Annals of Dyslexia最新文献

{"title":"Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study.","authors":"Maud Rasamimanana, Raphaël Mizzi, Jean-Baptiste Melmi, Sophie Saffi, Pascale Colé","doi":"10.1007/s11881-025-00359-6","DOIUrl":"https://doi.org/10.1007/s11881-025-00359-6","url":null,"abstract":"<p><p>Research has reported persistent word reading deficits in adults with dyslexia. Comics, with their pictures, might be an effective way to facilitate word recognition and comprehension processes. This study aims to test the potential benefit of comics for reading comprehension in university students with dyslexia. 40 French-speaking university students with dyslexia and 40 skilled readers read two stories in both comic and text formats while their eye movements were recorded and then answered comprehension questions. Although there was no difference between readers with and without dyslexia on comic reading comprehension, the difference between the time needed to read the two formats was larger in participants with dyslexia than in skilled readers, suggesting that the former benefitted more from reading comics than skilled readers. Additionally, both groups of readers read words in balloons faster than words in linear text, although participants with dyslexia were still slower than skilled readers. Finally, readers with dyslexia relied more on picture processing to understand the comics' content, spending more time on pictures, revisiting previously seen pictures more often, and making more saccades between balloons and their corresponding pictures than skilled readers. Picture processing may be central to comic reading comprehension and may enhance reading outcomes by facilitating the processing of both the story's content and the words in balloons, especially for students with dyslexia.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214580","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":"Accounting for oral language skills in children with dyslexia: a review of the literature","authors":"Kathryn L. Cabbage,&nbsp;Ann Marie Trumbo,&nbsp;Natalie K. Miller,&nbsp;Tiffany P. Hogan","doi":"10.1007/s11881-025-00361-y","DOIUrl":"10.1007/s11881-025-00361-y","url":null,"abstract":"<div>\u0000 \u0000 <p>Oral language skills are an essential consideration in assessing and treating children with dyslexia, yet it is not clear whether investigators conducting research with children with dyslexia consistently account for oral language skills in their participant samples. Failing to account for oral language may present an inherent confound for the interpretation and conclusions drawn about children with dyslexia in research. In the present study we conducted a review of the literature from the years 2000–2022 across multiple disciplines that study children with dyslexia including: medicine, psychology, education, and speech-language pathology. We coded criteria used to categorize children as dyslexic, including whether or not oral language skills were accounted for diagnostically or descriptively. Across all disciplines phonological awareness was the most common oral language skill assessed. Research articles from the field of speech-language pathology were more likely to include measures of oral language than other disciplines. To better understand the role of oral language in dyslexia, we recommend researchers and professionals include more comprehensive oral language assessment when assessing children with dyslexia.</p>\u0000 </div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 :","pages":"227 - 251"},"PeriodicalIF":4.5,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214627","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":"Alphabet learning and the uppercase facilitation effect.","authors":"Somin Park, Shayne B Piasta","doi":"10.1007/s11881-025-00360-z","DOIUrl":"https://doi.org/10.1007/s11881-025-00360-z","url":null,"abstract":"<p><p>Alphabet knowledge is a vital learning target during early childhood, including for children who are at risk for reading difficulties. For these children, we need to provide effective, efficient, evidence-based instruction. In this study, we examined the uppercase facilitation effect (i.e., children are more likely to identify lowercase letters when they know the corresponding uppercase forms) in the context of alphabet learning and thus its potential to be leveraged as an instructional strategy. Thirty-six 3:5 to 5:5 years old children at risk for reading difficulties due to low alphabet knowledge (18 girls; 50 months old on average; 22 English monolinguals and 14 emergent bilinguals) participated in a within-subjects experiment. Children received 1:1 alphabet instruction on individually selected letters, with other letters serving as controls. We evaluated participating children's letter name and sound production pre- and post-instruction. We accounted for letters being nested within each child using multilevel logistic regression. Children were more likely to know lowercase letters if they knew the corresponding uppercase letters, regardless of whether the letters were taught or not taught. The uppercase facilitation effect did not apply in the context of alphabet learning. We discuss instructional implications.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145935506","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":"Event-related potentials in the “Triangle” framework of reading and developmental dyslexia: a systematic review","authors":"Silvia Siu-Yin Clement-Lam,&nbsp;Oliver Lasnick,&nbsp;Brianna Kinnie,&nbsp;Ayan Mitra,&nbsp;Cheryl Lyon,&nbsp;Devin Kearns,&nbsp;Fumiko Hoeft","doi":"10.1007/s11881-025-00353-y","DOIUrl":"10.1007/s11881-025-00353-y","url":null,"abstract":"<div><p>Event-related potentials (ERPs) are widely used to investigate the neural underpinnings of reading and developmental dyslexia, yet there are significant disparities in methodological approach. This poses a challenge for generalizability and interpretation. This systematic review synthesizes studies that investigate ERPs associated with cognitive-linguistic correlates of reading and dyslexia in the “triangle” framework of reading: orthography, phonology, and