Annals of Dyslexia最新文献_第3页

The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei 不同文化背景下有阅读障碍的中国儿童的认知语言特征和学习成绩：北京、香港和台北。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-02-06 DOI: 10.1007/s11881-024-00301-2

Dora Jue Pan, Xiangzhi Meng, Jun Ren Lee, Melody Chi Yi Ng, Catherine McBride

{"title":"The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei","authors":"Dora Jue Pan, Xiangzhi Meng, Jun Ren Lee, Melody Chi Yi Ng, Catherine McBride","doi":"10.1007/s11881-024-00301-2","DOIUrl":"10.1007/s11881-024-00301-2","url":null,"abstract":"<div><p>This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 2","pages":"222 - 242"},"PeriodicalIF":2.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139693237","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

Dyslexia and mental health problems: introduction to the special issue 阅读障碍与心理健康问题：特刊导言。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-01-29 DOI: 10.1007/s11881-024-00300-3

George K. Georgiou, Rauno Parrila, Genevieve McArthur

引用次数: 0

Understanding the relation between reading and anxiety among upper elementary students with reading difficulties 了解有阅读困难的小学高年级学生的阅读与焦虑之间的关系。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-01-16 DOI: 10.1007/s11881-024-00299-7

Sarah Fishstrom, Philip Capin, Anna-Mari Fall, Gregory Roberts, Amie E. Grills, Sharon Vaughn

引用次数: 0

Towards a dynamic, comprehensive conceptualization of dyslexia 实现动态、全面的阅读障碍概念化

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-01-13 DOI: 10.1007/s11881-023-00297-1

Maryanne Wolf, Rebecca J. M. Gotlieb, Sohyun An Kim, Veronica Pedroza, Laura V. Rhinehart, Maria Luisa Gorno Tempini, Sue Sears

{"title":"Towards a dynamic, comprehensive conceptualization of dyslexia","authors":"Maryanne Wolf, Rebecca J. M. Gotlieb, Sohyun An Kim, Veronica Pedroza, Laura V. Rhinehart, Maria Luisa Gorno Tempini, Sue Sears","doi":"10.1007/s11881-023-00297-1","DOIUrl":"10.1007/s11881-023-00297-1","url":null,"abstract":"<div><p>Here we build from the central strength of the existing definition of dyslexia—its emphasis on neurobiological origins—and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 3","pages":"303 - 324"},"PeriodicalIF":2.1,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-023-00297-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139462157","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

The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample COVID一代：在荷兰样本中，在线阅读障碍治疗与面对面治疗同样有效。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-01-11 DOI: 10.1007/s11881-023-00298-0

Cara Verwimp, Anniek Vaessen, Patrick Snellings, Reinout W. Wiers, Jurgen Tijms

引用次数: 0

Revisiting the definition of dyslexia 重新审视阅读障碍的定义。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2024-01-09 DOI: 10.1007/s11881-023-00295-3

Hugh W. Catts, Nicole Patton Terry, Christopher J. Lonigan, Donald L. Compton, Richard K. Wagner, Laura M. Steacy, Kelly Farquharson, Yaacov Petscher

引用次数: 0

Mental health among children with and without reading difficulties 有阅读困难和没有阅读困难的儿童的心理健康。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2023-12-29 DOI: 10.1007/s11881-023-00296-2

Miao Li, Wei Zhao, Mengmeng Liu, Lele Zhang, Gen Li

{"title":"Mental health among children with and without reading difficulties","authors":"Miao Li, Wei Zhao, Mengmeng Liu, Lele Zhang, Gen Li","doi":"10.1007/s11881-023-00296-2","DOIUrl":"10.1007/s11881-023-00296-2","url":null,"abstract":"<div><p>This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi’an, China. Children with and without RD were compared to their depression and anxiety. Additionally, children’s self-ratings, parents’ ratings, and teachers’ ratings of depression and anxiety were compared to better understand mental health issues of Chinese children with RD. The findings showed that Chinese children with RD experienced more depression but not anxiety compared to their typically developing peers across all three grade levels. Reports from all three informants consistently reflected that children with RD experienced more depression. However, some inconsistencies were found between self-reported levels of depression and anxiety and the observations made by parents and teachers. Children reported experiencing more depression than their parents and teachers observed but less anxiety than their parents reported. This study emphasizes the importance of understanding the links between RD and mental health and the need for appropriate intervention programs to help children with RD cope with the mental health challenges.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"27 - 46"},"PeriodicalIF":2.1,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139075484","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

Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis 有阅读、数学和不明学习困难的人的内化问题：系统回顾和荟萃分析。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2023-12-22 DOI: 10.1007/s11881-023-00294-4

Ana Paula Alves Vieira, Peng Peng, Andrea Antoniuk, Jodi DeVries, Kyriakoula Rothou, Rauno Parrila, George Georgiou

{"title":"Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis","authors":"Ana Paula Alves Vieira, Peng Peng, Andrea Antoniuk, Jodi DeVries, Kyriakoula Rothou, Rauno Parrila, George Georgiou","doi":"10.1007/s11881-023-00294-4","DOIUrl":"10.1007/s11881-023-00294-4","url":null,"abstract":"<div><p>We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 – 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's <i>g</i> = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"4 - 26"},"PeriodicalIF":2.1,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138886231","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

Are comorbidities of poor reading related to elevated anxiety in children? 阅读能力差的并发症与儿童焦虑症的升高有关吗？

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2023-12-22 DOI: 10.1007/s11881-023-00292-6

Genevieve McArthur, Amy Doust, Erin Banales, Serje Robidoux, Saskia Kohnen

{"title":"Are comorbidities of poor reading related to elevated anxiety in children?","authors":"Genevieve McArthur, Amy Doust, Erin Banales, Serje Robidoux, Saskia Kohnen","doi":"10.1007/s11881-023-00292-6","DOIUrl":"10.1007/s11881-023-00292-6","url":null,"abstract":"<div><p>Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the “real world”, many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities — inattention, hyperactivity, language difficulties — experience more anxiety than children with dyslexia without these comorbidities; and (2) if any type of comorbidity is related to a certain type of anxiety (reading, social, generalised, or separation). The data of 82 children with dyslexia (mean age = 9 years and 4 months; 25 girls) were analysed using Fisher exact tests, which revealed that those with inattention (40.54%) or hyperactivity (42.30%) were statistically significantly more likely to experience elevated anxiety than children with dyslexia without these comorbidities (8.11 and 14.28%, respectively). This was not the case for language difficulties (24.5% versus 30%). Spearman ρ correlations (α = .05) indicated significant moderate relationships between inattention and reading anxiety (.27), social anxiety (.37), and generalised anxiety (.24); and between hyperactivity and social anxiety (.24) and generalised anxiety (.28). There were no significant correlations between language and anxiety. Examination of highly inter-correlated variables suggested a specific relationship between one type of comorbidity (inattention) and one type of anxiety (reading anxiety).</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"47 - 65"},"PeriodicalIF":2.1,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138886230","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

Anxiety and coping strategies among dyslexics in Ethiopia 埃塞俄比亚阅读障碍患者的焦虑和应对策略。

IF 2.1 3区教育学

Annals of Dyslexia Pub Date : 2023-11-27 DOI: 10.1007/s11881-023-00293-5

Abebayehu Messele Mekonnen, Linda Visser, Janin Brandenburg

{"title":"Anxiety and coping strategies among dyslexics in Ethiopia","authors":"Abebayehu Messele Mekonnen, Linda Visser, Janin Brandenburg","doi":"10.1007/s11881-023-00293-5","DOIUrl":"10.1007/s11881-023-00293-5","url":null,"abstract":"<div><p>Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with respect to this issue is still limited. This study examined anxiety and coping strategies of children with and without dyslexia in Ethiopia, where the majority of its cultural dimensions could be regarded as collectivistic. A total of 126 children with (<i>n</i> = 63) and without (<i>n</i> = 63) dyslexia, aged 8–11 (41 boys and 22 girls, in each group; and age: <i>M</i> = 9.43 years; <i>SD</i> = 1.14 and <i>M</i> = 9.46; <i>SD</i> =1.11), participated. Dyslexia was assessed using an Amharic dyslexia assessment battery, while anxiety level and coping strategy were respectively measured using the Spence Children’s Anxiety Scales (SCAS) and the Children’s Coping Questionnaire (CCQ), both translated into Amharic. Results indicated that dyslexia was associated with higher levels of anxiety (especially generalized anxiety) and lower levels of support-seeking coping strategies. We discuss these results in the light of the cultural and institutional context in Ethiopia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"66 - 81"},"PeriodicalIF":2.1,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138446581","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