Annals of Dyslexia最新文献

{"title":"Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledge.","authors":"Vivian Gonsalves, Christina Flake, Deana West, Matthew K Burns, Julie Bader","doi":"10.1007/s11881-026-00367-0","DOIUrl":"https://doi.org/10.1007/s11881-026-00367-0","url":null,"abstract":"<p><p>Practitioner knowledge about dyslexia is related to improved educational practices, but few measures of dyslexia knowledge have been validated with rigorous processes. The current study developed the Dyslexia Assessment and Intervention Scale (DAIS) with the three-phase process outlined by Boateng et al. (Frontiers in Public Health 6:149, 2018) to assess the knowledge of participants of a university-based certificate program. The three-phased development process resulted in a 21-item survey that adequately represented standards. The items were tested with 221 respondents and resulted in acceptable reliability (a = .80) and four factors (General Understanding of Dyslexia, Phonemic Awareness Knowledge, Grapheme Knowledge, and Assessment) with a good model fit (CFI = 0.93, TLI = 0.92, RMSEA = 0.04). The total overall mean score of 12.45 (out of 21, 57.14%) suggested low knowledge about assessing and intervening for dyslexia. An exploratory analysis found a significant effect of the occupation of participants on total score that was generally consistent with previous research. The DAIS appears to be a promising scale that warrants additional research.</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":"147976461","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":"Development and validation of red flags for early detection of dyslexia in Sinhala (REaDDS tool) for dyslexia screening.","authors":"Thilini C Lokubalasuriya, Fran Hagstrom, Ananda Rajitha Wickremasinghe, Samanmali P Sumanasena","doi":"10.1007/s11881-026-00366-1","DOIUrl":"https://doi.org/10.1007/s11881-026-00366-1","url":null,"abstract":"<p><p>Sinhala is an alpha-syllabic language. However, majority of dyslexia screening tools are developed in English. Despite growing evidence on language skills associated with dyslexia, a linguistically and culturally appropriate standardized tool is not available for Sinhala-speaking children. This study aimed to develop and validate a screening instrument to identify early signs of dyslexia, focusing on language-based skills in children aged 4-6 years. The Red Flags for Early Detection of Dyslexia in Sinhala (REaDDS) tool was developed through two phases. Study 01 encompassed tool development, Delphi review, pilot testing, and pretesting. Study 02 focused on psychometric evaluation. The REaDDS tool comprises a test kit, administration manual, and score sheets, assessing four domains: (1) phonological processing, (2) morphology, (3) other language skills, and (4) visual processing and cognitive abilities. The initial 24 subsets were refined to 19 following expert review and pilot testing during Study 01. In Study 02, the refined tool was administered to 214 typically developing children and 125 with dyslexia. Validity and reliability analyses were conducted using data from 57 typically developing children and 79 with dyslexia aged 6-6.99 years. Cronbach's alpha values ranged from 0.777 to 0.930, indicating acceptable to excellent internal consistency. Inter-rater reliability was strong (ICC = 0.75-0.90), and sensitivity and specificity were acceptable across domains (AUC > 0.75). Item-level Content Validity Index (I-CVI) values exceeded 0.78 for all items. The REaDDS tool represents the first comprehensive, language-based, user-friendly, standardized dyslexia screening instrument for Sinhala, with evidence of validity and reliability.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147934580","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":"Deficits in orthographic-phonological automatic integration for chinese adults with reading fluency difficulty: Evidence from ERP.","authors":"Qi Qi, Ying Hao, Dandan Liang","doi":"10.1007/s11881-026-00368-z","DOIUrl":"https://doi.org/10.1007/s11881-026-00368-z","url":null,"abstract":"<p><p>This study used Event-Related Potential (ERP) technology to investigate the neural mechanisms underlying orthographic-phonological automatic integration in Chinese adults with Reading Fluency Difficulty (RFD). Twenty-two fluent Chinese readers (mean age = 22.41, 9 males) and 19 individuals with RFD (mean age = 21.37, 5 males) participated in this study. The Mismatch Negativity (MMN) component, elicited through a cross-channel passive oddball paradigm, served as a neural index to examine orthographic-phonological automatic integration. The study found that adults with RFD in Chinese exhibited significantly smaller MMN compared to normal readers in both the A (auditory) and AV_0 (simultaneous audiovisual) conditions. Additionally, individuals with RFD displayed significantly larger MMN in the AV_100 condition compared to the A condition, and they exhibited a tendency for right-hemisphere engagement in orthographic-phonological automatic integration during the AV_100 condition. These findings indicate that adults with RFD experience deficits in orthographic-phonological automatic integration, necessitating a wider temporal window to achieve integration levels comparable to fluent readers. The involvement of the right hemisphere in this process may indicate a compensatory mechanism due to functional abnormalities in the left hemisphere. However, the deficits in orthographic-phonological automatic integration may be associated with impairments in phonological automatic processing and working memory limitations, suggesting that the factor of orthographic-phonological automatic integration may not function as an independent contributor to RFD.