Annals of Dyslexia最新文献

Uniting for literacy progress: Ohio's systems approach to preparing and supporting P20 educators to teach all children to read well. 为扫盲进步而团结：俄亥俄州准备和支持P20教育工作者教所有孩子阅读的系统方法。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-10-02 DOI: 10.1007/s11881-025-00350-1

Philip Capin, Deborah Telfer, Samantha Giammarco, David Brobeck, Jennifer T Ottley, Sherine R Tambyraja, Melissa M Weber-Mayrer

{"title":"Uniting for literacy progress: Ohio's systems approach to preparing and supporting P20 educators to teach all children to read well.","authors":"Philip Capin, Deborah Telfer, Samantha Giammarco, David Brobeck, Jennifer T Ottley, Sherine R Tambyraja, Melissa M Weber-Mayrer","doi":"10.1007/s11881-025-00350-1","DOIUrl":"https://doi.org/10.1007/s11881-025-00350-1","url":null,"abstract":"Over the past decade, educators in Ohio have sought to reform reading instruction, driven by a desire to improve reading outcomes and bolstered by legislative actions and statewide partnerships. The Ohio Deans Compact, a coalition of prekindergarten through university (P20) leaders, has played a pivotal role in incentivizing and supporting reform of educator preparation programs, especially those focused on teaching reading. In addition, the Compact serves as a connector, bringing together higher education institutions, PK-12 school districts, professional organizations, and regional and state agencies to foster collaboration around the shared goal of improving learning outcomes for all. In this commentary, we highlight the Compact's contributions to promoting cross-sector collaboration in education, aligning statewide initiatives, and strengthening educator preparation. We suggest that P20 initiatives like the one in Ohio may be especially effective in supporting and sustaining reading reform. While Ohio's efforts demonstrate the promise of systemic change, they also underscore challenges, such as variability in program adoption and resistance to change within higher education institutions. Lessons from Ohio's journey may offer valuable insights for literacy reform efforts nationwide, particularly for those seeking to position institutions of higher education as active partners in lasting improvement.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214134","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

Morphological awareness intervention in mainland Chinese school-age children with developmental dyslexia. 中国大陆学龄儿童发展性阅读障碍的形态意识干预。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-10-01 DOI: 10.1007/s11881-025-00352-z

Xiuping Ming, Yaping Wang, Shudong Zhang

{"title":"Morphological awareness intervention in mainland Chinese school-age children with developmental dyslexia.","authors":"Xiuping Ming, Yaping Wang, Shudong Zhang","doi":"10.1007/s11881-025-00352-z","DOIUrl":"https://doi.org/10.1007/s11881-025-00352-z","url":null,"abstract":"Research on interventions to improve morphological awareness in children with developmental dyslexia remains sparse. This study examines whether morphological awareness intervention enhances the morphological awareness skills of Chinese children with developmental dyslexia. Thirty elementary school children with developmental dyslexia (9-10 years old) from Beijing, China, participated in this study. Fifteen children were randomly assigned to an experimental group receiving morphological awareness intervention, while another fifteen were assigned to a control group. The intervention comprised ten sessions, each lasting 40 minutes. Children's morphological awareness, including homophone awareness, compounding awareness, radical awareness, and homograph awareness, was assessed before and after the delivery of the intervention. Results showed that the experimental group demonstrated significantly improved morphological awareness, particularly in homophone awareness and compounding awareness, compared to the control group. However, no significant improvements were observed in radical awareness and homograph awareness. The findings provide preliminary evidence suggesting that morphological awareness develops through distinct facets, each exhibiting differing levels of responsiveness to targeted interventions.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201256","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

Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen. 检验Shaywitz阅读障碍筛查的预测准确性和稳定性。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-26 DOI: 10.1007/s11881-025-00346-x

