Annals of Dyslexia最新文献

Do we really need a new definition of dyslexia? A commentary. 我们真的需要一个关于阅读障碍的新定义吗？评论。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-10-01 Epub Date: 2024-03-25 DOI: 10.1007/s11881-024-00305-y

Maggie Snowling, Charles Hulme

引用次数: 0

Revisiting the definition of dyslexia. 重新审视阅读障碍的定义。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-10-01 Epub Date: 2024-01-09 DOI: 10.1007/s11881-023-00295-3

Hugh W Catts, Nicole Patton Terry, Christopher J Lonigan, Donald L Compton, Richard K Wagner, Laura M Steacy, Kelly Farquharson, Yaacov Petscher

引用次数: 0

An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia. 从跨学科角度看国际阅读障碍协会对阅读障碍定义的优缺点。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-10-01 Epub Date: 2024-06-13 DOI: 10.1007/s11881-024-00310-1

Brian Gearin, Jessica Turtura, Kim Anderson, Samantha Durrance, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik

{"title":"An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia.","authors":"Brian Gearin, Jessica Turtura, Kim Anderson, Samantha Durrance, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik","doi":"10.1007/s11881-024-00310-1","DOIUrl":"10.1007/s11881-024-00310-1","url":null,"abstract":"This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.'s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141311999","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 critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions. 教学对策在界定和识别阅读障碍学生中的关键作用：更新现有定义的案例。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-10-01 Epub Date: 2024-03-25 DOI: 10.1007/s11881-024-00303-0

Sharon Vaughn, Jeremy Miciak, Nathan Clemens, Jack M Fletcher

引用次数: 0

Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia. 二十一世纪的阅读障碍：对国际阅读障碍协会阅读障碍定义的评论。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-10-01 Epub Date: 2024-06-15 DOI: 10.1007/s11881-024-00311-0

Julian G Elliott, Elena L Grigorenko

引用次数: 0

Foveal crowding in children with developmental dyslexia. 发育性阅读障碍儿童的眼窝拥挤。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-09-26 DOI: 10.1007/s11881-024-00317-8

Wen-Juan Liu, Xiao-He Yu, Li-Ying Hao, Yu-Feng Wang, Jiu-Ju Wang

{"title":"Foveal crowding in children with developmental dyslexia.","authors":"Wen-Juan Liu, Xiao-He Yu, Li-Ying Hao, Yu-Feng Wang, Jiu-Ju Wang","doi":"10.1007/s11881-024-00317-8","DOIUrl":"https://doi.org/10.1007/s11881-024-00317-8","url":null,"abstract":"Excessive crowding in the visual periphery has been demonstrated in children with developmental dyslexia (DD). However, less is known about crowding in the fovea, even though foveal crowding is at least equally important, as reading is mostly accomplished through foveal vision. Here we used a special set of digit stimuli (Pelli fonts) to measure foveal crowding in DD and DD + ADHD children, and compared it to that in TD (typically developing) and ADHD children. We also used the Chinese reading acuity charts (C-READ) to assess the maximum reading speed and reading acuity, along with tests to evaluate cognitive attributes including phonological awareness, rapid automatized naming, morphological awareness, and orthographic knowledge. The results indicate significantly stronger foveal crowding in the DD and DD + ADHD groups, as well as in the ADHD group, than in the TD group. Furthermore, the DD and DD + ADHD groups exhibited poorer maximum reading speed and reading acuity compared to the ADHD and TD groups. Within the two DD groups, the slower maximum reading speed and higher reading acuity can be predicted by stronger foveal crowding. In addition, the DD and DD + ADHD groups performed the worst in four cognitive skills, with the DD group showing negative correlations between foveal crowding and performances across all these skills. Our findings thus move beyond previously well-documented peripheral crowding in dyslexia, and the easy administration of the Pelli-font-based crowding test may be useful for early diagnosis of developmental dyslexia in young children.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336871","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

Bridging the Gap in Adult Dyslexia Research: Assessing the Efficacy of a Linguistic Intervention on Literacy Skills. 缩小成人阅读障碍研究的差距：评估语言干预对读写能力的影响。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-09-23 DOI: 10.1007/s11881-024-00314-x