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147934652","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":"The dynamics of RAN and cognitive-linguistic skills in vowelized and unvowelized Hebrew word reading among children with reading difficulties.","authors":"Rachel Schiff, Ayelet Sasson","doi":"10.1007/s11881-026-00370-5","DOIUrl":"https://doi.org/10.1007/s11881-026-00370-5","url":null,"abstract":"<p><p>This study investigated predictors of vowelized and unvowelized word reading efficiency among third-grade Hebrew-speaking students with reading difficulties (RD). First, it examined the contribution of rapid automatization naming (RAN), working memory (WM), phonological awareness (PA), morphological awareness (MA), and orthographic processing (OP) in explaining vowelized and unvowelized word reading efficiency among third-grade students with RD. It further explored how RAN interacts with WM, PA, MA, and OP in explaining word reading efficiency in the two scripts, and whether the contribution of RAN differs in strength between vowelized and unvowelized word reading. 270 children were assessed on the abovementioned explanatory variables as well as word reading efficiency. While RAN, WM, PA, and OP explained both vowelized and unvowelized word reading, MA contributed only to unvowelized word reading. Moreover, a significant interaction between RAN and PA was found for vowelized word reading, indicating a skill-enhancement (protective) pattern, whereby the association between RAN and reading efficiency varied as a function of phonological awareness. For unvowelized words, RAN and WM showed a significant interaction indicating a skill-enhancement pattern, in which stronger abilities in both lead to better word reading efficiency. Finally, RAN was found to play a more pronounced role in word reading efficiency of unvowelized words. These findings provide evidence that in a dual-script language, the dynamics of RAN and other cognitive-linguistic reading predictors can vary across scripts, highlighting the need for script-dependent targeted support for children with RD.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147934633","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":"Defining dyslexia: 2025 revision.","authors":"Hugh W Catts, Charles W Haynes, R Malatesha Joshi","doi":"10.1007/s11881-026-00363-4","DOIUrl":"10.1007/s11881-026-00363-4","url":null,"abstract":"<p><p>In October 2025, the Board of Directors of the International Dyslexia Association approved a revised definition of dyslexia. This paper introduces this 2025 definition, outlines the iterative and data-driven process used in its development, and clarifies the intended purposes and boundaries of the definition for different stakeholders. The paper also reviews the current scientific evidence relevant to each component of the definition and provides the rationale for revisions to the 2002 IDA definition. In addition, it offers a set of high-level, practice-oriented guidelines intended to support the appropriate application of the definition. Finally, the paper emphasizes that, like its predecessors, the 2025 definition should be regarded as a living document, one that will continue to evolve as scientific understanding advances and as educational and clinical practices change.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785442","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":"Reading ability in children with comorbid developmental dyslexia and developmental language disorder: a systematic review : Reading in Children with DD and DLD.","authors":"Georgia Andreou, Panagiota Sepeti","doi":"10.1007/s11881-026-00369-y","DOIUrl":"10.1007/s11881-026-00369-y","url":null,"abstract":"<p><p>This systematic review aimed to investigate (a) the core characteristics of reading ability in children with comorbid Developmental Dyslexia (DD) and Developmental Language Disorder (DLD), (b) the shared and distinct features of reading performance among children with DD, DLD, and comorbid DD + DLD, and (c) the linguistic and cognitive factors associated with their reading outcomes. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, systematic searches were conducted in Web of Science, Scopus, and PubMed between January and May 2025, and a total of 18 empirical studies (published between 2000 and 2023) met the inclusion criteria. Overall, the included studies were conducted across four languages, comprising 15 cross-sectional studies and three longitudinal cohort studies. Risk of bias was assessed using the critical appraisal tools developed by the Joanna Briggs Institute (JBI). Children with comorbid DD and DLD exhibited the most severe and persistent reading difficulties across decoding, fluency, and comprehension tasks, reflecting an additive burden of phonological and language deficits. Comparisons across groups showed that DD primarily affected decoding, DLD impacted comprehension, and the comorbid profile encompassed both types of deficits. Key predictors of poor reading performance were phonological awareness, rapid automatized naming (RAN), semantic knowledge, and syntactic processing. In conclusion, children with comorbid DD and DLD present a qualitatively distinct reading profile that current diagnostic systems may fail to capture, and early identification as well as interventions targeting core language skills, particularly phonological abilities, are essential, while future research should prioritize longitudinal designs, cross-linguistic validation, and diagnostic tools that account for comorbidity.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785546","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":"Sentence repetition as a potential indicator of broader language difficulty in students with dyslexia: A pilot study","authors":"Megan V. Gierka,&nbsp;Nicole Ormandy,&nbsp;Aviva Coyne-Green,&nbsp;Tina Zampitella,&nbsp;Timothy N. Odegard,&nbsp;Tiffany P. Hogan,&nbsp;Norma Hancock","doi":"10.1007/s11881-026-00365-2","DOIUrl":"10.1007/s11881-026-00365-2","url":null,"abstract":"<div>\u0000 \u0000 <p>Sentence repetition tasks have been shown to be sensitive indicators of developmental language disorder (DLD), with prior work demonstrating strong group-level differences between children with DLD and typically developing peers. However, less is known about how sentence repetition performance relates to broader language difficulties among students already identified with dyslexia. Dyslexia is characterized primarily by word-level reading and spelling difficulties, yet many students with dyslexia also exhibit oral language weaknesses consistent with DLD, which carry important implications for academic outcomes. The present pilot study examined whether sentence repetition performance was associated with indicators of broader language difficulty among students with dyslexia. Participants were 22 fourth-grade students attending a specialized school for language-based learning disabilities, all of whom carried a diagnosis of dyslexia. Sentence repetition performance was examined in relation to students’ current or recent qualification for speech-language services, used as a proxy indicator of broader language difficulty. Students receiving speech-language services demonstrated substantially lower sentence repetition scores than their peers with dyslexia who were not receiving services, with a large group difference observed. Logistic regression was used descriptively to illustrate how sentence repetition performance corresponded to observed service-status groupings in this small sample. Findings should be interpreted as preliminary and associative, consistent with the exploratory nature of the study. Results suggest that sentence repetition performance may warrant further investigation as a potential indicator of broader language vulnerability within dyslexia-identified populations and highlight the need for larger, prospective studies examining oral language assessment in students with dyslexia.</p>\u0000 </div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"348 - 363"},"PeriodicalIF":4.5,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785507","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":"Lived experiences and intervention outcomes: Dyslexic adults' perspectives on meaningful support.","authors":"Mitchell Holmes, Lesley Pritchard, Jacqueline Cummine","doi":"10.1007/s11881-026-00364-3","DOIUrl":"10.1007/s11881-026-00364-3","url":null,"abstract":"<p><p>Dyslexia is a lifelong condition that extends beyond reading and writing difficulties. The purpose of this study was to explore the lived experiences of dyslexic adults, with particular attention given to their opinions on the effectiveness of past and current interventions and priorities for future research and practice. Semi-structured interviews were conducted with 11 participants, and data were analyzed using reflexive thematic analysis. Findings highlight the profound psychological and social impacts of dyslexia, including stigma, shame, and diminished self-confidence, which often contribute to limited educational and career opportunities. Participants emphasized the importance of compensatory supports, individualized accommodations, and assistive technologies that allow them to navigate a text-based society. Identification of dyslexia itself was often transformative, enabling participants to reframe negative self-perceptions and develop more positive identities. However, access to resources was frequently constrained by financial costs, lack of institutional support, and broader systemic barriers. These findings demonstrate the need for a shift in how dyslexia is addressed. Effective intervention is not limited to remediating individual deficits but must also involve challenging stigma, reshaping educational practices, and addressing structural barriers that disable dyslexic individuals.