Annals of Dyslexia最新文献_第10页

The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study 发音意识训练对严重阅读障碍学生阅读和拼写能力的影响：一项实验性个案研究

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-04-30 DOI: 10.1007/s11881-021-00225-1

Anne Cathrine Thurmann-Moe, Monica Melby-Lervåg, Arne Lervåg

引用次数: 5

Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery) DALI-DAB（印度语言阅读障碍评估——阅读障碍评估组）的开发和标准化

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-04-28 DOI: 10.1007/s11881-021-00227-z

Chaitra Rao, Sumathi T. A., Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre, Nandini Chatterjee Singh

{"title":"Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)","authors":"Chaitra Rao, Sumathi T. A., Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre, Nandini Chatterjee Singh","doi":"10.1007/s11881-021-00227-z","DOIUrl":"10.1007/s11881-021-00227-z","url":null,"abstract":"<div><p>A majority of Indian schoolchildren are biliterate in that they acquire literacy in at least two language systems, necessitating dyslexia assessment in both. The DALI-DAB assesses risk for dyslexia by evaluating reading ability and literacy-learning potential through a battery including literacy tests (letter and word reading, spelling, nonword reading, reading comprehension), and mediator skills (phonological awareness, processing automaticity and executive fluency, oral language) in multiple languages. DALI-DAB was developed in three languages – English, Hindi, and Marathi – and standardized on a sample of 1013 children. Reliability analyses revealed high internal consistency (α > 0.8) in most tests in all three languages. Low standard error of measurement values supported DALI-DAB score stability over repeated testing. Construct validity was variously reinforced through, (i) selection of culture-referenced, research-based tests, (ii) approval of test materials by schoolteachers (face validity) and (iii) grade-correlated performance increases on all DALI-DAB tests, besides robust correlations between (iv) literacy and mediator skill test scores (<i>p</i> < .001, concurrent validity), (v) equivalent tests across languages (<i>p</i> < .01, convergent validity), and (vi) DALI-DAB and WJ III ACH literacy scores (<i>p</i> < .01, criterion validity), in contrast to (vii) low correlation between DALI-DAB and WJ III ACH math scores (<i>p</i> > .05, discriminant validity). Overall, the DALI-DAB represents the first standardized dyslexia assessment tool for bilingual-biliterate children.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"439 - 457"},"PeriodicalIF":2.3,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00227-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38924865","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: 8

Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM) 提高阅读障碍儿童的阅读技能：一种新提出的补救干预措施——声乐掩蔽重复阅读（RVM）的疗效研究

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-04-06 DOI: 10.1007/s11881-021-00222-4

Gilles Leloup, Royce Anders, Valentin Charlet, Béatrice Eula-Fantozzi, Catherine Fossoud, Eddy Cavalli

{"title":"Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM)","authors":"Gilles Leloup, Royce Anders, Valentin Charlet, Béatrice Eula-Fantozzi, Catherine Fossoud, Eddy Cavalli","doi":"10.1007/s11881-021-00222-4","DOIUrl":"10.1007/s11881-021-00222-4","url":null,"abstract":"<div><p>In this work, two different studies are examined to evaluate the effectiveness of a novel intervention program for the improvement of reading ability in children with dyslexia, known as repeated reading with vocal music masking (RVM). The proposed remedial approach is inspired by Breznitz’s original work. The studies assess a 5-week program of intensive RVM training in a pre-post-test clinical paradigm, as well as a longitudinal paradigm where it is compared to 8 months of the standard remediation program (SRP). The results of both studies support the efficacy of the newly proposed RVM method. Notably in the longitudinal study, the reading speed of children, as well as related phonological, visuo-attentional, and cognitive skills, and attitudes toward reading, were measured regularly. Significant improvements in reading efficiency and related skills were observed, as well as greater motivation to read after RVM training. A modeling of the data specifically linked executive and processing speed skills to be involved in RVM training, suggesting that RVM may help rebalance the phonological and orthographic coding procedures necessary for efficient reading. The short, intensive, and focused nature of RVM training makes it a viable and attractive intervention for clinical practice. As preliminary results are promising, RVM training may prove to be a valuable tool that clinicians can call upon to effectively treat reading fluency disorders, especially when standard programs do not provide results.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"60 - 83"},"PeriodicalIF":2.3,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00222-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25564452","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: 7

