Dyslexia最新文献_第9页

Predicting dyslexia in Arabic-speaking children: Developing instruments and estimating their psychometric indices. 预测阿拉伯语儿童的阅读障碍:开发工具和估计他们的心理测量指数。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-03-29 DOI: 10.1002/dys.1682

Mahmoud Gharaibeh

{"title":"Predicting dyslexia in Arabic-speaking children: Developing instruments and estimating their psychometric indices.","authors":"Mahmoud Gharaibeh","doi":"10.1002/dys.1682","DOIUrl":"https://doi.org/10.1002/dys.1682","url":null,"abstract":"Dyslexia is a reading disability that is characterized by when an individual has trouble in rapid and accurate word decoding. This study developed, piloted and assessed the validity and reliability of three instruments: Rapid Automatized Scale (RANS), Arabic Reading Ability Scale (ARAS) and Phonological Awareness Scale (PAS), on a sample of 700 students (aged 8-9 years). Four groups (n = 30) were formed based on the participants' results of the three instruments; Double Deficit (DD), Rapid Automatized Naming Deficit (RAND), Phonological Awareness Deficit (PAD) and No Deficit groups. Content validities of the instruments were supported using published reports; though educational experts further revised RANS. It found a significant inverse correlation between the PA test score and RAN (mistakes and time) score (r = -.44; p < .001), and a significant positive correlation between RAN mistakes and RAN time (r = .47; p < .001). Acceptable internal reliability of the RANS was demonstrated by a Cronbach's alpha test coefficient of α = .85 (>.70; acceptable). High inter-rater reliability tests were observed for the three instruments (r ≥ .86, p < .001). The three instruments can predict reading difficulties and dyslexia in Arabic-speaking populations.","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.1682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25529529","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

Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers. 非正式准备与多年经验:马萨诸塞州早期小学教师阅读障碍知识的关键相关关系。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-10-06 DOI: 10.1002/dys.1701

Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski

{"title":"Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers.","authors":"Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski","doi":"10.1002/dys.1701","DOIUrl":"https://doi.org/10.1002/dys.1701","url":null,"abstract":"Background: Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts.Methods: We designed a survey based on two published assessment tools and surveyed 92 early elementary teachers. Using univariate and multivariate linear regression models, we assessed the relationships among knowledge (dependent variable) and confidence, feelings of preparedness, years of teaching experience, informal education and professional development opportunities (independent variables).Results: The mean knowledge score was 68 ± 14%; teachers performed best on questions about perceptions of dyslexia, classroom management/teaching strategies and some dyslexia characteristics. Informal education and years of teaching experience were consistently positively associated with knowledge.Discussion and conclusions: Formal training and professional development opportunities may need to focus more specifically on learning disabilities and dyslexia. Teachers should also have input on professional development needs. Our findings suggest a need for additional studies on strategies to improve educator knowledge of dyslexia and assess outcomes.","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":"39488707","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

Diagnosing adults with dyslexia: Psychologists' experiences and practices. 诊断成人阅读障碍:心理学家的经验和实践。

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-07-15 DOI: 10.1002/dys.1689

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

{"title":"Diagnosing adults with dyslexia: Psychologists' experiences and practices.","authors":"Andrea Sadusky, Andrea E Reupert, Nerelie C Freeman, Emily P Berger","doi":"10.1002/dys.1689","DOIUrl":"https://doi.org/10.1002/dys.1689","url":null,"abstract":"Previous research has investigated how psychologists identify dyslexia in school-aged children. However, it is presently unclear how psychologists diagnose dyslexia in adults. This study aimed to explore psychologists' understandings and experiences in how they assess adults for dyslexia. Nine psychologists in Australia were recruited from professional associations and interviewed using a semi-structured schedule. After member checks, transcripts were analysed using reflexive thematic analysis. The results suggested that participants' assessment practices with adults were similar to those used with children. However, participants were not confident in assessing adults due to a lack of an empirical base and training, and appropriately normed tools. Moreover, participants relied on their clinical judgment to help overcome barriers unique to the assessment of adults including obtaining an accurate developmental history and determining the relevancy of academic intervention for a formal diagnosis. Participants recommended (better) training and accessible research about how to efficaciously diagnose adults with dyslexia. The robustness of current diagnostic tools for equitably identifying adults with dyslexia was questioned by some participants. There is a need for national guidelines in Australia to support psychologists in identifying adults with dyslexia. International research and guidelines have an important role to play in informing this process.","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.1689","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39189566","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

