Annals of Dyslexia最新文献

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 : 2025-02-03 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":"https://doi.org/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":""},"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}

引用次数: 0

Impaired visual and verbal statistical learning in children with Dyslexia in a transparent orthography. 阅读障碍儿童在透明正字法中的视觉和语言统计学习受损。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-01-13 DOI: 10.1007/s11881-024-00321-y

Angélica Mateus-Moreno, Maria Fernanda Lara-Diaz, Daniel Adrover-Roig, Eva Aguilar-Mediavilla, Gracia Jiménez-Fernández

{"title":"Impaired visual and verbal statistical learning in children with Dyslexia in a transparent orthography.","authors":"Angélica Mateus-Moreno, Maria Fernanda Lara-Diaz, Daniel Adrover-Roig, Eva Aguilar-Mediavilla, Gracia Jiménez-Fernández","doi":"10.1007/s11881-024-00321-y","DOIUrl":"https://doi.org/10.1007/s11881-024-00321-y","url":null,"abstract":"Recent research suggests that performance on Statistical Learning (SL) tasks may be lower in children with dyslexia in deep orthographies such as English. However, it is debated whether the observed difficulties may vary depending on the modality and stimulus of the task, opening a broad discussion about whether SL is a domain-general or domain-specific construct. Besides, little is known about SL in children with dyslexia who learn transparent orthographies, where the transparency of grapheme-phoneme correspondences might reduce the reliance on implicit learning processes. The present study investigates the impact of SL in Spanish, a transparent orthography, among 50 children aged 9 to 12 years, with and without dyslexia. For this purpose, we used four SL tasks to evaluate two modalities (auditory/visual) and two stimulus type (verbal/nonverbal) and evaluated both accuracy and response times on each condition. The findings reveal that children with dyslexia in Spanish exhibit lower performance on SL tasks (accuracy) compared to the control group, regardless of the modality and stimulus type used. However, children with dyslexia struggle the most with tasks that involve visual material. This indicates that children with dyslexia in transparent orthographies have particular difficulties in extracting distributional probabilistic information in the absence of explicit learning instructions. Notably, difficulties were more pronounced in visual tasks involving verbal stimuli. The present results help to better understand the underlying mechanisms involved in reading acquisition in children with dyslexia.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980168","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

Exploring sources of reading comprehension difficulties among adolescents in Taiwan: a latent profile analysis with a focus on content-area reading. 探讨台湾青少年阅读理解困难的来源：以内容区阅读为中心的潜在特征分析。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2025-01-11 DOI: 10.1007/s11881-024-00319-6

Hsuan-Hui Wang, Li-Yu Hung

{"title":"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, Li-Yu Hung","doi":"10.1007/s11881-024-00319-6","DOIUrl":"https://doi.org/10.1007/s11881-024-00319-6","url":null,"abstract":"With a focus on content-area reading, this study aimed to (a) understand the sources and prevalence of concurrent and specific difficulties in word-level skills, vocabulary, and knowledge among adolescent struggling readers (ASRs) and (b) explore the relations among reading skills, profiles, and reading comprehension. A dual-measure screening approach was used to classify a sample of 492 seventh- and eighth-graders. Among the subgroup of 225 ASRs, five distinct profiles were identified by latent profile analysis. The results confirmed the following: (a) the heterogeneity of reading difficulties in adolescents; (b) the universal prevalence of vocabulary difficulties across various language systems; and (c) the finding that fluency, rather than word accuracy, presents a more significant challenge at the word level in ASRs. Additionally, academic vocabulary knowledge and content-area knowledge independently predict content-area reading comprehension, even after accounting for general reading comprehension. This implies that preventive and remedial efforts for adolescent reading difficulties should prioritize and tailor crucial components of content-area reading.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972620","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

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 : 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":"https://doi.org/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":""},"PeriodicalIF":2.1,"publicationDate":"2024-12-20","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

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":" ","pages":""},"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":" ","pages":""},"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 2.1 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":" ","pages":""},"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":" ","pages":""},"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

Rapid automatized naming: what it is, what it is not, and why it matters. 快速自动命名：它是什么，它不是什么，以及它为什么重要。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-07-30 DOI: 10.1007/s11881-024-00312-z

Jacob S Gray, Kelly A Powell-Smith

{"title":"Rapid automatized naming: what it is, what it is not, and why it matters.","authors":"Jacob S Gray, Kelly A Powell-Smith","doi":"10.1007/s11881-024-00312-z","DOIUrl":"https://doi.org/10.1007/s11881-024-00312-z","url":null,"abstract":"Rapid automatized naming (RAN) has surged in popularity recently as an important indicator of reading difficulties, including dyslexia. Despite an extensive history of research on RAN, including recent meta-analyses indicating a unique contribution of RAN to reading above and beyond phonemic awareness, questions remain regarding RAN's relationship to reading. Specific questions exist regarding how PA mediates that relationship and how best to use data from RAN measures to identify risk for reading failure. Through multiple studies, we demonstrate that RAN is not merely subsumed by skills typically assessed when conducting universal screening for reading difficulties (i.e., phonemic segmentation fluency and letter naming fluency), but contributes unique information above and beyond these measures. Additionally, we discuss the process for the development of cut points for risk for Acadience RAN, along with guidance regarding how educators can interpret RAN scores as an indicator of risk for future reading difficulties. The results presented here support the idea that difficulties associated with RAN are not merely reflections of difficulties with other early literacy skills typically assessed during universal screening, but constitute separate and distinct difficulties that may precipitate later reading problems.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793729","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