External evaluations for dyslexia: do the data support parent concerns? 阅读障碍的外部评估：数据支持父母的担忧吗？

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-03-31 DOI: 10.1007/s11881-021-00224-2

Timothy N. Odegard, Tamera Hutchings, Emily A. Farris, Eric L. Oslund

{"title":"External evaluations for dyslexia: do the data support parent concerns?","authors":"Timothy N. Odegard, Tamera Hutchings, Emily A. Farris, Eric L. Oslund","doi":"10.1007/s11881-021-00224-2","DOIUrl":"10.1007/s11881-021-00224-2","url":null,"abstract":"<div><p>A grassroots movement of parents who fear that their children’s reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in the assessment of reading disabilities. These children were receiving instruction and intervention in reading across the tiers of instructional support in general and special education within their schools. On average, the children demonstrated equivalent deficits in print literacy skills on norm-referenced assessments regardless of the intensity of their reading support, and the majority of children who were only receiving tier 1 instruction exhibited characteristics of dyslexia. Moreover, 69% of children only receiving tier 1 instruction, and all remaining children, performed below benchmark expectations on a curriculum-based measure of oral reading fluency. While these data are not an evaluation of the implementation of the state’s dyslexia laws or the statewide implementation of RTI, they provide data characterizing the real struggles and lack of identification of children whose parents seek an external evaluation of their children’s reading skills. However, they are set in the context of a state in which 66% of public-school children cannot read proficiently by the end of the third grade. The reading struggles highlighted in this clinic referral sample are unexceptional in the larger state context.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"50 - 59"},"PeriodicalIF":2.3,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00224-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25539106","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

Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy 阅读困难大学生心理功能的两个方面：焦虑和自我效能

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-03-31 DOI: 10.1007/s11881-021-00223-3

Mariem M. Elgendi, Sherry H. Stewart, Elizabeth J. MacKay, S. Hélène Deacon

{"title":"Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy","authors":"Mariem M. Elgendi, Sherry H. Stewart, Elizabeth J. MacKay, S. Hélène Deacon","doi":"10.1007/s11881-021-00223-3","DOIUrl":"10.1007/s11881-021-00223-3","url":null,"abstract":"<div><p>Reading difficulties have been associated with problems in psychological functioning, including challenges in both anxiety and self-efficacy. This study was designed to determine whether such psychological functioning problems are specific to the academic sphere or more global. First-year undergraduate students with and without a history of reading difficulties (<i>n</i> = 40 and 46, respectively) completed standardized questionnaires on general and academic anxiety, and social and academic self-efficacy. Students with a history of reading difficulties reported higher academic anxiety, but comparable general anxiety, relative to those with no such history. Students with a history of reading difficulties also reported lower academic self-efficacy, but comparable social self-efficacy, relative to those with no such history. These findings suggest that students with a history of reading difficulties, as compared to those without such history, experience academic-specific mental health symptoms involving heightened anxiety and low self-efficacy as they enter university. These results point to the need for focused and targeted assessments to be able to capture difficulties they experience with anxiety and self-efficacy and interventions to help them cope with these difficulties. More broadly, the findings have implications for how universities assess academic vulnerabilities and provide access to specific course accommodations.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"84 - 102"},"PeriodicalIF":2.3,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00223-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25543477","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: 11

The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia 多媒体和模态原理对有阅读障碍和无阅读障碍大学生学习成绩、满意度和心理努力的影响

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-03-25 DOI: 10.1007/s11881-021-00219-z

Kara Dawson, Jiawen Zhu, Albert D. Ritzhaupt, Pavlo Antonenko, Kendra Saunders, Jiahui Wang, Linda Lombardino