Perception of indexical cues in speech by children and adults with and without dyslexia: Regional dialect and gender identification 有和没有阅读障碍的儿童和成人对言语中索引线索的感知:地域方言和性别认同

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-10-06 DOI: 10.1002/dys.1702

Ewa Jacewicz, Lian J. Arzbecker, Robert Allen Fox

{"title":"Perception of indexical cues in speech by children and adults with and without dyslexia: Regional dialect and gender identification","authors":"Ewa Jacewicz, Lian J. Arzbecker, Robert Allen Fox","doi":"10.1002/dys.1702","DOIUrl":"10.1002/dys.1702","url":null,"abstract":"Auditory research in developmental dyslexia proposes that deficient auditory processing of speech underlies difficulties with reading and spelling. Focusing predominantly on phonological processing, studies have not yet addressed the role of the speaker-related (indexical) properties of speech that enable the formation of phonological representations. Here, we assess auditory processing of indexical characteristics cueing a speaker's regional dialect and gender to determine whether dyslexia constraints recognition of dialect features and voice gender. Adults and children aged 11–14 years with dyslexia and their age-matched controls responded to 360 unique sentences extracted from spontaneous conversations of 40 speakers. In addition to the original unprocessed speech, there were two focused filtered conditions (using lowpass filtering at 400 Hz and 8-channel noise vocoding) probing listeners' responses to segmental and prosodic cues. Compared with controls, both groups with dyslexia were significantly limited in their abilities to recognize dialect features from either set of cues. The results for gender suggest that their comparatively worse gender recognition in the noise-vocoded condition was possibly related to poor temporal resolution. We propose that the deficient processing of indexical cues by individuals with dyslexia originates in peripheral auditory processes, of which impaired processing of relevant temporal cues in amplitude envelope is a likely candidate.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39488711","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

Phonological working memory and central executive function differ in children with typical development and dyslexia 典型发育和阅读障碍儿童的语音工作记忆和中央执行功能存在差异

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-09-27 DOI: 10.1002/dys.1699

Mary Alt, Annie Fox, Roy Levy, Tiffany P. Hogan, Nelson Cowan, Shelley Gray

{"title":"Phonological working memory and central executive function differ in children with typical development and dyslexia","authors":"Mary Alt, Annie Fox, Roy Levy, Tiffany P. Hogan, Nelson Cowan, Shelley Gray","doi":"10.1002/dys.1699","DOIUrl":"10.1002/dys.1699","url":null,"abstract":"The primary purpose of this study was to compare the working memory performance of monolingual English-speaking second-grade children with dyslexia (N = 82) to second-grade children with typical development (N = 167). Prior to making group comparisons, it is important to demonstrate invariance between working memory models in both groups or between-group comparisons would not be valid. Thus, we completed invariance testing using a model of working memory that had been validated for children with typical development (Gray et al., 2017) to see if it was valid for children with dyslexia. We tested three types of invariance: configural (does the model test the same constructs?), metric (are the factor loadings equivalent?), and scalar (are the item intercepts the same?). Group comparisons favoured the children with typical development across all three working memory factors. However, differences in the Focus-of-Attention/Visuospatial factor could be explained by group differences in non-verbal intelligence and language skills. In contrast, differences in the Phonological and Central Executive working memory factors remained, even after accounting for non-verbal intelligence and language. Results highlight the need for researchers and educators to attend not only to the phonological aspects of working memory in children with dyslexia, but also to central executive function.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10650271","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: 10

