Annals of Dyslexia最新文献_第10页

Characterizing the knowledge of educators across the tiers of instructional support 描述不同教学支持层次的教育工作者的知识

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-08-09 DOI: 10.1007/s11881-021-00242-0

Susan B. Porter, Timothy N. Odegard, Melissa McMahan, Emily A. Farris

{"title":"Characterizing the knowledge of educators across the tiers of instructional support","authors":"Susan B. Porter, Timothy N. Odegard, Melissa McMahan, Emily A. Farris","doi":"10.1007/s11881-021-00242-0","DOIUrl":"10.1007/s11881-021-00242-0","url":null,"abstract":"<div><p>Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers, 74 reading interventionists, and 131 special educators comprising the analytic sample were collected as part of a training initiative in a US state. Participating educators completed a 50-item test of phonological sensitivity, phonemic awareness, decoding, encoding, and morphology. Multiple regression analyses confirmed differences in the levels of knowledge observed between the groups of educators. Reading interventionists demonstrated greater knowledge than classroom teachers and special educators in the total proportion of correct responses and across each domain. Classroom teachers demonstrated greater knowledge than special educators in phonological sensitivity and decoding but did not differ from each other in phonemic awareness, encoding, or morphology knowledge. Special educators provide intervention to students with the most severe forms of reading disabilities, yet they had the lowest level of knowledge. In contrast, reading interventionists, who provide intervention within general education, had the highest levels of knowledge. These findings suggest a need to elevate the knowledge of special educators and consider reading interventionists’ role in supporting students identified with a specific learning disability in reading.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 1","pages":"79 - 96"},"PeriodicalIF":2.3,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00242-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39293370","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: 4

The role of grit and resilience in children with reading disorder: a longitudinal cohort study 毅力和韧性在阅读障碍儿童中的作用：一项纵向队列研究

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-07-29 DOI: 10.1007/s11881-021-00238-w

Bushra Hossain, Yingtong Chen, Stephen Bent, China Parenteau, Felicia Widjaja, Stephanie L. Haft, Fumiko Hoeft, Robert L. Hendren

{"title":"The role of grit and resilience in children with reading disorder: a longitudinal cohort study","authors":"Bushra Hossain, Yingtong Chen, Stephen Bent, China Parenteau, Felicia Widjaja, Stephanie L. Haft, Fumiko Hoeft, Robert L. Hendren","doi":"10.1007/s11881-021-00238-w","DOIUrl":"10.1007/s11881-021-00238-w","url":null,"abstract":"<div><p>Prior studies have suggested that grit and resilience predict both academic and career success. However, these qualities have not been examined in children with reading disorder (RD). We therefore investigated whether grit and resilience were associated with anxiety, depression, academic performance, and quality of life (QOL) in these students. This 3-year longitudinal cohort study included 163 participants with RD from 3 schools. Evaluations were completed by parents and/or teachers every 3 months. The Grit and Resilience Scale was adapted from the 10-item Connor-Davidson Resilience Scale and the 12-item Grit Scale. Outcome measures included anxiety (School Anxiety Scale – Teacher Report and the 8-item Spence Children’s Anxiety Scale), depression (Short Mood and Feelings Questionnaire), academic performance, and QOL (Pediatric QOL Inventory 4.0). Multivariate linear regression models (adjusting for age and sex) assessed the associations at baseline. Repeated measures analysis using mixed-effects models assessed the relationship longitudinally. There were statistically significant associations between grit and resilience and all outcomes at baseline and over time. After adjusting for age and sex, improved grit and resilience was associated with decreased anxiety (β = − 0.4, <i>p</i> < 0.001) and improved academic performance (β = 0.5, <i>p</i> < 0.001) when grit and resilience was measured by teachers, as well as decreased depression (β = − 0.3, <i>p</i> < 0.001) and improved QOL (β = 0.6, <i>p</i> < 0.001) when grit and resilience was measured by parents. Grit and resilience are significantly related to mental health, academic performance, and QOL in children with RD. This suggests that interventions to improve grit and resilience may lead to positive benefits.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 1","pages":"1 - 27"},"PeriodicalIF":2.3,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00238-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39256055","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: 5

Correction to: Facial speech processing in children with and without dyslexia 更正：有阅读障碍和无阅读障碍儿童的面部语音处理

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-07-27 DOI: 10.1007/s11881-021-00237-x

Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels

引用次数: 1

The neurocognitive basis of morphological processing in typical and impaired readers 典型和受损读者形态学处理的神经认知基础

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-07-13 DOI: 10.1007/s11881-021-00239-9

Rebecca A. Marks, Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu, Ioulia Kovelman

{"title":"The neurocognitive basis of morphological processing in typical and impaired readers","authors":"Rebecca A. Marks, Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu, Ioulia Kovelman","doi":"10.1007/s11881-021-00239-9","DOIUrl":"10.1007/s11881-021-00239-9","url":null,"abstract":"<div><p>Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores the relation between children’s neural organization for morphological awareness and successful reading comprehension in typically developing and impaired readers. English-speaking children ages 6–11 (<i>N</i> = 97; mean age = 8.6 years, 25% reading impaired) completed standard literacy assessments as well as an auditory morphological awareness task during functional near-infrared spectroscopy (fNIRS) neuroimaging, which included root (e.g., <i>PERSON</i> + al) and derivational (e.g., quick + <i>LY</i>) morphology. Regression analyses revealed that children’s morphological awareness predicted unique variance in reading comprehension above and beyond demographic factors, vocabulary knowledge, and decoding ability. Neuroimaging analyses further revealed that children with stronger reading comprehension showed greater engagement of brain regions associated with integrating sound and meaning, including left inferior frontal, middle temporal, and inferior parietal regions. This effect was especially notable for the derivational morphology condition that involved manipulating more analytically demanding and semantically abstract units (e.g., <i>un</i>-, <i>-ly</i>, -<i>ion</i>). Together, these findings suggest that successful reading comprehension, and its deficit in dyslexia, may be related to the ability to manipulate morpho-phonological units of word meaning and structure. These results inform theoretical perspectives on literacy and children’s neural architecture for learning to read.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 2","pages":"361 - 383"},"PeriodicalIF":2.3,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00239-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9728989","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: 8

Semantics impacts response to phonics through spelling intervention in children with dyslexia 语义学通过拼写干预影响阅读障碍儿童对语音的反应

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-22 DOI: 10.1007/s11881-021-00233-1

Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven

{"title":"Semantics impacts response to phonics through spelling intervention in children with dyslexia","authors":"Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven","doi":"10.1007/s11881-021-00233-1","DOIUrl":"10.1007/s11881-021-00233-1","url":null,"abstract":"<div><p>We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that before the intervention, children with dyslexia and the typically developing children both made most morphological errors, followed by orthographic and phonological errors. Within each category, children with dyslexia made more errors than the typically developing children, with differences being largest for phonological errors. Children with dyslexia with better developed semantic representations turned out to make less phonological, morphological, and orthographic errors compared with children with dyslexia with less developed semantic representations. The intervention for children with dyslexia led to a reduction of all error types, mostly of the orthographic errors. In addition, semantics was related to the decline in phonological, morphological, and orthographic spelling errors. This study implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"527 - 546"},"PeriodicalIF":2.3,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00233-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39015106","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: 3

Introduction to the special issue on advances in the understanding of reading comprehension deficits 阅读理解缺陷理解进展特刊简介

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-20 DOI: 10.1007/s11881-021-00234-0

Laura A. Barquero, Laurie E. Cutting

引用次数: 1

Morphological awareness and vocabulary predict reading resilience in adults 形态学意识和词汇预测成人阅读弹性

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-19 DOI: 10.1007/s11881-021-00236-y

Emily A. Farris, Theodore Cristan II, Stuart E. Bernstein, Timothy N. Odegard

{"title":"Morphological awareness and vocabulary predict reading resilience in adults","authors":"Emily A. Farris, Theodore Cristan II, Stuart E. Bernstein, Timothy N. Odegard","doi":"10.1007/s11881-021-00236-y","DOIUrl":"10.1007/s11881-021-00236-y","url":null,"abstract":"<div><p>Resilient readers comprehend written language despite word reading deficits. The reading resiliency framework specifies candidate protective factors hypothesized to mitigate adverse effects on reading comprehension arising from phonological decoding deficiencies and, consequently, illuminates how some individuals exhibit relative reading resiliency. A focus on relative reading resiliency involves an examination of individual strengths and weaknesses because areas of relative strength can bolster one’s abilities. The ability for morphological awareness and vocabulary to be strengths or protective factors contributing to reading resiliency was explored in a sample of university students. Morphological awareness is predicted to be a particularly important skill for university students due to the complexity of texts encountered in their coursework. A measure of word-level morphological awareness was positively associated with relative reading resiliency. Furthermore, across norm-referenced and standardized high-stakes testing measures of reading comprehension, vocabulary mediated the impact of morphological awareness on comprehension after controlling for phonological decoding ability. These findings suggest that morphological awareness and vocabulary skills are important contributing factors to reading comprehension and reading resilience.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 2","pages":"347 - 371"},"PeriodicalIF":2.3,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00236-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39249663","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: 4

Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators 在职教育工作者的阅读障碍知识、感知准备和专业发展需求

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-18 DOI: 10.1007/s11881-021-00235-z

Michelle Gonzalez

{"title":"Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators","authors":"Michelle Gonzalez","doi":"10.1007/s11881-021-00235-z","DOIUrl":"10.1007/s11881-021-00235-z","url":null,"abstract":"<div><p>The purpose of this study was to investigate New Jersey educators’ dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators’ knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators’ professional development and future research directions are discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"547 - 567"},"PeriodicalIF":2.3,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00235-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39244755","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: 3

Facial speech processing in children with and without dyslexia 阅读障碍儿童和非阅读障碍儿童的面部言语处理

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-11 DOI: 10.1007/s11881-021-00231-3

Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels

{"title":"Facial speech processing in children with and without dyslexia","authors":"Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels","doi":"10.1007/s11881-021-00231-3","DOIUrl":"10.1007/s11881-021-00231-3","url":null,"abstract":"<div><p>What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact <i>reliant</i> on such information in order to compensate for auditory/phonological impairments. The current paper aims at directly testing these contrasting hypotheses (here referred to as “mouth insensitivity” versus “mouth reliance”) in school-age children with and without dyslexia, matched on age and listening comprehension. Using eye tracking, in Study 1, we examined how children look at the mouth across conditions varying in speech processing demands. The results did not indicate significant group differences in looking at the mouth. However, correlation analyses suggest potentially important distinctions within the dyslexia group: those children with dyslexia who are better readers attended more to the mouth while presented with a person’s face in a phonologically demanding condition. In Study 2, we examined whether the presence of facial speech cues is functionally beneficial when a child is encoding written words. The results indicated lack of overall group differences on the task, although those with less severe reading problems in the dyslexia group were more accurate when reading words that were presented with articulatory facial speech cues. Collectively, our results suggest that children with dyslexia differ in their “mouth reliance” versus “mouth insensitivity,” a profile that seems to be related to the severity of their reading problems.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"501 - 524"},"PeriodicalIF":2.3,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00231-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39016013","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: 5

A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it? 基于模型的特定阅读理解缺陷的元分析检验：它有多普遍？简单的阅读观是否解释了它？

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-03 DOI: 10.1007/s11881-021-00232-2

Richard K. Wagner, Bethany Beal, Fotena A. Zirps, Mercedes Spencer

{"title":"A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?","authors":"Richard K. Wagner, Bethany Beal, Fotena A. Zirps, Mercedes Spencer","doi":"10.1007/s11881-021-00232-2","DOIUrl":"10.1007/s11881-021-00232-2","url":null,"abstract":"<div><p>Many individuals with poor reading comprehension have levels of reading comprehension that are consistent with deficits in their ability to decode the words on the page. However, there are individuals who are poor at reading comprehension despite being adequate at decoding. This phenomenon is referred to as specific reading comprehension deficit (SRCD). The two purposes of this study were to use a new approach to estimate the prevalence of SRCD and to examine the extent to which SRCD can be explained by the simple view of reading. We used model-based meta-analysis of correlation matrices from standardized tests to create composite correlation matrices for the constructs of reading comprehension, decoding, and listening comprehension. Using simulated datasets generated from the composite correlation matrices, we used residuals from regressing reading comprehension on decoding to create a continuous index of SRCD. The prevalence of SRCD is best represented not as a single number but as a continuous distribution in which prevalence varies as a function of the magnitude of the severity of the deficit in reading comprehension relative to the level of decoding. Examining the joint distribution of the residuals with reading comprehension makes clear that the phenomenon of reading comprehension that is poor relative to decoding occurs throughout the distribution of reading comprehension skill. Although the simple view of reading predictors of listening comprehension and decoding makes significant contributions to predicting reading comprehension, nearly half of the variance is unaccounted for.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 2","pages":"260 - 281"},"PeriodicalIF":2.3,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00232-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38987293","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: 5