semantics. Using the 2020 PRISMA guidelines, we performed title/abstract and full-text screening of 1,286 papers identified via database search. Included studies (<i>N</i> = 56) were categorized in terms of the cognitive-linguistic processes examined: (1) orthographic (including lexico-orthographic processing), (2) phonological, (3) orthographic-phonological (integration/processing), and/or (4) semantic. This comprehensive review synthesizes prominent ERP components and time windows that characterize these processes. Across studies, individuals with dyslexia generally exhibit atypical ERP responses during orthography and phonology, whereas results for semantic processing are ambiguous and underexplored. Nonetheless, inconsistencies across studies were noted, and quality assessment indicates a greater need for transparency in methods/results reporting, that is critical for reproducible sciences in dyslexia research.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"156 - 205"},"PeriodicalIF":2.3,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12854077/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145744803","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":"Challenging school-related situations faced by students with dyslexia: a scoping review.","authors":"Julia Mori, Katharina Prinz, Ursula Fischer, Liliana Tönnissen, Claudia Hofmann, Jennifer Plank, Dennis Hövel, Alfred Schabmann, Barbara Gasteiger-Klicpera, Barbara M Schmidt","doi":"10.1007/s11881-025-00356-9","DOIUrl":"https://doi.org/10.1007/s11881-025-00356-9","url":null,"abstract":"<p><p>Children and young people with dyslexia face a variety of challenges in everyday school life, which can affect their intellectual and emotional development. While the potential consequences of dyslexia are well-documented, little is known about the specific challenging situations in the school context these children face. This scoping review addresses this gap by systematically identifying and categorising school-related stressors experienced by students with dyslexia. A literature search between 2000 and 2025 was conducted via EBSCOhost across five databases in the fields of education and psychology. A total of 30 peer-reviewed studies were included for full-text analysis. The majority of studies (n = 23) were qualitative, complemented by quantitative (n = 4) and mixed-method studies (n = 3). All participants had a formal diagnosis of dyslexia and described their school-related experiences either currently or retrospectively. The reported school-related challenging situations were assigned to two main categories: social environment and student-related stressors. Many typical school routines-such as reading aloud in front of the class, peer comparisons, or public error correction-emerged as particularly distressing. These practices are rarely questioned but can lead to humiliation, anxiety, and fear of failure for students with dyslexia. Recognising the subjective experiences of students with dyslexia offers valuable insights for developing more inclusive educational practices and targeted socio-emotional support.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145744712","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":"Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin data.","authors":"Shuting Huo, Anna Jia-Jun Zhang, Mo Zheng, Urs Maurer, Catherine McBride, Tomohiro Inoue","doi":"10.1007/s11881-025-00355-w","DOIUrl":"https://doi.org/10.1007/s11881-025-00355-w","url":null,"abstract":"<p><p>The present study examined 1) basic biliteracy difficulty subtypes in Chinese (L1) and English (L2) Hong Kong Chinese children, 2) genetic-versus-environmental aetiologies for the subtypes, and 3) the moderating role of SES and school language use in the aetiologies. Four hundred fifty-six twin pairs (91.08 ± 13.20 months, 50% female) were assessed on Chinese and English word reading and spelling skills. Results of latent profile analysis identified four biliteracy profiles: 51.2% Chinese-dominant learners (CDL), 17.0% poor biliterate learners (PBL), 12.4% English-poor Chinese-dominant learners (EPCDL), and 19.4% English-dominant learners (EDL). Focusing on the difficulty profiles, results of familial resemblance showed that the additive genetic factor (55%) contributed more than the environmental factors to the probability of PBL, while the shared environmental factors (56%) contributed more than the genetic (25%) and unique environmental factors to the probability of EPCDL. Low SES was associated with a higher probability of PBL and EPCDL, and it exacerbated the genetic contribution to both difficulty profiles. The current findings suggest the influence of environmental factors underlying basic biliteracy difficulties, although we cannot rule out the possibility of high heritability, which appears to be the case for both L1 Chinese and L2 English.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679120","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":"Kindergarten predictors of dyslexia pathways in Hebrew: a 5-year longitudinal study","authors":"Rotem Yinon,&nbsp;Dana Tal,&nbsp;Shelley Shaul,&nbsp;Yaniv Kanat-Maymon,&nbsp;Tami Katzir","doi":"10.1007/s11881-025-00354-x","DOIUrl":"10.1007/s11881-025-00354-x","url":null,"abstract":"<div><p>While dyslexia is often considered a uniformly persistent condition, research has identified two additional developmental pathways: resolving and late-emerging dyslexia. Yet, most studies have focused on Western languages, and only a few have examined kindergarten predictors of these pathways, with morphological awareness largely overlooked. This five-year longitudinal study examined dyslexia pathways and their kindergarten predictors, including morphological awareness, in Hebrew—a Semitic language with distinct orthographic and morphological features. A cohort of 515 Hebrew-speaking children was followed from kindergarten through Grades 1 and 4. Dyslexia pathways were classified using dual cut-off criteria (≤ 16th percentile for dyslexia, ≥ 25th percentile for typical readers) based on word-reading fluency in Grades 1 and 4. Kindergarten measures included phonological