Annals of Dyslexia最新文献

{"title":"The relation between reading and externalizing behavior: a correlational meta-analysis","authors":"Sage E. Pickren,&nbsp;Jessica N. Torelli,&nbsp;Anna H. Miller,&nbsp;Jason C. Chow","doi":"10.1007/s11881-024-00307-w","DOIUrl":"10.1007/s11881-024-00307-w","url":null,"abstract":"<div><p>Reading proficiency is important because it has life-long consequences and influences success in other academic areas. Many students with behavior problems are poor readers and many students with learning disabilities have more behavior problems than their typical peers. We conducted a correlational meta-analysis to examine the association between reading and externalizing behavior in students ages 5–12. We identified 33 studies that reported 88 effect sizes. Using a random-effects linear regression model with robust variance estimation, we found a significant, negative correlation (<i>r</i>= −0.1698, SE = 0.01, <i>p</i> &lt; 0.0001) between reading and externalizing behavior. We tested several moderators related to measurement and sample characteristics. We found that rater type, behavior dimension (e.g., aggression), time between longitudinal measurement points, age of the sample, and percentage male of the sample moderated the relation between reading and behavior. Whether the reading assessment measured comprehension or word reading and socioeconomic status of the sample did not moderate the relation. Understanding the association between reading and externalizing behavior has implications for disability identification and intervention practices for children in elementary school. Future research should examine shared cognitive factors and environmental influences that explain the relation between the constructs.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"158 - 186"},"PeriodicalIF":2.1,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11249710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471556","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}

{"title":"Spelling development of children with and without reading difficulties throughout elementary grades: evidence from the Greek orthography","authors":"Sophia Giazitzidou,&nbsp;Panagiotis Simos,&nbsp;Athanasios Bachoumis,&nbsp;Vassilios Papadimitriou,&nbsp;Angeliki Mouzaki","doi":"10.1007/s11881-024-00309-8","DOIUrl":"10.1007/s11881-024-00309-8","url":null,"abstract":"<div><p>The purpose of this longitudinal study was to examine the development of spelling in a large sample (<i>N</i> = 503, boys: <i>N</i> = 219) of Greek-speaking children with (<i>N</i> = 41) and without (<i>N</i> = 462) reading difficulties. Children were initially tested in Grades 2–4 and then at five consecutive measurement points over a 3-year period, focusing on how initial reading ability, grade, and gender may moderate the rate of spelling growth. Individual growth curve modeling revealed continuous growth of spelling performance in the total sample, although the growth rate decreased over time for children first tested in Grades 3–4. Spelling growth rate was also significantly slower among children with reading difficulties between Grades 2–4 and 3–5. The two reading groups displayed similar growth rates between Grades 4 and 6. Spelling growth rates did not vary significantly with gender. Overall, our study highlights the persistence of spelling difficulties even after 6 years of systematic teaching in children with reading difficulties. The severe and persistent spelling deficits of Greek-speaking children with reading difficulties may be attributed to the rich morphological system of the Greek language, the intermediate Greek orthographic transparency (in the direction of writing), and their limited experience with print.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"197 - 221"},"PeriodicalIF":2.1,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141440971","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":"Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia","authors":"Julian G. Elliott,&nbsp;Elena L. Grigorenko","doi":"10.1007/s11881-024-00311-0","DOIUrl":"10.1007/s11881-024-00311-0","url":null,"abstract":"<div><p>In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of the definition for diagnostic purposes often results in scientifically questionable diagnoses and inadvertently leads to significant educational inequity. We propose a simpler definition that describes the primary difficulty, avoids reference to causal explanation, unexpectedness, and secondary outcomes, and redirects practitioner and policymaker focus to the importance of addressing and meeting the needs of all struggling readers.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 3","pages":"363 - 377"},"PeriodicalIF":2.1,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413141/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321806","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}

