andrea Sadusky, Emily P Berger, Andrea E Reupert, Nerelie C Freeman

{"title":"Methods used by psychologists for identifying dyslexia: A systematic review.","authors":"Andrea Sadusky, Emily P Berger, Andrea E Reupert, Nerelie C Freeman","doi":"10.1002/dys.1706","DOIUrl":"https://doi.org/10.1002/dys.1706","url":null,"abstract":"Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education-related legislation could contribute to continuing discrepancies between psychologists' assessment practices. However, an international \"snapshot\" of these practices is unavailable. An international comparison of psychologists' dyslexia assessment practices could help ascertain whether there are contextual factors that can foster converging practices. Accordingly, this study systematically reviewed the literature to capture how psychologists identify and/or diagnose dyslexia across English-speaking countries. Quantitative and/or qualitative studies, published between 2013 and 2021, that investigated psychologists' self-reported methods for assessing, identifying, and/or diagnosing individuals with dyslexia were included. Eleven studies (published across fourteen papers) met the inclusion criteria. Most included studies sampled school psychologists who work in the USA. Psychologists' dyslexia assessment practices were diverse (including the use of cognitive discrepancy and response-to-intervention methods). The results highlight an international need to develop a consensus operational definition of dyslexia and universal assessment guidelines. Future research might investigate the practices and beliefs of psychologists who work outside of the USA, and to be inclusive of adult populations. Implications for research and training are explored.","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":"39605629","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

Statistical learning in children with a family risk of dyslexia 有阅读障碍家庭风险儿童的统计学习

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-03-14 DOI: 10.1002/dys.1711

Elise H de Bree, Josje Verhagen

{"title":"Statistical learning in children with a family risk of dyslexia","authors":"Elise H de Bree, Josje Verhagen","doi":"10.1002/dys.1711","DOIUrl":"https://doi.org/10.1002/dys.1711","url":null,"abstract":"The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre‐literate children with a family risk (FR) of dyslexia. In this study, four‐to‐five‐year‐old FR children (n = 25) and No‐FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non‐adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d′) and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No‐FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No‐FR group. Furthermore, unlike the No‐FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78033120","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

Speech perception in noise in children with dyslexia: Does speech sound disorder matter? 阅读障碍儿童在噪音中的言语感知：语音障碍有关系吗？

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-03-02 DOI: 10.1002/dys.1710

Giorgia Mari, P. Picciotti, Bianca Maria Martina, A. Loperfido, Felicia Zagari, Ilaria Proietti, Y. Longobardi, L. D’Alatri

引用次数: 0

Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years 由家长和老师填写的针对阅读障碍的幼儿园筛选工具。5岁到15岁的预测和发展轨迹

IF 2.2 3区教育学

Dyslexia Pub Date : 2022-02-13 DOI: 10.1002/dys.1707

引用次数: 0

Links between organized visual search and reading ability in French primary school children 法国小学生有组织的视觉搜索与阅读能力的关系

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-24 DOI: 10.1002/dys.1703

Alma Guilbert, Hélène Guiraud-Vinatea

引用次数: 2

K-2 principal knowledge (not leadership) matters for dyslexia intervention. K-2主要知识(不是领导)对阅读障碍干预有影响。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-07-11 DOI: 10.1002/dys.1690

Missy Schraeder, James Fox, Richard Mohn

{"title":"K-2 principal knowledge (not leadership) matters for dyslexia intervention.","authors":"Missy Schraeder, James Fox, Richard Mohn","doi":"10.1002/dys.1690","DOIUrl":"https://doi.org/10.1002/dys.1690","url":null,"abstract":"Kindergarten through second-grade elementary schools that best serve students with dyslexia have principals who are knowledgeable about dyslexia and understand the best practices for providing intervention for students with dyslexia. In this study, three styles of leadership were examined to understand the implication that leadership has on intervention for dyslexia: transformational, instructional, and integrated leadership. However, many students in elementary schools have difficulty learning to read despite good leadership by the principal, with 5-20% of students being diagnosed with dyslexia. While these students need phonetic, multisensory intervention to build necessary reading skills, this study found that many principals lack knowledge of this specialized instruction. The purpose of this research was to explore variables that determine the school-based level of appropriate intervention for students with dyslexia. A questionnaire assessing leadership skills, knowledge, and beliefs about dyslexia, preparation in reading disorders and/or dyslexia received from degree programs and professional development, and services provided to students with dyslexia was given to K-2 principals serving in schools across the United States. Results indicated that regardless of leadership style, principals who have greater knowledge and more correct beliefs about dyslexia provide more appropriate school-based services for students with dyslexia. Eight detailed K-2 principal/practitioner recommendations are included based upon this key finding.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1690","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39175404","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

Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years. 由家长和老师填写的针对阅读障碍的幼儿园筛选工具。5岁到15岁的预测和发展轨迹。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-28 DOI: 10.1002/dys.1698

Turid Helland, Frøydis Morken, Wenche A Helland

{"title":"Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years.","authors":"Turid Helland, Frøydis Morken, Wenche A Helland","doi":"10.1002/dys.1698","DOIUrl":"https://doi.org/10.1002/dys.1698","url":null,"abstract":"The concept of early 'efforts' has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental dyslexia could predict school marks of literacy competence 10 years later, and to see whether these screening tools would reveal different dyslexia trajectories. The study is part of the Bergen Longitudinal Dyslexia Study, and the results from individual testing are reported elsewhere. Here, the caregivers' views isolated from the rest of the study are focused. Three tools were used: the RI-5, a questionnaire assessing the risk of dyslexia; the TRAS, a non-standardized observation tool of children's communication skills; and the CCC-2, a questionnaire assessing Developmental Language Disorders. Screening was performed at age 5 (TP1), age 11, (TP2) and age 15 (TP3). At TP2, when dyslexia was identified, 13 children formed the dyslexia group, and the rest formed the control group. At TP3, the RI-5 and CCC-2 turned out to be predictive of literacy competence as measured by school marks. Developmental trajectories were seen through the regroupings and scorings into a persistent group, a late onset group and a resolving group. Evidence-based preschool screening tools filled out by close caregivers offer valid information on later literacy developmental trajectories.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39468043","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: 3

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka. 小学教师在识别阅读障碍儿童方面的准备程度:斯里兰卡的一项全国性调查。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-06 DOI: 10.1002/dys.1696

W A Nadhee N Peries, Bimali Indrarathne, B Deepal W Jayamanne, Thimathi D Wickramasekara, K Anoma C Alwis, Achala U Jayatilleke

引用次数: 1

Issue Information 问题信息

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 DOI: 10.1002/dys.1662

引用次数: 0

Reading and spelling disorders in a school-based population screening in Sicily (Italy). 西西里岛(意大利)基于学校的人群筛查中的阅读和拼写障碍。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-09-06 DOI: 10.1002/dys.1694

Marco Maria Leonardi, Francesco Domenico Di Blasi, Enrico Savelli, Serafino Buono

{"title":"Reading and spelling disorders in a school-based population screening in Sicily (Italy).","authors":"Marco Maria Leonardi, Francesco Domenico Di Blasi, Enrico Savelli, Serafino Buono","doi":"10.1002/dys.1694","DOIUrl":"https://doi.org/10.1002/dys.1694","url":null,"abstract":"This research was carried out according to the Italian Consensus Conference on Specific Learning Disability guidelines for screening initiatives. It describes a three-year screening project involving 2.469 students, aged 8-15 years, from various classes of primary, lower and upper secondary schools of Sicily. Students were assessed for reading and spelling skills. Overall, 4.9% met the risk criteria for suspected reading disorder, 6.1% for spelling disorder, while 8.5% for both conditions. Results showed that out of 932 pupils in the primary school, 4.6% met the risk criteria for reading disorder and 6.5% for spelling disorder; out of 855 pupils of the lower secondary school, 5.3% for reading disorder and 5.5% for spelling disorder; out of 652 pupils of the upper secondary school, 4.9% for reading disorder and 6.1% for spelling disorder. No significant difference in the prevalence of students at risk of reading disorder or spelling disorder, within the three grade-levels over 3 years, was found. At project conclusion further clinical investigation to verify the screening results on student sub-sample (57%) was carried out. The percentage of students with SLD was equal to 3.15%, in the primary school, 3.76% in the lower secondary school and 2.51%, in the upper secondary school.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39391451","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