Jeremy Miciak, Mallory Walters, W Pat Taylor, David J Francis, Jack M Fletcher

{"title":"Examining the predictive accuracy and stability of the Shaywitz DyslexiaScreen.","authors":"Jeremy Miciak, Mallory Walters, W Pat Taylor, David J Francis, Jack M Fletcher","doi":"10.1007/s11881-025-00346-x","DOIUrl":"https://doi.org/10.1007/s11881-025-00346-x","url":null,"abstract":"Accurate processes to identify individual risk for dyslexia are needed to identify students who require intensive interventions and prevent text reading difficulties. The Shaywitz DyslexiaScreen (SDS) is a teacher rating tool available for use in schools and clinics to screen for dyslexia risk. In this pre-registered study, we evaluated the stability and accuracy of a prototype of the SDS administered in fall of Kindergarten, 1st, and 2nd Grades for predicting reading difficulties at the end of 1st and 2nd Grades with a sample of 683 students tracked across these grades. Paired comparisons of teacher ratings on the SDS K-2nd Grades demonstrated moderate overall stability, but stability for at-risk students was much lower and approximately two in three students changed risk category once across the 3 years. The SDS identified a high percentage of truly at-risk students (sensitivity range .63-1.0). However, the SDS yielded a high number of false positives (PPV range .17-.47). When thresholds for risk were optimized for this sample, the SDS performed comparably with other candidate screening measures. We conclude that risk screening based on current SDS norms would result in large numbers of students receiving unnecessary interventions. Additional research on the technical adequacy of the SDS, including the potential for bias, is necessary before it can be considered an evidence-based tool.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145151344","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

A case study of a new dyslexia course created for university teacher preparation programs. 为大学教师预备课程开设的新阅读障碍课程的个案研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-24 DOI: 10.1007/s11881-025-00341-2

Mitzi Berryhill, Kayla Reggio, Kim Skinner, Laura Piestrzynski, Estanislado S Barrera Iv

{"title":"A case study of a new dyslexia course created for university teacher preparation programs.","authors":"Mitzi Berryhill, Kayla Reggio, Kim Skinner, Laura Piestrzynski, Estanislado S Barrera Iv","doi":"10.1007/s11881-025-00341-2","DOIUrl":"https://doi.org/10.1007/s11881-025-00341-2","url":null,"abstract":"In an effort to increase the dyslexia knowledge of future classroom teachers, in 2022, the state of Louisiana passed Act 607, which requires all students seeking Louisiana teacher certification to complete a three-credit hour course specific to dyslexia starting in the 2024-2025 school year. With the implementation of the inaugural dyslexia courses in Fall 2024, this study examined the experience of creating and implementing this new course from the perspectives of the instructors and the teacher education students at a public state university. Utilizing an embedded case study approach, data sources included the course syllabus, course instructional materials, student surveys and reflections, and instructor analytic notes and reflections. The findings reveal the surprises, successes, and obstacles experienced by participants in this newly required course, offering practical insights for adapting legislative mandates into effective educational practices. This study provides a framework for universities nationwide to enhance literacy instruction within teacher preparation programs, contributing to the broader effort of improving outcomes for students with dyslexia.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145138974","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

Assessing the impact of dyslexia laws on identification and reading achievement: an empirical analysis. 评估阅读障碍法律对识别和阅读成绩的影响：一项实证分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-16 DOI: 10.1007/s11881-025-00347-w

