Annals of Dyslexia最新文献_第2页

Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children. 早期认知语言技能对香港中文小学儿童并发和纵向阅读不良状况的预测作用。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-11 DOI: 10.1007/s11881-026-00382-1

Yijun Ruan, Urs Maurer, Catherine McBride

{"title":"Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children.","authors":"Yijun Ruan, Urs Maurer, Catherine McBride","doi":"10.1007/s11881-026-00382-1","DOIUrl":"https://doi.org/10.1007/s11881-026-00382-1","url":null,"abstract":"<p><p>The present study investigated the roles of various cognitive-linguistic skills in predicting poor reader status concurrently and longitudinally with a sample of Hong Kong Chinese primary school children. Children from grade 1 to grade 3 (n = 358) were measured on tests of Chinese word reading, phonological awareness (PA), morphological awareness (MA), orthographic awareness (OA), rapid automatized naming (RAN), and delayed copying (DC) individually for cross-sectional analyses. Word reading ability was tested annually in a subsample of 109 children from grade 1 (follow-up group) for three years for longitudinal analyses. Children's word reading performance was utilized to differentiate between poor and typical readers. Results of logistic regression analyses showed that MA and DC were the two significant predictors to distinguish poor readers from typical readers concurrently. Longitudinally, MA, OA, and RAN measured in the first year were the most consistent indicators of poor reader status one and two years later in the follow-up group. PA failed to distinguish Chinese poor readers both concurrently and longitudinally. These results align with the latest IDA dyslexia definition, which emphasizes morphological processing, and extend them by highlighting the critical role of orthographic processing. The findings shed light on the identification and intervention for Chinese poor readers.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425394","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

Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1 阅读障碍的比率失能与准确性失能亚型：一项从学龄前到一年级的纵向研究。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-08 DOI: 10.1007/s11881-026-00379-w

Dana Gott, Ravit Cohen-Mimran, David L. Share

{"title":"Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1","authors":"Dana Gott, Ravit Cohen-Mimran, David L. Share","doi":"10.1007/s11881-026-00379-w","DOIUrl":"10.1007/s11881-026-00379-w","url":null,"abstract":"<div><p>This longitudinal study investigated subtypes of dyslexia based on the distinction between word reading accuracy and word reading rate. Building on prior cross-sectional research, we inquired whether the cognitive profiles of these subtypes can be identified before children learn to read. A large sample of Hebrew-speaking children were assessed on phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) in preschool and then followed into first grade to evaluate their reading accuracy and rate. In preschool, findings revealed two distinct subgroups: one with selective deficits in PA and MA but intact RAN (PA + MA-disabled) and another with impaired RAN but preserved PA and MA (RAN-only disabled). In first grade, as predicted, the PA + MA-disabled group demonstrated significantly lower reading accuracy compared to both the RAN-only disabled and control groups. The RAN-only subgroup exhibited slow reading but intact accuracy. However, contrary to predictions, the PA + MA-disabled group also exhibited slower reading rates. These results suggest that at the beginning of reading development, low levels of reading accuracy limit reading rate. Our study (i) supports accuracy-rate subtyping of dyslexia, (ii) reinforces the role of both PA and MA in achieving early word reading accuracy, and (iii) highlights the existence of a highly specific RAN-rate dyslexia subtype. These findings have significant implications for early diagnosis and intervention as well as the definition of dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"305 - 328"},"PeriodicalIF":4.5,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-026-00379-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406362","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: 0

Analyzing state dyslexia legislation through the lens of oral language: an exploratory study 从口头语言的角度分析国家阅读障碍立法：一项探索性研究。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-07-02 DOI: 10.1007/s11881-026-00380-3

Wendy C. Georgan

{"title":"Analyzing state dyslexia legislation through the lens of oral language: an exploratory study","authors":"Wendy C. Georgan","doi":"10.1007/s11881-026-00380-3","DOIUrl":"10.1007/s11881-026-00380-3","url":null,"abstract":"<div><p>Recent advocacy efforts have resulted in 49 out of 50 U.S. states passing some form of dyslexia legislation. This legislation may serve as a starting point for educators, clinicians, and parents to advocate for universal oral language screening as well as dyslexia screening. The purpose of this exploratory study is to investigate the degree to which oral language skills are already included in existing policies. We used deductive and inductive coding procedures to identify key words related to oral language skills. We then performed document analysis on 156 legislative documents related to dyslexia to describe the following: (a) to what extent states include “language disorder” or other related terms in their descriptions of disorders encompassed by the legislation; (b) to what extent legislation includes keywords related to oral language; and (c) how language keywords are distributed across screening, intervention, preservice preparation, and professional development requirements. Two states include “language disorder” in the scope of dyslexia legislation. An additional eight states have legislation with terms that could encompass a language disorder. Out of the 49 states with dyslexia legislation, 29 include at least one language-related keyword. The most common language keywords found in such legislation were “comprehension” and “vocabulary.” Keywords were mentioned across screening, intervention, preservice preparation, and professional development requirements. In many states, existing legislation lays the groundwork for implementing universal oral language skill screening. Further legislation dedicated to universal oral language screening is also necessary to ensure children with language disorders are identified early.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"252 - 266"},"PeriodicalIF":4.5,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-026-00380-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370204","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: 0