The extraction of orthographic and phonological structure of printed words in adults with dyslexia 成人阅读障碍者印刷字的正字法和音系结构的提取

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-09-27 DOI: 10.1002/dys.1700

Emilie Collette, Alain Content, Marie-Anne Schelstraete, Fabienne Chetail

{"title":"The extraction of orthographic and phonological structure of printed words in adults with dyslexia","authors":"Emilie Collette, Alain Content, Marie-Anne Schelstraete, Fabienne Chetail","doi":"10.1002/dys.1700","DOIUrl":"10.1002/dys.1700","url":null,"abstract":"The current study investigated the extraction of orthographic and phonological structure of written words in adults with dyslexia. In adults without learning difficulties, Chetail and Content showed that orthographic structure, as determined by the number of vowel letter clusters, influences visual word length estimation. The authors also found a phonological effect determined by the number of syllables of words. In the present study, 22 French-speaking students diagnosed with dyslexia in childhood and 22 students without learning disabilities were compared. All participants performed the task of estimating word length. The pattern of results obtained by Chetail and Content was replicated: length estimates were biased by both the number of syllables and the number of vowel letter clusters. The study showed a significant interaction between phonological bias and group. The phonological effect was less important in students with dyslexia, suggesting reduced sensitivity to phonological parsing in reading. In contrast, the orthographic effect did not differ significantly between groups, suggesting that the sensitivity to the orthographic structure of written words is preserved in students with dyslexia despite their low-quality orthographic representations. We conclude that there is no systematic association between sensitivity to the structure of representations and quality of their content.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39464789","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

Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9 调查六至九年级典型发展中的读者和失读症青少年的二语朗读和默读

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-09-08 DOI: 10.1002/dys.1693

Eva Commissaire, Elisabeth Demont

{"title":"Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9","authors":"Eva Commissaire, Elisabeth Demont","doi":"10.1002/dys.1693","DOIUrl":"10.1002/dys.1693","url":null,"abstract":"The goal of this study was to examine the reading performance of French typically developing readers and dyslexic adolescents from grades 6 to 9 in English as a second language (L2) learned in a school context. Lexicality effects and the impact of two sub-lexical variables, that is cross-language orthographic markedness and congruency of grapheme-to-phoneme correspondences (GPCs), were investigated in three tasks: L2 reading aloud and lexical decision, and L2-to-L1 translation. English words and nonwords were divided into three conditions: (a) marked condition in which items have an L2-specific orthographic pattern (e.g., town), (b) unmarked congruent condition in which items have an L1/L2 shared orthography and similar GPCs across languages (e.g., fast) and (c) unmarked incongruent condition that contains incongruent GPCs across languages (e.g., dirt). The results yielded a significant deficit in dyslexic readers in all three tasks, suggesting poor decoding but also poor lexical orthographic representations in L2 and difficulties in connecting form to semantic representations. This deficit was mostly observed for the unmarked incongruent conditi-on, highlighting the need to carefully manipulate the sub-lexical features of items when examining L2 reading. The results are discussed in relation to the cross-language transfer hypothesis and to mono- and bilingual models of reading.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1693","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39397777","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

Improving English reading fluency and comprehension for children with reading fluency disabilities 提高阅读障碍儿童的英语阅读流畅性和理解能力

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-08-31 DOI: 10.1002/dys.1695

