Annals of Dyslexia最新文献

Efficacy of neurofeedback in the treatment of Dyslexia: a systematic review. 神经反馈治疗阅读障碍的疗效：一项系统综述。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-17 DOI: 10.1007/s11881-025-00335-0

Miguel López-Zamora, Nadia Porcar-Gozalbo, María Rodríguez Moreno, Alejandro Cano-Villagrasa, Laura Bandera Pastor

{"title":"Efficacy of neurofeedback in the treatment of Dyslexia: a systematic review.","authors":"Miguel López-Zamora, Nadia Porcar-Gozalbo, María Rodríguez Moreno, Alejandro Cano-Villagrasa, Laura Bandera Pastor","doi":"10.1007/s11881-025-00335-0","DOIUrl":"https://doi.org/10.1007/s11881-025-00335-0","url":null,"abstract":"Dyslexia is a neurodevelopmental disorder that impairs the learning and proficiency of reading and writing processes, persisting throughout the individual's life. Most interventions are educational in nature, but studies published over the last decade suggest that Neurofeedback may serve as a substantial complement to improving reading skills. The primary objective was to analyze the efficacy of various protocols used within Neurofeedback techniques for the treatment of reading impairments. A total of 12 research articles related to Neurofeedback treatment in populations with reading process impairments were selected. The PRISMA guidelines were followed in conducting this study. The inclusion criteria were: (I) Participants diagnosed with dyslexia, (II) Neurofeedback-based interventions, (III) Articles written in Spanish or English, and (IV) Articles published within the last 20 years. Based on these criteria, a total of 12 research articles related to Neurofeedback treatment in populations with reading process impairments were selected. The results from the selected research articles revealed that Neurofeedback techniques alone do not present a significant benefit in improving reading skills in the dyslexic population. Additionally, the heterogeneity of research designs in the articles addressing this topic was highlighted, which complicated the determination of an unbiased criterion regarding the efficacy of such interventions. Currently, there is no significant evidence to determine the efficacy of Neurofeedback interventions in the dyslexic population. Further refinement of intervention methods and the development of cutting-edge technology are necessary to increase evidence regarding the effectiveness of these treatments for dyslexia.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660754","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

Determinants to implementing a new early literacy screener: Barriers and facilitators. 实施新的早期识字筛查的决定因素：障碍和促进因素。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-16 DOI: 10.1007/s11881-025-00333-2

Stephanie Tatel, Laura Jo Darcy, Emily J Solari, Carlin Conner, Latisha Hayes, Latara Lampkin, Jamie DeCoster, Katie Wilburn, Cassidi Richmond

{"title":"Determinants to implementing a new early literacy screener: Barriers and facilitators.","authors":"Stephanie Tatel, Laura Jo Darcy, Emily J Solari, Carlin Conner, Latisha Hayes, Latara Lampkin, Jamie DeCoster, Katie Wilburn, Cassidi Richmond","doi":"10.1007/s11881-025-00333-2","DOIUrl":"https://doi.org/10.1007/s11881-025-00333-2","url":null,"abstract":"Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey (n=694) and focus groups (n=39) were thematically coded using the Consolidated Framework for Implementation Research (CFIR) to identify determinants of successful adoption. Findings revealed four key themes influencing implementation: ease of administration, understanding of the screener, trust in the data, and use of data for instructional decisions. Crosscutting themes included the critical role of reading specialists and the challenges posed by simultaneous curriculum and assessment initiatives. Barriers such as time constraints, technological challenges, and insufficient understanding of language-based subtests were identified, while robust inner-setting supports and effective communication emerged as facilitators. These results underscore the importance of accessible and timely professional development, iterative tool refinement, and strategic leadership in scaling evidence-based practices. Future research should explore longitudinal impacts and strategies to integrate such innovations seamlessly into schools' instructional ecosystems.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643858","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

Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study. 教师对以色列阿拉伯语三年级学生阅读困难的识别：一项试点研究。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-06-07 DOI: 10.1007/s11881-025-00331-4

