Annals of Dyslexia最新文献

{"title":"Testing variations in sublexical units to improve word reading for students with word reading disabilities.","authors":"Alexis N Boucher, Nathan H Clemens, Sharon Vaughn, Greg Roberts, Marcia A Barnes","doi":"10.1007/s11881-025-00332-3","DOIUrl":"https://doi.org/10.1007/s11881-025-00332-3","url":null,"abstract":"<p><p>Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2-4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught ( <math><mrow><mi>β</mi> <mo>=</mo> <mn>9.43</mn> <mo>,</mo> <mi>t</mi> <mfenced><mn>56</mn></mfenced> <mrow><mo>=</mo> <mn>2.32</mn> <mo>,</mo> <mi>p</mi> <mo>=</mo> <mn>0.02</mn> <mo>;</mo> <mi>g</mi> <mo>=</mo> <mn>0.17</mn> <mo>,</mo> <mn>95</mn> <mtext>% CI</mtext> <mspace></mspace> <mrow><mo>[</mo> <mn>0.01</mn> <mo>,</mo> <mn>0.33</mn> <mo>]</mo></mrow> <mo>)</mo></mrow> </mrow> </math> and untaught <math><mfenced><mi>β</mi> <mo>=</mo> <mn>8.44</mn> <mo>,</mo> <mi>t</mi> <mfenced><mn>56</mn></mfenced> <mo>=</mo> <mn>2.09</mn> <mo>,</mo> <mi>p</mi> <mo>=</mo> <mn>0.04</mn> <mo>;</mo> <mi>g</mi> <mo>=</mo> <mn>0.15</mn> <mo>,</mo> <mn>95</mn> <mtext>% CI</mtext> <mspace></mspace> <mrow><mo>[</mo> <mo>-</mo> <mn>0.01</mn> <mo>,</mo> <mn>0.31</mn> <mo>]</mo></mrow> </mfenced> </math> words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition <math><mrow><mo>(</mo> <mi>β</mi> <mo>=</mo> <mo>-</mo> <mn>4.15</mn> <mo>,</mo> <mi>t</mi> <mfenced><mn>60</mn></mfenced> <mo>=</mo> <mo>-</mo> <mn>2.04</mn> <mo>,</mo> <mi>p</mi> <mo>=</mo> <mn>0.045</mn> <mo>;</mo> <mi>g</mi> <mo>=</mo> <mo>-</mo> <mn>0.18</mn> <mo>,</mo> <mn>95</mn> <mtext>% CI</mtext> <mspace></mspace> <mrow><mo>[</mo> <mo>-</mo> <mn>0.35</mn> <mo>,</mo> <mn>0.004</mn> <mo>]</mo></mrow> <mo>)</mo></mrow> </math> and group differences in average student performance were non-significant on untaught words <math> <mrow><mfenced><mi>β</mi> <mo>=</mo> <mo>-</mo> <mn>0.22</mn> <mo>,</mo> <mi>t</mi> <mfenced><mn>60</mn></mfenced> <mo>=</mo> <mo>-</mo> <mn>0.06</mn> <mo>,</mo> <mi>p</mi> <mo>=</mo> <mn>0.96</mn> <mo>;</mo> <mi>g</mi> <mo>=</mo> <mo>-</mo> <mn>0.01</mn> <mo>,</mo> <mn>95</mn> <mtext>% CI</mtext> <mspace></mspace> <mfenced><mo>-</mo> <mn>0.17</mn> <mo>,</mo> <mn>0.17</mn></mfenced> </mfenced> <mo>.</mo></mrow> </math> Given the modest sample sizes (N = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word rea","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112345","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}

{"title":"Correction: 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/s11881-025-00329-y","DOIUrl":"https://doi.org/10.1007/s11881-025-00329-y","url":null,"abstract":"","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081359","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}

