Annals of Dyslexia最新文献

A pilot study exploring reading and spelling difficulties in children with auditory processing disorder. 一项探索听觉处理障碍儿童阅读和拼写困难的初步研究。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-09-05 DOI: 10.1007/s11881-026-00390-1

Julie Robidoux, Brigitte Stanké, Eve Julie Rioux, Susan Plante, Annie Racine, Marianne Paquet, Benoît Jutras

{"title":"A pilot study exploring reading and spelling difficulties in children with auditory processing disorder.","authors":"Julie Robidoux, Brigitte Stanké, Eve Julie Rioux, Susan Plante, Annie Racine, Marianne Paquet, Benoît Jutras","doi":"10.1007/s11881-026-00390-1","DOIUrl":"https://doi.org/10.1007/s11881-026-00390-1","url":null,"abstract":"<p><p>This pilot study examined the underexplored reading and spelling skills of children with auditory processing disorder (APD). Based on previous research linking auditory and phonological deficits, it was hypothesized that children with APD experiencing literacy difficulties would exhibit a phonological vulnerability profile of dyslexia-dysorthographia (DD), characterized by phonological awareness impairments. Nineteen school-aged children with APD, seen in rehabilitation centers specialized in communication, were assessed with a test battery measuring auditory, reading, and spelling skills as well as cognitive vulnerability factors (e.g., phonological awareness, lexical orthographic memory). Among these participants, four performed within normal limits on the reading and spelling tasks or did not exhibit difficulties related to a DD. The other fifteen participants exhibited difficulties similar to those of children with DD, with thirteen showing results associated with a mnesic vulnerability profile, characterized by lexical orthographic memory deficits, and two showing a mixed profile, combining phonological and mnesic vulnerabilities. Findings of this pilot study highlighted a high rate of reading and spelling difficulties among these children. Their difficulties were not comparable to those seen in children with the phonological vulnerability profile, but with a mnesic profile, suggesting that auditory processing difficulties do not always lead to this profile of DD. These preliminary findings need to be extended to larger samples from various clinical settings to clarify interactions between auditory processing, cognitive vulnerability factors, and written language skills.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148897962","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

Predicting response to early reading intervention for children at risk for dyslexia - the importance of pronunciation accuracy. 预测对有阅读障碍风险的儿童早期阅读干预的反应——发音准确的重要性。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-08-11 DOI: 10.1007/s11881-026-00388-9

Anna Steenberg Gellert, Dorthe Klint Petersen, Carsten Elbro

{"title":"Predicting response to early reading intervention for children at risk for dyslexia - the importance of pronunciation accuracy.","authors":"Anna Steenberg Gellert, Dorthe Klint Petersen, Carsten Elbro","doi":"10.1007/s11881-026-00388-9","DOIUrl":"https://doi.org/10.1007/s11881-026-00388-9","url":null,"abstract":"<p><p>This study aimed to examine the extent to which pretest measures predicted response to an early reading intervention for children at risk for dyslexia. Predictors were studied in both first-language (L1) speakers and second-language (L2) learners. The pretest measures assessed various reading-related abilities, including pronunciation accuracy. Data from the experimental group in a trial of a reading intervention of 76 sessions for first-grade students at risk for dyslexia were analyzed. Outcomes were examined for 101 participants, including 68 L1 speakers and 33 L2 learners of Danish, based on their posttest performance on reading of words and non-words. Pretest measures of decoding, letter knowledge, letter-sound knowledge, phonological awareness, rapid automatized naming, vocabulary, and pronunciation accuracy were evaluated as predictors of reading outcomes. The strongest predictors of children's reading outcomes were phonological awareness, letter knowledge, letter-sound knowledge, and pronunciation accuracy. A relatively good classification of children with subsequent poor or adequate response to the intervention could be obtained based on pretest measures of letter-sound knowledge and pronunciation accuracy. Pronunciation accuracy added uniquely to the prediction of overall variance in reading outcomes for L1 speakers and L2 learners and to the correct early classification of children as poor or adequate responders. The results suggest that an acceptable level of prediction of at-risk children's response to early reading intervention can be obtained by means of a few pre-intervention measures. This study provides evidence for the added predictive value of a measure of pronunciation accuracy for L1 speakers and L2 learners.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148707895","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

Spoken language delay in toddlerhood predicts late childhood language outcomes in dyslexia: evidence from retrospective parent-report 幼儿期口语延迟预测阅读障碍儿童后期语言结果：来自回顾性父母报告的证据。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-31 DOI: 10.1007/s11881-026-00387-w