Back on track: remediating developmental dyslexia with a home-based multi-component program. 重回正轨：以家庭为基础的多组分计划来纠正发展性阅读障碍。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-06-30 DOI: 10.1007/s11881-026-00378-x

Karine Louna Harrar-Eskinazi, Ambre Denis-Noël, Bruno De Cara, Gilles Leloup, Julie Nothelier, Hervé Caci, Sylvane Faure, Johannes C Ziegler

{"title":"Back on track: remediating developmental dyslexia with a home-based multi-component program.","authors":"Karine Louna Harrar-Eskinazi, Ambre Denis-Noël, Bruno De Cara, Gilles Leloup, Julie Nothelier, Hervé Caci, Sylvane Faure, Johannes C Ziegler","doi":"10.1007/s11881-026-00378-x","DOIUrl":"10.1007/s11881-026-00378-x","url":null,"abstract":"<p><p>Developmental dyslexia (DD) is associated with multiple cognitive deficits. This study examined whether digital training of specific cognitive components is feasible and effective, whether parental involvement increases training intensity, and whether a multi-component intervention yields specific and cumulative benefits for reading fluency, spelling, and reading comprehension. We developed a multi-component digital intervention targeting visual-attentional (VA), auditory-phonological (AP), and cross-modal processes. In a pre-registered multiple single-case (within-subject) intervention study (ClinicalTrials.gov: NCT04028310), 144 children with DD aged 8 to 13 years participated. The first two training components (VA vs. AP) were counterbalanced across participants. Each training phase lasted 2 months, with home-based practice 5 days per week for 15 min per session under parental supervision. Before and after the digital intervention phases, children received conventional remediation once per week for 2 months, serving as a within-subject baseline. Training effects were component-specific: VA training led to greater improvements in visual-attentional skills than AP training, whereas AP training yielded greater gains in phoneme awareness than VA training. Across the full three-stage program, cumulative improvements were observed in reading fluency, spelling, and reading comprehension that exceeded gains during conventional remediation alone. Starting with VA training resulted in larger reading fluency gains than starting with AP training. These findings provide a proof of concept that a scalable, home-based, multi-component digital intervention can induce specific cognitive improvements and cumulative gains in reading and spelling skills in children with DD, while remaining feasible for large-scale implementation.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354145","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

Public awareness, knowledge and attitudes towards dyslexia in China. 中国公众对阅读障碍的意识、知识和态度。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-06-22 DOI: 10.1007/s11881-026-00377-y

Shuyu Chen, Yaomin Huang, Juhayna Taha

{"title":"Public awareness, knowledge and attitudes towards dyslexia in China.","authors":"Shuyu Chen, Yaomin Huang, Juhayna Taha","doi":"10.1007/s11881-026-00377-y","DOIUrl":"10.1007/s11881-026-00377-y","url":null,"abstract":"<p><p>This study is the first to examine awareness, knowledge, and attitudes towards dyslexia among the general public in Mainland China. Using an online survey, we collected data on (a) demographics, (b) awareness of dyslexia and other common neurodevelopmental conditions, (c) knowledge of dyslexia causes, symptoms, functional impact, and assessment/intervention, and (d) attitudes towards dyslexia. A total of 1,008 adults from across all major regions of China completed the suvey. Around 70% reported having heard of dyslexia, lower than awareness of autism and ADHD, but higher than that of developmental language disorder. Respondents answered 49% of knowledge items correctly and demonstrated greater knowledge of dyslexia symptoms, followed by functional impact and causes, with weaker knowledge of dyslexia assessment and intervention. Dyslexia awareness and knowledge were higher among younger adults, females, urban residents, non-parents, and those with higher education and income, with some variation across regions. Attitudes towards dyslexia were generally positive, following similar demographic patterns. Although greater awareness was associated with higher levels of knowledge, only dyslexia knowledge uniquely predicted attitudes towards dyslexia after controlling for demographic factors. These findings highlight the need for culturally relevant, awareness-raising campaigns that promote a more accurate understanding of dyslexia. The findings should be interpreted in light of the limitations linked to sampling bias and methods of data collection. Future studies should include the voices of individuals with dyslexia to better understand how social and cultural factors in China influence their lived experiences across development.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148303447","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