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522369","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 with and without developmental language disorder: Profile analysis","authors":"Margaret J. Snowling,&nbsp;M. Emma Hayiou-Thomas,&nbsp;Charles Hulme","doi":"10.1007/s11881-025-00358-7","DOIUrl":"10.1007/s11881-025-00358-7","url":null,"abstract":"<div>\u0000 \u0000 <p>The characterization of dyslexia as a language learning impairment can be traced back to Samuel Orton who in 1937 wrote that ‘strephosymbolia’ (his term for the condition) was due to an impairment of the ‘language faculty’. Some 40 years later, Vellutino (Theory and research, 1979) published his classic text, Dyslexia: Theory and Research in which he argued that dyslexia could be characterized as a verbal processing deficit. However, in more recent times, the language difficulties of dyslexia have been underplayed Adlof et al. (Language, speech, and hearing services in schools, 49(4):762-773, 2018). First, the discrepancy definition of dyslexia considers it a specific learning disability ‘diagnosed ’ when reading skills are below expectation given IQ, typically ruling out children with lower verbal abilities (Snowling et al., 2020). Second, the phonological deficit hypothesis states that phonological (speech) processing skills are impaired in dyslexia, regardless of IQ Stanovich et al. (In Perspectives on the classification of specific developmental disorders :105-136, 1998) and hence often despite good oral abilities. Within these views, dyslexia is a disorder of written language distinct from developmental language disorder (DLD) in which spoken language skills are impaired. In this paper we take a close look at the similarities and differences between dyslexia with and without DLD and discuss their shared cognitive risk factors, drawing out implications for assessment and intervention.</p>\u0000 </div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"267 - 278"},"PeriodicalIF":4.5,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00358-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345210","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":"Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards","authors":"Douglas B. Petersen,&nbsp;Gwendolyn H. Stout,&nbsp;Alisa Konishi-Therkildsen,&nbsp;Norma Hancock,&nbsp;Camryn Lettich,&nbsp;Tiffany Hogan","doi":"10.1007/s11881-025-00357-8","DOIUrl":"10.1007/s11881-025-00357-8","url":null,"abstract":"<div>\u0000 \u0000 <p>While approximately 50% of children with dyslexia are reported to have Developmental Language Disorder (DLD), there is a possibility that a larger proportion exhibit subclinical weaknesses in complex academic language that detrimentally impact reading comprehension. This study aimed to evaluate the comprehension and production of complex academic language among school-age students with dyslexia who do and do not have DLD across discourse, sentence, and vocabulary levels, comparing their performance against established curriculum standards. Narrative retell language samples were collected from 183 students with dyslexia with and without DLD spanning first to sixth grade. We used the Narrative Language Measures-Listening subtest from the CUBED-3 to assess discourse complexity, sentence complexity, and vocabulary complexity. The findings revealed significant language deficiencies across all grades. Specifically, the majority of students failed to meet benchmark expectations for the inclusion of discourse elements, 94% to 100% of students across grade levels lacked complex sentence structures, and 82% to 100% did not incorporate complex vocabulary as expected by curriculum standards. Notably, 100% of fourth and sixth graders who had dyslexia were found to be below the expected standards in narrative discourse, sentence, and vocabulary complexity. Results also indicated that there was no significant difference between the children with dyslexia who had DLD and those who did not on discourse complexity across most grades. Minimal differences in sentence complexity and vocabulary complexity were observed between the children with dyslexia who had DLD and those who did not. When examining the percent of students with dyslexia who did not have language disorder performing below benchmark expectations, results indicated that all students except for a few first graders were below benchmark. Conclusion The high incidence of language weaknesses observed suggests that beyond the commonly recognized challenges with dyslexia, these students often struggle significantly with language skills that are critical for academic success. Therefore, systematic oral language screening and targeted language interventions are crucial in supporting the broader educational needs of children with dyslexia.</p>\u0000 </div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"279 - 303"},"PeriodicalIF":4.5,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00357-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214537","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}