Maria Vender, Denis Delfitto

{"title":"Bridging the Gap in Adult Dyslexia Research: Assessing the Efficacy of a Linguistic Intervention on Literacy Skills.","authors":"Maria Vender, Denis Delfitto","doi":"10.1007/s11881-024-00314-x","DOIUrl":"https://doi.org/10.1007/s11881-024-00314-x","url":null,"abstract":"While developmental dyslexia has been extensively studied in children, research on adults is still rather limited. This paper aims to bridge the gap in existing research by presenting the findings of a study that examined the reading and spelling skills of adults with dyslexia and assessed the effectiveness of a linguistic intervention designed to improve their literacy abilities. To address this issue, we first compared the profiles of 44 adults with dyslexia (age range: 16-30 y.o.) and 44 age-matched typical readers across tasks assessing reading, spelling, phonological awareness, morphological awareness and lexical access in Italian. The findings underscored pervasive impairments in dyslexia across all measured dimensions, reaffirming the persistent nature of language and literacy challenges into adulthood. In pursuit of the second objective, the study explored the potential for literacy skill improvement in adults with dyslexia through the implementation of a specialized intervention proposed to 24 dyslexic adults and delivered via a web application. The intervention program yielded positive outcomes in the experimental group, demonstrating significant improvements in word and text reading, spelling, and speed of phonological elaboration. This study, hence, contributes not only to our understanding of developmental dyslexia in adulthood but also emphasizes the tangible benefits of targeted linguistic interventions, thereby offering practical implications for the amelioration of literacy skills in this population.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298576","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

Dyslexia in the 21st century: revisiting the consensus definition 21 世纪的阅读障碍：重新审视共识定义

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-09-11 DOI: 10.1007/s11881-024-00316-9

Timothy N. Odegard, Emily A. Farris, Anna E. Middleton

引用次数: 0

Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention. 探索实施 SPELL-Links 阅读与写作干预的可行性。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-08-30 DOI: 10.1007/s11881-024-00315-w

Katlynn Dahl-Leonard, Colby Hall, Philip Capin

{"title":"Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention.","authors":"Katlynn Dahl-Leonard, Colby Hall, Philip Capin","doi":"10.1007/s11881-024-00315-w","DOIUrl":"https://doi.org/10.1007/s11881-024-00315-w","url":null,"abstract":"This study examined six reading intervention teachers' implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers' implementation and their perceptions related to the importance, feasibility, and effectiveness of the intervention. Data from four sources (implementation logs, implementation observations, interviews, and surveys) were collected and analyzed. Participating teachers did not implement the intervention at the intended dosage of 4 days per week, but they did demonstrate high adherence and quality on average. Several barriers to implementation were identified, including intervention training, intervention content and structure, compatibility with existing practices, and alignment with goals. Notable facilitators of implementation were teacher capability and peer support. Teachers had varying perceptions of the intervention, with neutral satisfaction on average. These findings indicate a need for further research on determinants of intervention implementation as they may be crucial in supporting teachers' implementation fidelity.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113368","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

Identifying students with dyslexia: exploration of current assessment methods. 识别有阅读障碍的学生：探索当前的评估方法。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-08-29 DOI: 10.1007/s11881-024-00313-y

Johny Daniel, Lauryn Clucas, Hsuan-Hui Wang

{"title":"Identifying students with dyslexia: exploration of current assessment methods.","authors":"Johny Daniel, Lauryn Clucas, Hsuan-Hui Wang","doi":"10.1007/s11881-024-00313-y","DOIUrl":"https://doi.org/10.1007/s11881-024-00313-y","url":null,"abstract":"Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologists and dyslexia specialists, to investigate the types of assessments they employ, their approach to utilizing assessment data, their decision-making processes, and their conceptualization of dyslexia. Additionally, the study examined whether these professionals held any misconceptions or myths associated with dyslexia. Analysis of the survey data revealed substantial variability in how professionals conceptualize dyslexia, as well as variations in assessment methods. Furthermore, a significant proportion of the survey respondents subscribed to one or more misconceptions regarding dyslexia; the most common misconception identified among professionals was the belief that children with dyslexia read letters in reverse order. The findings highlight the need for standardized approaches to dyslexia identification and debunking prevailing misconceptions. The implications of these findings are discussed, emphasizing the importance of informed policy and practice in supporting students with dyslexia. Recommendations are provided to enhance consistency and accuracy in dyslexia identification, with the aim of facilitating early intervention and support for affected students.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142093956","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