Annals of Dyslexia最新文献

Defining dyslexia: 2025 revision. 定义阅读障碍：2025年修订。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-04-29 DOI: 10.1007/s11881-026-00363-4

Hugh W Catts, Charles W Haynes, R Malatesha Joshi

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Reading ability in children with comorbid developmental dyslexia and developmental language disorder: a systematic review : Reading in Children with DD and DLD. 伴发性阅读障碍和发展性语言障碍儿童的阅读能力：一项系统综述：DD和DLD儿童的阅读能力。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-04-29 DOI: 10.1007/s11881-026-00369-y

Georgia Andreou, Panagiota Sepeti

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Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia: A pilot study. 句子重复作为阅读障碍学生更广泛语言困难的潜在指标：一项初步研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-04-29 DOI: 10.1007/s11881-026-00365-2

Megan V Gierka, Nicole Ormandy, Aviva Coyne-Green, Tina Zampitella, Timothy N Odegard, Tiffany P Hogan, Norma Hancock

引用次数: 0

Lived experiences and intervention outcomes: Dyslexic adults' perspectives on meaningful support. 生活经验和干预结果：阅读障碍成人对有意义支持的看法。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-03-26 DOI: 10.1007/s11881-026-00364-3

Mitchell Holmes, Lesley Pritchard, Jacqueline Cummine

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Dyslexia with and without developmental language disorder: Profile analysis. 伴或不伴发展性语言障碍的阅读障碍：概况分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-03-03 DOI: 10.1007/s11881-025-00358-7

Margaret J Snowling, M Emma Hayiou-Thomas, Charles Hulme

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Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards. 阅读障碍儿童复杂学术语言的研究：与课程标准的比较分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-02-17 DOI: 10.1007/s11881-025-00357-8

Douglas B Petersen, Gwendolyn H Stout, Alisa Konishi-Therkildsen, Norma Hancock, Camryn Lettich, Tiffany Hogan

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Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study. 漫画中的图片能提高大学生的阅读能力吗？一项眼球追踪研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-02-17 DOI: 10.1007/s11881-025-00359-6

Maud Rasamimanana, Raphaël Mizzi, Jean-Baptiste Melmi, Sophie Saffi, Pascale Colé

{"title":"Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study.","authors":"Maud Rasamimanana, Raphaël Mizzi, Jean-Baptiste Melmi, Sophie Saffi, Pascale Colé","doi":"10.1007/s11881-025-00359-6","DOIUrl":"https://doi.org/10.1007/s11881-025-00359-6","url":null,"abstract":"Research has reported persistent word reading deficits in adults with dyslexia. Comics, with their pictures, might be an effective way to facilitate word recognition and comprehension processes. This study aims to test the potential benefit of comics for reading comprehension in university students with dyslexia. 40 French-speaking university students with dyslexia and 40 skilled readers read two stories in both comic and text formats while their eye movements were recorded and then answered comprehension questions. Although there was no difference between readers with and without dyslexia on comic reading comprehension, the difference between the time needed to read the two formats was larger in participants with dyslexia than in skilled readers, suggesting that the former benefitted more from reading comics than skilled readers. Additionally, both groups of readers read words in balloons faster than words in linear text, although participants with dyslexia were still slower than skilled readers. Finally, readers with dyslexia relied more on picture processing to understand the comics' content, spending more time on pictures, revisiting previously seen pictures more often, and making more saccades between balloons and their corresponding pictures than skilled readers. Picture processing may be central to comic reading comprehension and may enhance reading outcomes by facilitating the processing of both the story's content and the words in balloons, especially for students with dyslexia.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214580","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

Accounting for oral language skills in children with dyslexia: a review of the literature. 阅读障碍儿童的口语技能：文献综述。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-02-17 DOI: 10.1007/s11881-025-00361-y

Kathryn L Cabbage, Ann Marie Trumbo, Natalie K Miller, Tiffany P Hogan

引用次数: 0

Alphabet learning and the uppercase facilitation effect. 字母学习与大写促进效应。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-01-09 DOI: 10.1007/s11881-025-00360-z

Somin Park, Shayne B Piasta

{"title":"Alphabet learning and the uppercase facilitation effect.","authors":"Somin Park, Shayne B Piasta","doi":"10.1007/s11881-025-00360-z","DOIUrl":"https://doi.org/10.1007/s11881-025-00360-z","url":null,"abstract":"Alphabet knowledge is a vital learning target during early childhood, including for children who are at risk for reading difficulties. For these children, we need to provide effective, efficient, evidence-based instruction. In this study, we examined the uppercase facilitation effect (i.e., children are more likely to identify lowercase letters when they know the corresponding uppercase forms) in the context of alphabet learning and thus its potential to be leveraged as an instructional strategy. Thirty-six 3:5 to 5:5 years old children at risk for reading difficulties due to low alphabet knowledge (18 girls; 50 months old on average; 22 English monolinguals and 14 emergent bilinguals) participated in a within-subjects experiment. Children received 1:1 alphabet instruction on individually selected letters, with other letters serving as controls. We evaluated participating children's letter name and sound production pre- and post-instruction. We accounted for letters being nested within each child using multilevel logistic regression. Children were more likely to know lowercase letters if they knew the corresponding uppercase letters, regardless of whether the letters were taught or not taught. The uppercase facilitation effect did not apply in the context of alphabet learning. We discuss instructional implications.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935506","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

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-12-13 DOI: 10.1007/s11881-025-00353-y

Silvia Siu-Yin Clement-Lam, Oliver Lasnick, Brianna Kinnie, Ayan Mitra, Cheryl Lyon, Devin Kearns, Fumiko Hoeft

{"title":"Event-related potentials in the “Triangle” framework of reading and developmental dyslexia: a systematic review","authors":"Silvia Siu-Yin Clement-Lam, Oliver Lasnick, Brianna Kinnie, Ayan Mitra, Cheryl Lyon, Devin Kearns, Fumiko Hoeft","doi":"10.1007/s11881-025-00353-y","DOIUrl":"10.1007/s11881-025-00353-y","url":null,"abstract":"<div>Event-related potentials (ERPs) are widely used to investigate the neural underpinnings of reading and developmental dyslexia, yet there are significant disparities in methodological approach. This poses a challenge for generalizability and interpretation. This systematic review synthesizes studies that investigate ERPs associated with cognitive-linguistic correlates of reading and dyslexia in the “triangle” framework of reading: orthography, phonology, and semantics. Using the 2020 PRISMA guidelines, we performed title/abstract and full-text screening of 1,286 papers identified via database search. Included studies (N = 56) were categorized in terms of the cognitive-linguistic processes examined: (1) orthographic (including lexico-orthographic processing), (2) phonological, (3) orthographic-phonological (integration/processing), and/or (4) semantic. This comprehensive review synthesizes prominent ERP components and time windows that characterize these processes. Across studies, individuals with dyslexia generally exhibit atypical ERP responses during orthography and phonology, whereas results for semantic processing are ambiguous and underexplored. Nonetheless, inconsistencies across studies were noted, and quality assessment indicates a greater need for transparency in methods/results reporting, that is critical for reproducible sciences in dyslexia research.</div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"156 - 205"},"PeriodicalIF":2.3,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12854077/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145744803","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