{"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":"https://doi.org/10.1007/s11881-025-00328-z","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of self-compassion in adults with dyslexia.","authors":"Georgia Niolaki, Alexandra-Iuliana Negoita, Aris Terzopoulos, Jackie Masterson","doi":"10.1007/s11881-025-00327-0","DOIUrl":"https://doi.org/10.1007/s11881-025-00327-0","url":null,"abstract":"<p><p>The emotional aspect of dyslexia has recently received more attention. A growing body of literature highlights the links between dyslexia and self-perception (such as self-esteem and self-efficacy) and psychopathology (such as anxiety). However, there is no research on self-compassion in adults with dyslexia. The current study aimed to examine the role of self-compassion in relation to self-esteem, self-efficacy and anxiety in adults with dyslexia. We investigated whether facets of self-compassion have distinct roles within these relationships. We also aimed to identify whether self-compassion mediates the association of self-esteem and self-efficacy with dyslexia and anxiety. Findings are reported from 100 adults with dyslexia who took part in an online survey involving measures of self-compassion, self-esteem and self-efficacy, and anxiety. Self-compassion was related to the other measures and was found to mediate the association of anxiety with self-esteem and self-efficacy, which has not been reported before in adults with dyslexia.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054148","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}

{"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":"https://doi.org/10.1007/s11881-025-00326-1","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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":"https://doi.org/10.1007/s11881-025-00325-2","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-05","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}

{"title":"Correction: Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content‑area reading","authors":"Hsuan‑Hui Wang,&nbsp;Li‑Yu Hung","doi":"10.1007/s11881-025-00324-3","DOIUrl":"10.1007/s11881-025-00324-3","url":null,"abstract":"","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 1","pages":"178 - 178"},"PeriodicalIF":2.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517016","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}

{"title":"Early akshara knowledge in beginner readers in Sinhala: a cross-sectional study","authors":"Samanmali P. Sumanasena,&nbsp;L. B. Thilini C. Lokubalasuriya,&nbsp;Rajphriyadharshini Rajmohan,&nbsp;W. K. Hasini Iranthika,&nbsp;D. Chamilka C. Sooriyaarachchi,&nbsp;Wageesha P. Widanapathirane,&nbsp;J. Sachini U. Wijesiri,&nbsp;Sambavi Arulananthan,&nbsp;Tamara G. Handy,&nbsp;Balachandran Kumarendran","doi":"10.1007/s11881-024-00318-7","DOIUrl":"10.1007/s11881-024-00318-7","url":null,"abstract":"<div><p>A descriptive cross-sectional study was undertaken with Sinhala speaking students from grades 1 and 2 in the Gampaha District of Sri Lanka to determine how akshara graphical features influence emerging reading skills. A battery of locally validated assessments evaluated akshara knowledge (recognition and production), word reading (accurate and fluent), accurate sentence reading and visual perceptual skills. The study examined the graphic complexity of akshara by examining the number of disconnected components (DC), connected points (CP) and simple features (SF). This preliminary study explored how graphic complexity measures and visual perceptual skills correlated with akshara knowledge and how visual perceptual skills and akshara knowledge independently correlated with word and sentence reading abilities. Students from 27 schools participated. Out of the total 4847 students, 2447 (50.5%) were females and 2400 (49.5%) were from grade 1. Results demonstrated that 21 (0.43%) of students could neither recognise nor produce a single akshara, whilst 640 (13.2%) students could not recognise a single akshara with diacritics. It was the graphic complexity of the base akshara in addition to the diacritics added to it and the akshara production with long vowel sounds what students found most challenging. The study found that akshara without diacritic recognition and production was significantly associated with the number of CP and SF and visual perceptual skills, matching and sequencing significantly correlated with akshara with and without diacritic recognition and production for students in both grades. Furthermore, akshara with and without diacritics recognition and production together with visual perceptual skills matching and sequencing independently correlated with accurate word reading, fluent word reading and sentence reading abilities in binary logistic regression analysis. The important implication of this preliminary study is that it urges the field of early educators to consider the role of visual perceptual skills on early akshara learning when teaching akshara to beginner learners, whilst it is essential to further explore factors contributing towards akshara with diacritic knowledge in beginner Sinhala readers.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 1","pages":"110 - 148"},"PeriodicalIF":2.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494178","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}

{"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":"https://doi.org/10.1007/s11881-025-00323-4","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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":"https://doi.org/10.1007/s11881-025-00322-5","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-03","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}