Eleanor R. Palser, Nilgoun Bahar, Ellie Carpenter, Maya Bardorf, Margo Kersey, Rian Bogley, Sarah Inkelis, Pedro Pinheiro-Chagas, Boon-Lead Tee, Jessica DeLeon, Virginia E. Sturm, Zachary A. Miller, Maria Luisa Mandelli, Maria Luisa Gorno Tempini, Christa Pereira

{"title":"Spoken language delay in toddlerhood predicts late childhood language outcomes in dyslexia: evidence from retrospective parent-report","authors":"Eleanor R. Palser, Nilgoun Bahar, Ellie Carpenter, Maya Bardorf, Margo Kersey, Rian Bogley, Sarah Inkelis, Pedro Pinheiro-Chagas, Boon-Lead Tee, Jessica DeLeon, Virginia E. Sturm, Zachary A. Miller, Maria Luisa Mandelli, Maria Luisa Gorno Tempini, Christa Pereira","doi":"10.1007/s11881-026-00387-w","DOIUrl":"10.1007/s11881-026-00387-w","url":null,"abstract":"<div><p>Some children are slower than average to acquire early spoken language milestones. Little is known about how this heterogeneity in expressive language impacts later childhood language and reading outcomes in children with dyslexia. We investigated oral language and reading differences in 63 children with dyslexia aged 8–12 years, comparing those with (35%) and without (65%) a prior history of delayed two-word phrase production (beyond 24 months of age). All children subsequently acquired fluent spoken language. Language outcome measures included standardized tests of current sound awareness, rapid picture naming, memory for words, and sentence repetition. Current single word and paragraph reading abilities were measured using standardized timed and untimed tests. Results indicated that both groups showed comparable single word and paragraph reading performance in middle childhood. Those with early spoken language delay had poorer sentence repetition and memory for words than those who used two-word phrases by 24-months. Our findings point to distinct language contributions to dyslexia in children with and without a history of early spoken language acquisition difficulties, underscoring the importance of considering early language milestones in this population.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"329 - 347"},"PeriodicalIF":4.5,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-026-00387-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632137","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

Does font improve reading in dyslexic children?: meta-analysis of dyslexia-friendly fonts and dyslexic children's reading performance. 字体能提高阅读困难儿童的阅读能力吗？：阅读障碍性字体与儿童阅读表现的meta分析。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-31 DOI: 10.1007/s11881-026-00389-8

Caterina Azzarello, SueHyeon Paek, Catie Hodge, Molly Jameson, Joanna Lewis

{"title":"Does font improve reading in dyslexic children?: meta-analysis of dyslexia-friendly fonts and dyslexic children's reading performance.","authors":"Caterina Azzarello, SueHyeon Paek, Catie Hodge, Molly Jameson, Joanna Lewis","doi":"10.1007/s11881-026-00389-8","DOIUrl":"https://doi.org/10.1007/s11881-026-00389-8","url":null,"abstract":"<p><p>This meta-analysis investigates the effectiveness of dyslexia-friendly fonts, such as OpenDyslexic and Dyslexie, on improving reading performance among dyslexic students. Dyslexic students face considerable challenges in digital reading, which impacts their academic performance, particularly in subjects with high reading demands. While specialized fonts have been proposed as potential solutions, research findings are inconsistent. This meta-analysis synthesizes data from 15 empirical studies (91 effect sizes; N = 688) examining whether these specialized fonts offer significant improvements in reading performance in dyslexic readers compared to standard fonts like Times New Roman and Arial. Using a random-effects model, the results indicate that dyslexia-friendly fonts have no consistent or reliable effect on reading performance in terms of speed or accuracy. The overall effect size was negligible, g = -0.04, 95% CI [-0.15, 0.07], z = - 0.67, p = 0.5. The findings suggest that while certain typographical features may aid legibility, dyslexia-friendly fonts do not offer substantial benefits over traditional fonts for dyslexic readers. This meta-analysis provides critical insights for educators and developers of assistive technologies, emphasizing the need for further research to explore alternative strategies for supporting individuals with dyslexia in their academic pursuits.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632142","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

Prologue: language abilities in persons with dyslexia 前言：阅读障碍患者的语言能力。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-23 DOI: 10.1007/s11881-026-00385-y