Using latent profiles to evaluate response to a language-based intervention 使用潜在概况来评估对基于语言的干预的反应。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-06-22 DOI: 10.1007/s11881-026-00372-3

Philip Capin, Laura Mesite, Anna-Mari Fall, Ryan Sainsbury, Sandra Gillam, Colby Hall, Ron Gillam

{"title":"Using latent profiles to evaluate response to a language-based intervention","authors":"Philip Capin, Laura Mesite, Anna-Mari Fall, Ryan Sainsbury, Sandra Gillam, Colby Hall, Ron Gillam","doi":"10.1007/s11881-026-00372-3","DOIUrl":"10.1007/s11881-026-00372-3","url":null,"abstract":"<div><p>Many children with oral language difficulties also experience challenges with word reading, as evidenced in the high comorbidity rate between developmental language disorders and dyslexia. The current study investigated a sample of students (<i>n</i> = 357) with language and literacy difficulties classified into latent classes based on pre-intervention performance on word reading and listening comprehension measures. Specifically, this study sought to determine the extent to which latent classes responded to an evidence-based, narrative language program at immediate post-test and a five-month follow-up time point, and whether performance varied as a function of class membership. Findings revealed that students in all latent profiles showed statistically significant improvements in narrative language at post-test, a primary target of the intervention. However, intervention effects varied at a five-month follow-up time point, with students with the greatest listening comprehension and word reading difficulties showing the most notable gains. Instructional response also varied according to performance on a narrative writing measure. These findings suggest that assessing initial performance on key variables may be able to help educators predict student response and adapt intervention plans to more effectively meet individual needs.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"364 - 388"},"PeriodicalIF":4.5,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148303465","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

Correction: Defining dyslexia: 2025 revision. 修正：定义阅读障碍：2025年修订。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-05-28 DOI: 10.1007/s11881-026-00375-0

Hugh W Catts, Charles W Haynes, R Malatesha Joshi

引用次数: 0

Correction: A national test of dyslexia. 更正：一项全国性的阅读障碍测试。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-05-22 DOI: 10.1007/s11881-026-00376-z

Mads Poulsen, Holger Juul, Carsten Elbro

引用次数: 0

Correction: Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards 修正：阅读障碍儿童复杂学术语言的研究：与课程标准的比较分析。

IF 4.5 3区教育学

Annals of Dyslexia Pub Date : 2026-05-20 DOI: 10.1007/s11881-026-00362-5

Douglas B. Petersen, Gwendolyn H. Stout, Alisa Konishi-Therkildsen, Norma Hancock, Camryn Lettich, Tiffany Hogan

引用次数: 0

Morphological knowledge and spelling in French-speaking adults with developmental dyslexia. 法语成人发展性阅读障碍的形态学知识和拼写。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2026-05-19 DOI: 10.1007/s11881-026-00373-2

Estelle Ardanouy, Pauline Quémart

{"title":"Morphological knowledge and spelling in French-speaking adults with developmental dyslexia.","authors":"Estelle Ardanouy, Pauline Quémart","doi":"10.1007/s11881-026-00373-2","DOIUrl":"https://doi.org/10.1007/s11881-026-00373-2","url":null,"abstract":"<p><p>Spelling errors are among the most persistent symptoms of dyslexia in adults. This study investigated the influence of morphological information on spelling accuracy in French-speaking adults with developmental dyslexia. Specifically, we aimed to (1) compare university-level adults with dyslexia and age-matched controls in spelling morphologically complex words, and (2) examine the role of morphological awareness in spelling among individuals with dyslexia. In total, 53 adults with dyslexia and 55 typical adult readers completed a spelling task with five types of words: words with silent final letters that were either morphologically predictable or not, suffixed words, prefixed words, and inconsistent monomorphemic words. Additional measures included reading fluency, phonological awareness, morphological awareness, vocabulary, and general spelling. Results showed that adults with dyslexia benefited more than controls from morphologically predictable cues in spelling, particularly for silent final letters. Moreover, morphological awareness predicted spelling in adults with dyslexia, even after controlling for phonological awareness and vocabulary. These findings allow us to better understand the spelling profile of adults with dyslexia at university level.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976449","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