Eric Hengyu Hu, Kristin L Sayeski, Paul L Morgan

{"title":"Assessing the impact of dyslexia laws on identification and reading achievement: an empirical analysis.","authors":"Eric Hengyu Hu, Kristin L Sayeski, Paul L Morgan","doi":"10.1007/s11881-025-00347-w","DOIUrl":"https://doi.org/10.1007/s11881-025-00347-w","url":null,"abstract":"Dyslexia legislation has been increasingly enacted across US states to improve the early identification and support of students with dyslexia. However, little is known about the extent to which these laws have influenced dyslexia identification rates and reading achievement outcomes. We examined the impact of state dyslexia laws using repeated cross-sectional, student-level data from the National Assessment of Educational Progress (NAEP) fourth-grade reading assessments collected between 2003 and 2022. We assess changes in Specific Learning Disability (SLD) identification rates and reading performance before and after dyslexia law enactment across states. Across 47 states with relevant laws, 26 states (55%) showed no significant change in SLD identification rates, 13 states (28%) experienced increases, and 8 states (17%) experienced decreases. For reading achievement among students with SLD, 4 states (9%) showed significant improvement, 20 states (43%) showed declines, and 23 states (49%) showed no change. These mixed results are consistent with the wide variation in scope and implementation of dyslexia laws, as well as broader national trends in reading achievement. Importantly, most states do not require students with characteristics of dyslexia to be classified under SLD, so changes in identification rates are not a direct expectation of such legislation. Our findings suggest that enactment alone is insufficient to drive consistent improvements; effective implementation, integration with broader literacy reforms, and stronger monitoring systems are likely needed for these policies to achieve their intended goals.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070824","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

The science of reading meets the science of learning: memory systems, structured literacy, and the role of AI. 阅读科学与学习科学相遇：记忆系统、结构化读写能力和人工智能的作用。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-16 DOI: 10.1007/s11881-025-00345-y

Timothy N Odegard, Megan V Gierka

{"title":"The science of reading meets the science of learning: memory systems, structured literacy, and the role of AI.","authors":"Timothy N Odegard, Megan V Gierka","doi":"10.1007/s11881-025-00345-y","DOIUrl":"https://doi.org/10.1007/s11881-025-00345-y","url":null,"abstract":"As terms like the Science of Reading and Science of Learning gain prominence in education policy and practice, there is a growing need to clarify what learning entails at a cognitive systems level. In this perspective review, we argue that meaningful instructional practice, particularly in the context of artificial intelligence (AI), must align with the distinct yet interacting memory systems that support human learning across development. Drawing on cognitive science, neuroscience, and educational psychology research, we provide a functional overview of implicit and explicit memory systems and examine their relevance for literacy development. We then frame Structured Literacy within the instructional hierarchy, illustrating how each learning phase (i.e., acquisition, fluency, generalization, adaptation) involves specific learning mechanisms and instructional demands. Finally, we evaluate how AI tools may support or undermine these processes and propose phase-specific approaches to responsible integration. AI should be judged not by its technical sophistication, but by its capacity to support memory systems, preserve teacher agency, and promote lasting, transferable literacy outcomes, especially for vulnerable learners. These are empirical questions. This perspective review is intended to motivate future research into Structured Literacy framed within a more expansive understanding of the science of learning and the responsible, efficacious use of AI in education.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145070812","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

State-level dyslexia laws: a systematic review. 国家级阅读障碍法律：系统回顾。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-01 DOI: 10.1007/s11881-025-00339-w

Elizabeth Zagata, Michael D Coyne

{"title":"State-level dyslexia laws: a systematic review.","authors":"Elizabeth Zagata, Michael D Coyne","doi":"10.1007/s11881-025-00339-w","DOIUrl":"https://doi.org/10.1007/s11881-025-00339-w","url":null,"abstract":"In the last 13 years, there has been an explosion of state-level dyslexia legislation amidst a rapid and dispersed advocacy movement. Thus, it is important to understand the genesis and impact of these policies across all stages of the policy process (Anderson, 2023). Given that most of these laws have been only recently enacted, the existing research on them is limited. This comprehensive review synthesizes research on state-level dyslexia laws, identifies gaps across policy stages, and highlights priorities to inform more effective policy. We examined peer-reviewed journal research on state-level dyslexia laws across different stages of policy development, and our search and screening process resulted in 12 articles. In all, the results of this literature review show that the research on state-level dyslexia laws has employed multiple kinds of research designs and theoretical frameworks while aiming to answer different descriptive and evaluative questions. The implications of our findings show that more evaluative research is needed on state dyslexia laws to understand their effectiveness, unintended consequences, and impact on special education, with comparative studies helping to inform policies that better support students with dyslexia.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974030","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