Sumod Khatib-Abbas, Orly Lipka

{"title":"Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study.","authors":"Sumod Khatib-Abbas, Orly Lipka","doi":"10.1007/s11881-025-00331-4","DOIUrl":"10.1007/s11881-025-00331-4","url":null,"abstract":"Recently, concerns have been raised about Arabic-speaking students' reading achievement in Israel. Understanding language teachers' ability to identify poor reading skills is crucial to improve students' literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade students' word reading fluency and comprehension, their ability to identify students who need an intervention based on their reading performance, and the differences between teachers who make accurate and those who make inaccurate assessments of their students' literacy skills. The pilot study included a preliminary sample of 58 teachers and 112 students, with one to three students selected from each teacher's classroom for assessment. All participants were native Arabic speakers. Initial findings suggest that the main factors informing teachers' decisions on reading fluency and comprehension are vocabulary size (65.70%-77.70%), linguistic skills (63.9%-76%), and oral reading level (62%-74.30%), while less emphasis was placed on test scores (25.9%-31%) and parents' reports (13.9%-32.80%). Four distinct profiles of students at risk of reading difficulties (ARORD) emerged: low word reading fluency and comprehension (22%), low fluency only (12%), low comprehension only (4%), and a typical group (62%). Teachers identified students with difficulties in both areas with 80% accuracy, in reading comprehension with 60%, in word reading fluency with 0%, and in the typical group with 65%. The data indicated that teachers who taught more student-facing hours were better at identifying students ARORD. The implucations highlighte the need for teachers training focused on enhancing Arabic teachers' ability to accurately assess literacy skills and become familiar with different profiles of students' reading difficulties.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"262-288"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238085/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250257","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

Language skills of adults with dyslexia in English as a foreign language: proposal of a language spontaneity deficit hypothesis. 英语作为外语的成人阅读障碍的语言技能：语言自发性缺陷假说的提出。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-03-26 DOI: 10.1007/s11881-025-00326-1

Uxue Pérez-Litago, Josué M Rojas-Guerra, Cristina Martínez-García, Paz Suárez-Coalla

{"title":"Language skills of adults with dyslexia in English as a foreign language: proposal of a language spontaneity deficit hypothesis.","authors":"Uxue Pérez-Litago, Josué M Rojas-Guerra, Cristina Martínez-García, Paz Suárez-Coalla","doi":"10.1007/s11881-025-00326-1","DOIUrl":"10.1007/s11881-025-00326-1","url":null,"abstract":"Developmental dyslexia is characterized by reading and writing deficits that persist into adulthood. However, the mechanisms underlying these deficits appear to affect several language domains negatively. The present study aims to investigate how 18 native Spanish-speaking adults with developmental dyslexia perform different language tasks in English as a foreign language. For this purpose, reading and oral comprehension were performed along with written and oral production tasks by adults with dyslexia and their control peers. The results suggest that Spanish adults with dyslexia need more time to read English texts, and their reading comprehension is significantly worse than that of the control group. In written production, differences from the control group were found in the number of spelling errors. In addition, the oral productions showed differences in semantic errors, lexical diversity, and sentence complexity. Interestingly, the group differences for all measures were greater for the oral than for the written production tasks, leading to the hypothesis that this population is negatively affected by the spontaneity of the situation. In terms of practical implications, it seems important to provide special support for adults with dyslexia not only for written language learning but also for oral language learning in English.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"313-338"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238081/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711604","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

Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities. 典型发展、高功能和典型功能特异性学习障碍中国大学生特质焦虑、考试焦虑与学业成绩的关系

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-04-16 DOI: 10.1007/s11881-025-00328-z

