Annals of Dyslexia最新文献_第3页

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 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub 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 : 2024-04-01 Epub 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

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 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub 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":"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 g = -.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.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-01","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

Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter? 儿童期阅读和数学障碍预测成年期心理健康:适应力和应对方式重要吗?

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub Date: 2023-10-25 DOI: 10.1007/s11881-023-00290-8

Tuija Aro, Ahmet Bilal Özbek, Minna Torppa

{"title":"Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?","authors":"Tuija Aro, Ahmet Bilal Özbek, Minna Torppa","doi":"10.1007/s11881-023-00290-8","DOIUrl":"10.1007/s11881-023-00290-8","url":null,"abstract":"We studied the associations between childhood-identified learning disabilities and adult-age mental health and whether adult-age reading and math skills, coping styles, or resilience influenced the associations. The participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading disability (RD), 22 (14%) had a math disability (MD), 21 (13%) had RD + MD identified in childhood, and 68 (43%) were population-based controls, matched based on gender, age, and place of residence. At ages 20-40 (Mage = 29), they reported their mental health, coping styles, and resilience, and their reading and math skills were assessed. The hierarchical regression analyses, predicting mental health with RD, MD, and their interaction while controlling for gender and age, indicated that childhood MD predicted the occurrence of more mental health problems in adulthood, but this was not observed in the case of RD. The RDxMD positive interaction effect reflected better mental health in both the RD and the RD + MD groups than in the MD group. Controlling for adult-age reading and math skills had no effect on the association between MD and mental health outcomes while controlling for resilience and coping styles diminished the impact of MD. Strong resilience without the use of an emotion-oriented coping may thus alleviate the association between MD and mental health. As childhood MD can have long-term associations with mental health problems, these issues need to be addressed in school, at work, and in healthcare. Based on our findings, strengthening effective coping and resilience may be one avenue of support.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10847185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50159046","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

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 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub 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":"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).","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-01","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 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub 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":"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 (n = 63) and without (n = 63) dyslexia, aged 8-11 (41 boys and 22 girls, in each group; and age: M = 9.43 years; SD = 1.14 and M = 9.46; SD =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.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-01","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

Are children with early literacy difficulties at risk for anxiety disorders in late childhood? 早期识字困难的儿童在儿童后期是否有患焦虑症的风险？

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2024-04-01 Epub Date: 2023-11-08 DOI: 10.1007/s11881-023-00291-7

Apostolos Kargiotidis, George Manolitsis

{"title":"Are children with early literacy difficulties at risk for anxiety disorders in late childhood?","authors":"Apostolos Kargiotidis, George Manolitsis","doi":"10.1007/s11881-023-00291-7","DOIUrl":"10.1007/s11881-023-00291-7","url":null,"abstract":"The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two children with typical literacy development were assessed at the beginning of grade 2 and at the end of grade 3 on standardized literacy measures (reading accuracy, text-reading fluency, reading comprehension, and spelling). In grade 5, teachers were asked to rate their children's social and generalized anxiety levels and inattentive behavior in the school context. Results of one-way ANCOVAs showed that children with literacy difficulties were experiencing more social anxiety than typically developing children. Furthermore, children with both reading and spelling difficulties, but not those with single reading or spelling difficulties, had more social anxiety. These findings suggest that there is a close connection between early literacy difficulties and social anxiety in upper elementary grades and particularly among children with both reading and spelling difficulties. Implications for both teachers and other professionals who support children's socioemotional development will be discussed.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10847176/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487349","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

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

IF 2.3 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":"https://doi.org/10.1007/s11881-023-00297-1","url":null,"abstract":"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.","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children 识别贫困读者的ReadFree工具：一项基于机器学习方法的对单语和少数民族儿童的验证研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-08-07 DOI: 10.1007/s11881-023-00287-3

Desiré Carioti, Natale Adolfo Stucchi, Carlo Toneatto, Marta Franca Masia, Milena Del Monte, Silvia Stefanelli, Simona Travellini, Antonella Marcelli, Marco Tettamanti, Mirta Vernice, Maria Teresa Guasti, Manuela Berlingeri

{"title":"The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children","authors":"Desiré Carioti, Natale Adolfo Stucchi, Carlo Toneatto, Marta Franca Masia, Milena Del Monte, Silvia Stefanelli, Simona Travellini, Antonella Marcelli, Marco Tettamanti, Mirta Vernice, Maria Teresa Guasti, Manuela Berlingeri","doi":"10.1007/s11881-023-00287-3","DOIUrl":"10.1007/s11881-023-00287-3","url":null,"abstract":"<div>In this study, we validated the “ReadFree tool”, a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8–13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the “ReadFree tool” were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC’s performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.</div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-023-00287-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9947597","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: 2

Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects 城市低收入教室幼儿教育工作者语音意识的专业发展：一项考察剂量效应的试点研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-07-29 DOI: 10.1007/s11881-023-00289-1

Jayne E. Jaskolski, Maura Jones Moyle

{"title":"Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects","authors":"Jayne E. Jaskolski, Maura Jones Moyle","doi":"10.1007/s11881-023-00289-1","DOIUrl":"10.1007/s11881-023-00289-1","url":null,"abstract":"<div>Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this pilot study were to examine the effects of differing dosages of professional development in phonological awareness on early childhood educators’ (ECEs) own phonological awareness skills and instructional practices, and to examine the effects on child outcomes. The comparison group consisted of 10 ECEs who were receiving professional development in emergent literacy and a sample of 59 children from their classrooms. The intervention group was composed of 10 similar ECEs who were in the same general professional development program but received an increased dosage of training focused on phonological awareness, and a sample of 53 children from their classrooms. Results showed that ECEs in the intervention group exhibited significantly greater improvements in their own phonological awareness skills and the quality of their instructional practices than the comparison group of ECEs. In addition, children in the intervention classrooms exhibited significantly larger gains on phonological awareness skills and upper-case alphabet knowledge. The results suggest that providing increased dosages of professional development focused on code-focused early literacy skills benefits both the ECEs and children in their classrooms. Implications of the current study and directions for future research are discussed.</div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10265827","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