The impact of teacher professional development on the grade 3 reading performance of students with characteristics of dyslexia. 教师专业发展对阅读障碍学生三年级阅读表现的影响。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-09-01 DOI: 10.1007/s11881-025-00338-x

Deborah K Reed, Huibin Zhang

{"title":"The impact of teacher professional development on the grade 3 reading performance of students with characteristics of dyslexia.","authors":"Deborah K Reed, Huibin Zhang","doi":"10.1007/s11881-025-00338-x","DOIUrl":"https://doi.org/10.1007/s11881-025-00338-x","url":null,"abstract":"Using statewide archival data, this study identified third graders meeting the state's criteria for having characteristics of dyslexia and their core reading teachers of record. Analyses explored whether teachers' participation in various amounts of state-provided knowledge training with/out participation in ongoing coaching was associated with their identified students' (a) growth on a universal reading screener (URS) or (b) scores on summative state test performance. Students tended to have slower URS growth when their teachers participated in PD beyond the state-required minimum, and growth was significantly slower when teachers were coached on implementing high-quality instructional materials (HQIM). Results were similar across models using various performance ranges for identification of dyslexia characteristics, and no subgroups would have met criteria for being exited from the dyslexia characteristics designation at the end of the year. However, students had higher state test scores when their teachers participated in additional PD beyond the minimum, and performance was significantly higher when the PD included coaching on HQIM implementation. There was some variation in significance across the dyslexia characteristics performance ranges, but no subgroups met expectations for on-grade-level reading. Moderator analyses revealed lower state test performance when students had a second-grade teacher with the same form of PD as the third-grade teacher. Results are discussed in light of statewide policies and the implementation of PD at scale.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144973997","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

Reframing dyslexia: language and linguistic complexity, developmental risk, and the future of science of reading policy. 重构阅读障碍：语言和语言复杂性，发展风险，以及阅读政策科学的未来。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-08-29 DOI: 10.1007/s11881-025-00344-z

Timothy Odegard, Megan Gierka, Nicole Ormandy

{"title":"Reframing dyslexia: language and linguistic complexity, developmental risk, and the future of science of reading policy.","authors":"Timothy Odegard, Megan Gierka, Nicole Ormandy","doi":"10.1007/s11881-025-00344-z","DOIUrl":"https://doi.org/10.1007/s11881-025-00344-z","url":null,"abstract":"Policy change around dyslexia has accelerated in recent years, yet much of it still lags behind contemporary scientific understanding. Many statutes rely on categorical models that frame dyslexia as a fixed, phonological disorder and prescribe narrowly defined interventions. This commentary calls for a shift from policy proliferation to targeted refinement, advancing developmentally grounded, scientifically accurate legislation that is feasible to implement at scale. We identify three major areas of misalignment: definitions that fail to capture the multifactorial and language-based nature of dyslexia; screening frameworks that rely on parallel processes rather than integrated risk monitoring; and instructional mandates that privilege phonics while neglecting morphological, orthographic, and meaning-based language instruction. Drawing on current evidence, we propose six policy shifts that address dyslexia, developmental language disorder, and late-emerging reading difficulties and extend to science of reading policy more broadly. These recommendations emphasize translational fidelity, integrated literacy systems, sustained attention to oral language, and the prevention of reading difficulties across varied developmental trajectories.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974013","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

Thoughts on the Definition of Dyslexia. 对阅读障碍定义的思考。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-08-14 DOI: 10.1007/s11881-025-00337-y

Linda S Siegel, David P Hurford, Jamie L Metsala, Michaela R Ozier, Alex C Fender

引用次数: 0