Tiffany P. Hogan, Norma Hancock

{"title":"Prologue: language abilities in persons with dyslexia","authors":"Tiffany P. Hogan, Norma Hancock","doi":"10.1007/s11881-026-00385-y","DOIUrl":"10.1007/s11881-026-00385-y","url":null,"abstract":"<div><p>The purpose of this special issue is to showcase current research on language abilities in persons with dyslexia. Although dyslexia is most often defined as a word-level reading and spelling disorder rooted in phonology, a large and growing body of evidence shows that the language difficulties of dyslexia extend well beyond phonology and are too often overlooked in research and practice. The articles in this issue (a) examine how broader oral language has and has not been accounted for in dyslexia research and policy, (b) characterize the language profiles of children with dyslexia with and without co-occurring developmental language disorder (DLD), (c) trace early language markers and subtypes that precede and predict reading difficulty, and (d) consider practical tools for detecting language vulnerability and for tailoring intervention to it within populations with reading and language difficulty. Read together, these contributions converge on a single message: dyslexia is best understood as a language learning disability, and assessment and instruction that ignore broader oral language risk leaving the needs of many children unmet. Universal screening, evaluation, and intervention for children with or at risk for dyslexia should routinely include measures of and stimulation for all components of oral language.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"221 - 226"},"PeriodicalIF":4.5,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-026-00385-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563257","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

Reflections on editorial stewardship and leadership. 关于编辑管理和领导的思考。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-23 DOI: 10.1007/s11881-026-00386-x

Tim Odegard

引用次数: 0

Examining the relations between teacher level factors and the use of spelling instruction and assessment practices. 考察教师水平因素与使用拼写教学和评估实践之间的关系。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-23 DOI: 10.1007/s11881-026-00381-2

Ramona T Pittman, Heesun Chang, Kimberly Wright, Misty Stiles, Taylor Seymour, Emily Binks-Cantrell, R Malatesha Joshi

{"title":"Examining the relations between teacher level factors and the use of spelling instruction and assessment practices.","authors":"Ramona T Pittman, Heesun Chang, Kimberly Wright, Misty Stiles, Taylor Seymour, Emily Binks-Cantrell, R Malatesha Joshi","doi":"10.1007/s11881-026-00381-2","DOIUrl":"https://doi.org/10.1007/s11881-026-00381-2","url":null,"abstract":"<p><p>This study investigated elementary teachers' spelling activity and assessment practices and examined how these practices relate to teachers' spelling knowledge, self-efficacy in teaching spelling, and instructional philosophy. Survey responses were collected from 324 K to 5 teachers in a diverse urban district, including open-ended descriptions of spelling activities and scoring methods. Responses were analyzed and categorized into eight instructional activity types and five scoring approaches. Descriptive and multinomial logistic regression analyses revealed that teachers' activity choices were more strongly associated with their self-efficacy and philosophy in teaching spelling than with their formal spelling knowledge. Teachers with stronger philosophical beliefs were more likely to report linguistically informed practices (e.g., Word Sorts), while those with higher self-efficacy tended to favor traditional spelling activities (e.g., worksheet-based tasks). Scoring practices showed a preference for partial-credit approaches, though many still used traditional right/wrong grading. Spelling knowledge showed a marginal association with nuanced scoring that goes beyond mere right-or-wrong evaluations, but all three traits (i.e., spelling knowledge, self-efficacy, and philosophy) did not significantly predict scoring methods. These findings suggest that teacher education should address not only spelling knowledge but also self-efficacy and philosophy to support evidence-based spelling practices.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563264","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

Epilogue: language abilities in persons with dyslexia 结语：阅读障碍患者的语言能力。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-23 DOI: 10.1007/s11881-026-00384-z