{"title":"The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia","authors":"Kara Dawson, Jiawen Zhu, Albert D. Ritzhaupt, Pavlo Antonenko, Kendra Saunders, Jiahui Wang, Linda Lombardino","doi":"10.1007/s11881-021-00219-z","DOIUrl":"10.1007/s11881-021-00219-z","url":null,"abstract":"<div><p>The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial design with each independent variable serving as a between-subject condition. A total of <i>N</i> = 148 participants (73 with dyslexia and 75 without dyslexia) were recruited from five different institutions of higher education in the Southeastern United States and systematically assigned to one of four multimedia learning conditions. After assessing our data for statistical assumptions, we employed factorial Analysis of Variance (ANOVA) models on each dependent measure. Our findings show a reverse modality effect for students with dyslexia who performed better than their peers without dyslexia in Onscreen Text conditions. Although performance was better across groups and conditions when images were present, there were no significant interactions related to the multimedia condition. Similarly, there were no significant interactions related to mental effort even though learners with dyslexia exhibited high instructional efficiency in the Onscreen Text-Image Present condition while learners without dyslexia exhibited low task involvement in the Onscreen Text-Image Absent condition. Our results provide theoretical implications and important avenues for future research and practice as related to how multimedia learning influences students with dyslexia. We also suggest studies that could inform the eventual design of adaptive and personalized multimedia learning solutions for learners with dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"188 - 210"},"PeriodicalIF":2.3,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00219-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25518422","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

Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students 西班牙幼儿园和一年级学生RTI二级阅读干预保真度的作用分析

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-03-13 DOI: 10.1007/s11881-021-00221-5

Juan E. Jiménez, Nuria Gutiérrez, Sara C. de León

引用次数: 6

Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis 拼写知识是阅读障碍患者的优势还是劣势？荟萃分析的证据

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-03-12 DOI: 10.1007/s11881-021-00220-6

George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Kan Guo

{"title":"Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis","authors":"George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Kan Guo","doi":"10.1007/s11881-021-00220-6","DOIUrl":"10.1007/s11881-021-00220-6","url":null,"abstract":"<div><p>The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen’s <i>d</i> = 1.17) for the CA-DYS comparison and a small effect size (Cohen’s <i>d</i> = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"5 - 27"},"PeriodicalIF":2.3,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00220-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25471034","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: 13

Professor C. K. Leong: in memoriam 梁教授致辞：

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-02-25 DOI: 10.1007/s11881-021-00216-2

John R. Kirby, George K. Georgiou, Xi Chen, Rauno Parrila, J. P. Das

引用次数: 0

Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities 中国有和无特定学习障碍青年的考试焦虑与元认知的关系

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-02-22 DOI: 10.1007/s11881-021-00218-0

Li-Chih Wang, Xiaomin Li, Kevin Kien Hoa Chung

{"title":"Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities","authors":"Li-Chih Wang, Xiaomin Li, Kevin Kien Hoa Chung","doi":"10.1007/s11881-021-00218-0","DOIUrl":"10.1007/s11881-021-00218-0","url":null,"abstract":"<div><p>The influence of test anxiety on academic difficulties has been investigated in typically developing students, but the mechanism underlying the influence remains unclear, especially for those with specific learning disabilities (SpLDs). This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties among Chinese typically developing adolescents as well as those who have been identified as having an SpLD and significant literacy difficulties (i.e., typically functioning SpLD) and without significant literacy difficulties (i.e., high-functioning SpLD) in Taiwan. A total of 238 first-year undergraduate students were recruited from eleven universities in South Taiwan. Among 238 students, 105 were identified to have SpLDs, and 133 were typically developing students. These students were asked to complete questionnaires on demographics, test anxiety, metacognition, and literacy difficulties (i.e., reading and writing). Structural equation modeling analyses showed that test anxiety among Chinese adolescents was linked to literacy difficulties but that only high-functioning and typically functioning students with SpLDs experienced a direct effect (without mediation by other factors). For those without SpLDs, the influence of test anxiety on literacy difficulties was not direct but significantly mediated by metacognition. Various components of these students’ metacognition had mediating effects on different literacy difficulties. Test anxiety might influence the reading and writing difficulties of typically developing adolescents and those with typically functioning and high-functioning SpLDs through different mechanisms. Moreover, teachers at the university level are encouraged to consider students’ test anxiety and metacognition when preparing their teaching materials.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 1","pages":"103 - 126"},"PeriodicalIF":2.3,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00218-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25397498","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