Jamie L. Metsala, Margaret D. David

{"title":"Improving English reading fluency and comprehension for children with reading fluency disabilities","authors":"Jamie L. Metsala, Margaret D. David","doi":"10.1002/dys.1695","DOIUrl":"10.1002/dys.1695","url":null,"abstract":"In the English language, students who read words accurately but have impairments in reading fluency are under-studied. The associated difficulties they have with comprehending text make it particularly important to delineate effective interventions for these students. Counter to suggestions that these readers need interventions focused on text reading, we examined the effects of a decoding-focused intervention. The intervention targeted decoding-related skills, including speeded training on sublexical spelling patterns. We examined the efficacy of this program for students with fluency-defined disabilities, and compared gains to those for students with accuracy-defined disabilities. In the initial phase of the program, readers with fluency-defined disabilities made greater gains in fluency, while readers with accuracy-defined disabilities made larger gains in word reading accuracy. The mean fluency score for readers with fluency-defined disabilities came within the average range across the intervention, as did reading comprehension for both groups. Readers' mastery on speeded learning of sublexical spelling patterns predicted unique variance in fluency outcomes, beyond variance accounted for by pre-test fluency and word reading accuracy. The results support intervention approaches focused on decoding-related skills for students who have fluency-defined disabilities and are consistent with theories of reading fluency that identify a role for automaticity with sublexical spelling patterns.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39369061","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

Students with dyslexia between school and university: Post-diploma choices and the reasons that determine them. An Italian study 在中学和大学之间有阅读障碍的学生:毕业后的选择和决定他们的原因。一项意大利研究

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-07-27 DOI: 10.1002/dys.1692

Antonella Donato, Maria Muscolo, Mateo Arias Romero, Tindara Caprì, Tiziana Calarese, Eva María Olmedo Moreno

{"title":"Students with dyslexia between school and university: Post-diploma choices and the reasons that determine them. An Italian study","authors":"Antonella Donato, Maria Muscolo, Mateo Arias Romero, Tindara Caprì, Tiziana Calarese, Eva María Olmedo Moreno","doi":"10.1002/dys.1692","DOIUrl":"10.1002/dys.1692","url":null,"abstract":"Although the number of students with dyslexia enrolled in Italian universities is constantly growing, their presence remains relatively limited. The aim of this study was therefore to investigate the choices made by students with dyslexia in relation to university studies, and the underlying reasons for their choices. This study also compares these choices for students with and without dyslexia. In all, 440 high school students and their families agreed to take part in this project. Socio-demographic data was collected for the 47 students with dyslexia and 47 class-matched students without dyslexia, along with information on their current schools and their future educational plans. A specially developed questionnaire was used for the students, in combination with structured interviews with their families. The results show significant differences between these groups regarding both choices for university studies and the underlying motivations for these choices. Furthermore, certain psychological and emotional factors are implicated here in the decisions of the students with dyslexia regarding both university studies and their underlying reasons. Future research is needed to further investigate these factors in the educational choices of students with dyslexia.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1692","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39227173","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

Anxiety and depression among Chinese children with and without reading disabilities 中国阅读障碍儿童与非阅读障碍儿童的焦虑与抑郁

IF 2.2 3区教育学

Dyslexia Pub Date : 2021-07-12 DOI: 10.1002/dys.1691

Li-Chih Wang

{"title":"Anxiety and depression among Chinese children with and without reading disabilities","authors":"Li-Chih Wang","doi":"10.1002/dys.1691","DOIUrl":"10.1002/dys.1691","url":null,"abstract":"This study aims to compare anxiety and depression among male and female Chinese children with and without reading disabilities (RDs) and to examine the diverse impacts of anxiety and depression on children's reading comprehension. A total of 132 Chinese children from third to sixth grade living in Taiwan were recruited; half had RD, and the other half were typically developing children. Our results from the first analysis revealed that the anxiety level of female children with RD was significantly higher than that of the other three groups of participants, while the depression level of typically developing children was significantly lower than that of children with RD in general. Additionally, our results regarding the predictive abilities of gender and anxiety for reading comprehension as well as the moderating effect of gender on the ability of anxiety to predict reading comprehension were all statistically significant for the typically developing group but not the RD group. These differences between these two groups were further confirmed by multi-group analysis. Our results enhance the existing knowledge on Chinese children with RD and can increase practitioners' awareness of the possibility of higher levels of anxious and depressive symptoms among these children.","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1691","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39178150","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