Norma Hancock, Tiffany P. Hogan

{"title":"Epilogue: language abilities in persons with dyslexia","authors":"Norma Hancock, Tiffany P. Hogan","doi":"10.1007/s11881-026-00384-z","DOIUrl":"10.1007/s11881-026-00384-z","url":null,"abstract":"<div><p>Language difficulties are common among individuals with dyslexia and warrant greater consideration across research, advocacy, and clinical practice. For almost a hundred years, language difficulties have been observed in individuals with dyslexia (e.g., Orton, 1928). However, in approximately half of all individuals with dyslexia, language difficulties meet the clinical criteria for developmental language disorder (DLD), an impairment in the comprehension and use of oral language (Bishop et al., 2017; Catts et al., 2003, 2005; Ramus et al., 2013). Even when language difficulties in dyslexia do not meet the clinical threshold for DLD, many subclinical language difficulties persist beyond the point of word-reading remediation (Gallagher et al., 1996). In light of these patterns, this epilogue synthesizes contributions from the special issue on language abilities in persons with dyslexia and identifies four priority areas for the field. First, research design should systematically measure and account for language comorbidity. Secondly, legislative screening policy should be expanded to include broader language comprehension measures alongside current predictors of word reading. Third, special education evaluation practices should incorporate cognitive-linguistic markers, such as nonword and sentence repetition, to differentiate dyslexia from DLD in comorbid presentations. Finally, word-reading intervention research should address the semantic and morpho-syntactic dimensions of language, in addition to phonological and orthographic instruction, to improve automatic word reading. Taken together, these priorities support a more complete account of dyslexia, one that reflects the full range of language profiles and accounts for comorbidity in this population, and is in line with the new definition of dyslexia (IDA, 2025).</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"389 - 405"},"PeriodicalIF":4.5,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563239","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

Are early readers sensitive to the patterns in bisyllabic english words? 早期读者对英语双音单词的模式敏感吗？

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-16 DOI: 10.1007/s11881-026-00371-4

Devin M Kearns, Christina Novelli

{"title":"Are early readers sensitive to the patterns in bisyllabic english words?","authors":"Devin M Kearns, Christina Novelli","doi":"10.1007/s11881-026-00371-4","DOIUrl":"https://doi.org/10.1007/s11881-026-00371-4","url":null,"abstract":"<p><p>Elementary students develop sensitivity to English sound-spelling patterns through instruction and practice. However, it is unclear whether this extends to subtle patterns and whether sensitivity varies by age or reading skill. One such pattern involves the pronunciation of a single-letter vowel (V) in the first syllable of bisyllabic words. A vowel letter is more likely to have a long (tense) sound when followed by a single consonant letter (C) and vowel letter (VCV, e.g., labor) than a short (lax) one (Kearns, 2020). However, short-vowel pronunciations (e.g., habit) are common). This study examines whether early readers exhibit sensitivity to this long-vowel tendency and whether this varies by grade or reading skill. Grade 2 (n = 18), Grade 3 (n = 28), and Grade 4 (n = 29) students with and without reading difficulties (RD) read 48 five-letter bisyllabic CVCVC pseudowords (e.g., losal). First-vowel pronunciations were recorded. Long-vowel pronunciation frequencies were compared across grades and with long-vowel frequencies in a lexical database (Zeno et al., 1995). Students used long vowel pronunciations less frequently than expected based on the frequency of polysyllabic words in the database, pronouncing them at a rate closer to that found in monosyllabic words. Grade 3 and 4 students used long vowel pronunciations more often than younger students and those with RD. Long vowel usage was notably higher for the letter O than other vowels, consistent with the more frequent occurrence of long pronunciations for that letter. Students show limited sensitivity to the subtle VCV long-vowel pattern, indicating that while acquiring this knowledge, it is not quickly consolidated, possibly due to variability in the pattern or differing learning rates.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473422","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

Self-directed learning journeys of Canadian teachers around the science of reading. 加拿大教师围绕阅读科学的自主学习之旅。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-16 DOI: 10.1007/s11881-026-00383-0

Jodi M DeVries, Lindsay Heggie, Lisa Kohel, Lesly Wade-Woolley

{"title":"Self-directed learning journeys of Canadian teachers around the science of reading.","authors":"Jodi M DeVries, Lindsay Heggie, Lisa Kohel, Lesly Wade-Woolley","doi":"10.1007/s11881-026-00383-0","DOIUrl":"10.1007/s11881-026-00383-0","url":null,"abstract":"<p><p>The popularization of the science of reading (SoR) has been bolstered by the bottom-up, grassroots work of teachers who are engaging in independent learning about the evidence base around reading development and instruction. Canadian teachers, like many of their colleagues in other parts of the world, have undertaken self-directed learning (SDL) about SoR; such a large number of educators independently choosing to learn about the same topic is an uncommon phenomenon in education. We conducted five focus groups with a total of 21 Canadian educators, using a qualitative descriptive design to investigate how educators characterized their SDL journeys, how what they learned shaped their subsequent learning and practice, and what factors they believed impacted the implementation of their learning. Findings indicate that participants' initiation of learning tended to be problem-focused and that their motivation to continue learning was sustained through perceived gains in student achievement and new questions that arose as a result of their ongoing learning. The extent to which educators were able to implement shifts in practice was either constrained or supported by school, district, and provincial contexts.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473533","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