Li-Chih Wang, Kevin Kien-Hoa Chung

{"title":"Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities.","authors":"Li-Chih Wang, Kevin Kien-Hoa Chung","doi":"10.1007/s11881-025-00328-z","DOIUrl":"10.1007/s11881-025-00328-z","url":null,"abstract":"This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically developing students, 54 students with typical-functioning SLD, and 51 students with high-functioning SLD. Our results indicated that the high-functioning SLD group reported significantly lower levels of trait anxiety and test anxiety compared to both the typically developing and typical-functioning SLD groups. The typical-functioning SLD group exhibited the highest levels of test anxiety. Mediation analyses revealed that test anxiety significantly mediated the relationship between trait anxiety and academic performance in the high-functioning SLD group, while only a direct effect of trait anxiety on academic performance was found in the typical-functioning SLD group. No significant direct or indirect effects were found in the typically developing group. Our findings highlight distinct anxiety profiles and differential patterns of direct and indirect effects of trait anxiety on academic performance among Chinese undergraduates with high-functioning SLD, typical-functioning SLD, and typical development.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"381-399"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054106","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

Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation. 中国发展性阅读障碍儿童的正字法-语音映射障碍：来自ERP调查的见解。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2024-12-20 DOI: 10.1007/s11881-024-00320-z

Yixuan Song, Jiexin Gu, Siqi Song, Xiuwei Quan

{"title":"Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation.","authors":"Yixuan Song, Jiexin Gu, Siqi Song, Xiuwei Quan","doi":"10.1007/s11881-024-00320-z","DOIUrl":"10.1007/s11881-024-00320-z","url":null,"abstract":"In the realm of logographic writing systems, such as Chinese characters, orthographic transparency fundamentally differs from alphabetic languages, posing unique challenges for individuals with developmental dyslexia (DD). This study employed event-related potentials (ERPs) and a masked priming paradigm to investigate how Chinese children with DD compared to typically developing (TD) children in their utilization of orthographic-phonological mapping rules during the processing of pseudocharacters. The findings revealed noteworthy distinctions between TD and DD children. TD children exhibited a robust priming effect in radical priming, characterized by an enhanced N170 (100-200 ms) amplitude and a reduced P200 (200-350 ms) amplitude, whereas DD children did not display this differentiation. This observation parallels the difficulties faced by DD children in alphabetic languages. Furthermore, the study found a significant positive correlation between the N170 amplitude in the left posterior brain region of Chinese DD children and their orthographic performance: DD children with poorer orthographic awareness exhibited larger N170 amplitudes in this region. The present study sheds light on the challenges Chinese DD children encounter in processing regular sub-character routes, particularly evident in the early stages of orthographic processing. The orthographic deficits of DD children hinder their processing of Chinese orthography, resulting in increased cognitive demands.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"289-310"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142865639","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 effects of orthography, phonology, semantics, and working memory on the reading comprehension of children with and without reading dyslexia. 正字法、语音学、语义学和工作记忆对有阅读障碍和无阅读障碍儿童的阅读理解能力的影响。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-02-03 DOI: 10.1007/s11881-025-00322-5

Jana Chi-San Ho, Deborah K Reed, Catherine McBride

{"title":"The effects of orthography, phonology, semantics, and working memory on the reading comprehension of children with and without reading dyslexia.","authors":"Jana Chi-San Ho, Deborah K Reed, Catherine McBride","doi":"10.1007/s11881-025-00322-5","DOIUrl":"10.1007/s11881-025-00322-5","url":null,"abstract":"In this study, we examined to what extent orthographic skills, phonological processing, oral vocabulary, and word memory accounted for variance in reading comprehension among upper-elementary school children with and without dyslexia. The tasks came from the Tests of Dyslexia (TOD). Data from 753 participants (typically developing n = 575; children with dyslexia n = 143) ages 8 to 11 were analyzed with t-tests and multiple regression models. Performance of typically developing children was significantly higher than children with dyslexia on all tasks (p < .001). Typically developing children exhibited age-related improvements, though this association was absent in children with dyslexia. Among typically developing children, orthographic mapping, phonological awareness, oral vocabulary, and working memory scores uniquely explained reading comprehension. Among children with dyslexia, only orthographic mapping and oral vocabulary scores uniquely predicted reading comprehension. Our findings highlight the strong effects of orthographic mapping on reading comprehension observed across both groups. Limitations and educational implications are discussed.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"225-240"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081671","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

Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia. 阿拉伯语大学生的阅读分型：对阅读障碍的准确度与比率模型的贡献。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-02-13 DOI: 10.1007/s11881-025-00323-4

Bahaa Madi Tarabya, Samer Andria, Asaid Khateb

{"title":"Reading subtyping of Arabic-speaking university students: a contribution to the accuracy vs. rate model of dyslexia.","authors":"Bahaa Madi Tarabya, Samer Andria, Asaid Khateb","doi":"10.1007/s11881-025-00323-4","DOIUrl":"10.1007/s11881-025-00323-4","url":null,"abstract":"The current study sought to examine the existence of reading subtypes based on specific accuracy and rate criteria in dyslexia among a non-clinical sample of 120 Arabic-speaking University students and to characterize their reading-related and linguistic skills. For this aim, we relied on a conventional practice in reading disability literature based on a 25th percentile low achievement cut-offs. All students were examined using a battery of reading, linguistic, and cognitive tasks. The analysis conducted here provided partial support for the validity of the subtyping approach based on the accuracy and rate achievements and showed that ~ 12.5% of the sample could be defined as low accuracy (LA), ~ 10.8% as low rate (LR), and ~ 10.8% as a combined doubly low subtype (DL). The results showed that the combined DL group exhibited the lowest scores in all reading-related and linguistic tasks. Also, specific response patterns were found for LA and LR subtypes in reading-related pseudowords' decoding and phonological awareness measures. These findings, the first to provide insights into the question of adult dyslexia through analysis of reading subtypes among Arabic-speaking students, are discussed in relation to previous findings in the literature among speakers of other languages. The data presented here provide new support for the adequacy of the accuracy vs. rate model of dyslexia among adults and stress the need for developing different interventions for the different reading subtypes.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"241-261"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238137/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143411255","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

The role of self-compassion in adults with dyslexia. 自我同情在成人阅读障碍中的作用。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-04-16 DOI: 10.1007/s11881-025-00327-0

Georgia Niolaki, Alexandra-Iuliana Negoita, Aris Terzopoulos, Jackie Masterson

引用次数: 0

The mental health and social emotional skills of students with different learning difficulties in China. 中国不同学习困难学生的心理健康与社会情感技能。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-07-01 Epub Date: 2025-03-05 DOI: 10.1007/s11881-025-00325-2

Ling-Ling Wang, Dan-Xin Huang, Dan Cai, George K Georgiou

{"title":"The mental health and social emotional skills of students with different learning difficulties in China.","authors":"Ling-Ling Wang, Dan-Xin Huang, Dan Cai, George K Georgiou","doi":"10.1007/s11881-025-00325-2","DOIUrl":"10.1007/s11881-025-00325-2","url":null,"abstract":"This study aimed to examine the mental health and social-emotional skills of individuals with mathematics difficulties (MD), reading difficulties (RD), and comorbid difficulties (MDRD) in China. Students with MD (n = 35), RD (n = 27), MDRD (n = 43), and typically-developing peers (TD, n = 167) completed the Children's Depression Inventory, the Children's Loneliness Questionnaire, the Social Anxiety Questionnaire, and the Survey on Social Emotional Skills (SSES). In regard to mental health, results showed that MDRD experienced significantly higher levels of loneliness compared to TD, while MD had significantly higher levels of depression than TD. No significant differences were found in mental health outcomes between the MD, RD, and MDRD groups. In regard to social-emotional skills, the results showed that MD had significantly lower levels of persistence, responsibility, self-control, emotional control, curiosity, and energy compared to TD. MDRD also showed significantly lower curiosity compared to TD. There were no significant differences in task performance, emotional regulation, collaboration, and open-mindedness among the MD, RD, and MDRD groups. These findings suggest that different learning difficulties are associated with distinct profiles of mental health and social-emotional skills.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":"362-380"},"PeriodicalIF":2.1,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143568404","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