{"title":"The gift of dyslexia: what is the harm in it?","authors":"Timothy N. Odegard,&nbsp;Madalyn Dye","doi":"10.1007/s11881-024-00308-9","DOIUrl":"10.1007/s11881-024-00308-9","url":null,"abstract":"<div><p>Dyslexia, characterized by word reading and spelling deficits, has historically been viewed through a medical model of disability. However, a countermovement has emerged, emphasizing the strengths and abilities of neurodiverse individuals, including those with dyslexia. The concept of neurodiversity, which was initially introduced to help inform understanding of a mild form of autism, has expanded to include dyslexia. The expansion has occurred alongside a similar portrayal of dyslexia as an advantage that comes with specific gifts, creating a positive stereotype. While intended to empower individuals with dyslexia, the translation of the concept of neurodiversity to dyslexia in this way can inadvertently stigmatize and isolate those who do not fit this positive stereotype of dyslexia. This review, following a perspective review article format, synthesizes existing literature on the purported gifts of dyslexia and the implications of both negative and positive stereotypes on the well-being of individuals with dyslexia. The findings of this review underscore the importance of dispelling myths about dyslexia and advocating against the use of stereotypes, both negative and positive, in portraying dyslexia. Doing so will help remove the harmful effects of stigmatization, stereotype threat, and the potential of a fixed mindset inherent to being stereotyped.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"143 - 157"},"PeriodicalIF":2.1,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321807","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":"An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia","authors":"Brian Gearin,&nbsp;Jessica Turtura,&nbsp;Kim Anderson,&nbsp;Samantha Durrance,&nbsp;Joan Mele-McCarthy,&nbsp;Laura Schultz,&nbsp;Karleen Spitulnik","doi":"10.1007/s11881-024-00310-1","DOIUrl":"10.1007/s11881-024-00310-1","url":null,"abstract":"<div><p>This commentary article describes the results of a Delphi Method discussion between an interdisciplinary team of state dyslexia policy implementers. The authors argue that the International Dyslexia Association (IDA) definition of dyslexia from 2001 skews toward the perspectives of the research community, inadvertently creating implementation challenges for school practice. The article describes how the authors reached this determination; why they believe Vaughn et al.’s (Annals of Dyslexia, 2024) proposed definition marks an improvement over the 2001 IDA definition; and the need for continued support in the dyslexia policy implementation process, including knowledge dissemination efforts and updates to other relevant policy documents. This collaboration between policymakers, educators, and researchers contributes to the special issue by considering how the definition of dyslexia is situated in policy and practice. In so doing, it addresses a longstanding gap in academic research on how policy implementers understand and use the IDA definition.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 3","pages":"337 - 354"},"PeriodicalIF":2.1,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141311999","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 to: Phonological syllables allow children with developmental dyslexia to access words","authors":"Norbert Maionchi‑Pino,&nbsp;Élise Runge,&nbsp;Damien Chabanal","doi":"10.1007/s11881-024-00306-x","DOIUrl":"10.1007/s11881-024-00306-x","url":null,"abstract":"","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"271 - 271"},"PeriodicalIF":2.1,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140854163","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":"Do we really need a new definition of dyslexia? A commentary","authors":"Maggie Snowling,&nbsp;Charles Hulme","doi":"10.1007/s11881-024-00305-y","DOIUrl":"10.1007/s11881-024-00305-y","url":null,"abstract":"<div><p>We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when considering the provision of educational services discrepancy definitions are not useful since all children with reading difficulties require reading intervention regardless of their level of IQ.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 3","pages":"355 - 362"},"PeriodicalIF":2.1,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289264","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}

{"title":"The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions","authors":"Sharon Vaughn,&nbsp;Jeremy Miciak,&nbsp;Nathan Clemens,&nbsp;Jack M. Fletcher","doi":"10.1007/s11881-024-00303-0","DOIUrl":"10.1007/s11881-024-00303-0","url":null,"abstract":"<div><p>We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined with inadequate response to evidence-based instruction. We propose a hybrid identification process in which assessment is utilized within school-wide MTSS allowing for integration of routinely collected progress monitoring data as well integrating with more formal diagnostic measures. This proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs instruction. We close proposing a revised definition of dyslexia that incorporates these elements.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 3","pages":"325 - 336"},"PeriodicalIF":2.1,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140289265","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: The cognitive‑linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei","authors":"Dora Jue Pan,&nbsp;Xiangzhi Meng,&nbsp;Jun Ren Lee,&nbsp;Melody Chi Yi Ng,&nbsp;Catherine McBride","doi":"10.1007/s11881-024-00304-z","DOIUrl":"10.1007/s11881-024-00304-z","url":null,"abstract":"","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"243 - 243"},"PeriodicalIF":2.1,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140022969","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":"Phonological syllables allow children with developmental dyslexia to access words","authors":"Norbert Maïonchi-Pino,&nbsp;Élise Runge,&nbsp;Damien Chabanal","doi":"10.1007/s11881-024-00302-1","DOIUrl":"10.1007/s11881-024-00302-1","url":null,"abstract":"<div><p>Learning to read is a middle-distance race for children worldwide. Most of them succeed in this acquisition with “normal” difficulties that ensue from the progressive (re)structuring of the phonological and orthographic systems. Evidence accumulated on reading difficulties in children with developmental dyslexia (DYS children, henceforth) shows a pervasive phonological deficit. However, the phonological deficit may not be due to degraded phonological representations but rather due to impaired access to them. This study focused on how and to what extent phonological syllables, which are essential reading units in French, were accessible to DYS children to segment and access words. We tested the assumption that DYS children did not strictly have pervasive degraded phonological representations but also have impaired access to phonological and orthographic representations. We administered a visually adapted word-spotting paradigm, engaging both sublexical processing and lexical access, with French native-speaking DYS children (<i>N</i> = 25; <i>M</i>_{age in months} = 121.6, <i>SD</i> = 3.0) compared with chronological age-matched peers (<i>N</i> = 25; <i>M</i>_{age in months} = 121.8, <i>SD</i> = 2.7; CA peers henceforth) and reading level-matched peers (<i>N</i> = 25; <i>M</i>_{age in months} = 94.0, <i>SD</i> = 4.6; RL peers henceforth). Although DYS children were slower and less accurate than CA and RL peers, we found that they used phonological syllables to access and segment words. However, they exhibit neither the classical inhibitory syllable frequency effect nor the lexical frequency effect, which is generally observed in typically developing children. Surprisingly, DYS children did not show strictly degraded phonological representations because they demonstrated phonological syllable-based segmentation abilities, particularly with high-frequency syllables. Their difficulties are rather interpreted in terms of impaired access to orthographic and phonological representations, which could be a direct effect of difficulties in generalizing and consolidating low-frequency syllables. We discuss these results regarding reading acquisition and the specificities of the French linguistic system.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"244 - 270"},"PeriodicalIF":2.1,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139747560","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}