awareness, letter knowledge, rapid automatized naming, and morphological awareness. Among children with dyslexia, three pathways were identified: persistent (35%), resolving (33%), and late-emerging (32%). Multinomial logistic regression, with typically developing readers as the reference group, revealed distinct kindergarten predictors. Letter knowledge deficits characterized all pathways. Phonological awareness predicted persistent and resolving dyslexia. Rapid naming predicted only persistent dyslexia, distinguishing it from resolving dyslexia. Morphological awareness uniquely predicted late-emerging dyslexia. These findings extend dyslexia pathway research to Semitic languages, showing how typological features shape pathway prevalence. They provide the first evidence that kindergarten morphological awareness deficits uniquely predict late-emerging dyslexia, demonstrating how the universal phonological-to-morphological shift in reading manifests in dyslexia trajectories and underscoring the need for comprehensive early screening approaches.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"117 - 136"},"PeriodicalIF":2.3,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00354-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145606892","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":"(Not so) universal literacy screening: a survey of educators reveals variability in implementation","authors":"Ola Ozernov-Palchik,&nbsp;Zoe Elizee,&nbsp;Fabio Catania,&nbsp;Meral Hacikamiloglu,&nbsp;Stefanie Shattuck-Hufnagel,&nbsp;Yaacov Petscher,&nbsp;Satrajit Ghosh,&nbsp;John D. E. Gabrieli","doi":"10.1007/s11881-025-00342-1","DOIUrl":"10.1007/s11881-025-00342-1","url":null,"abstract":"<p>Currently, most states in the United States have enacted legislation mandating universal screening for literacy risk in kindergarten through 3rd grade. However, the degree to which these policies translate into consistent, high-quality screening practices remains unclear. In this survey study, we collected responses from a diverse sample of K–3 educators (<i>N</i> = 251) across 39 states, representing varied school types, professional roles, and experience levels, to examine the real-world implementation of universal screening. Guided by the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, we analyzed quantitative and qualitative data to identify real-world factors that could impede the fidelity and effectiveness of screening implementation. We found substantial variability across multiple dimensions of literacy screening implementation. Educators described considerable variation in screener selection, administration practices, testing environments, training quality, scoring accuracy, and the use of results to guide intervention. Notably, many indicated insufficient training and professional development, expressing uncertainty about administering and interpreting screeners, particularly for English language learners. Nearly half also reported the absence of systematic procedures for developing intervention plans, suggesting that many students identified as at risk do not receive appropriate follow-up support. These implementation challenges occurred despite widespread recognition among educators of screening’s importance for early literacy intervention. Educators from lower-socioeconomic status schools reported significantly greater time burdens in conducting screenings and more technology-related challenges compared to their higher-SES counterparts. Without systematic improvements to implementation support and training, current screening initiatives may fail to achieve their intended goal of early identification and intervention for struggling readers.\u0000</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 on","pages":"489 - 523"},"PeriodicalIF":2.3,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00342-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145394111","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":"Pre-service teachers’ knowledge of language and literacy concepts: The skeleton in Canada’s closet?","authors":"George K. Georgiou,&nbsp;Abigail R. Peyton,&nbsp;Andrea Antoniuk,&nbsp;Pamela Beach,&nbsp;Andrea Fraser,&nbsp;John R. Kirby,&nbsp;Perry Klein,&nbsp;Guofang Li,&nbsp;Jamie Metsala,&nbsp;Amin Mousavi,&nbsp;Jodi Nickel,&nbsp;Robert Savage,&nbsp;R. Malatesha Joshi","doi":"10.1007/s11881-025-00351-0","DOIUrl":"10.1007/s11881-025-00351-0","url":null,"abstract":"<div><p>The overall goal of this study was to examine pre-service teachers’ knowledge of language and literacy concepts across different provinces in Canada. Eight hundred and eighty-three pre-service teachers completed a survey measuring their knowledge of three literacy components (phonological awareness, phonics and morphology). Results showed first that they had an overall score of 65% in phonological awareness, 62% in phonics and 37% in morphology. Second, they did significantly better in questions of implicit knowledge than explicit knowledge. Finally, their ratings of perceived ability in teaching the aforementioned concepts correlated significantly (<i>r</i>s ranged from .24 to .30) with their respective knowledge score. Taken together, these results suggest that many Canadian pre-service teachers have a rather limited understanding of the basic language and literacy concepts, particularly in the area of morphology. Given that these scores are not much different than those reported in the literature 10 years ago, we recommend that more substantive measures are put in place to bring that required knowledge to our pre-service teachers.\u0000</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"50 - 66"},"PeriodicalIF":2.3,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145356405","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":"Literacy legislation in practice: implementation, impact, and emerging lessons","authors":"Timothy N. Odegard,&nbsp;Colby Hall,&nbsp;Katy Kloberdanz","doi":"10.1007/s11881-025-00348-9","DOIUrl":"10.1007/s11881-025-00348-9","url":null,"abstract":"<div><p>In the past decade, states across the United States have enacted an unprecedented number of literacy laws, many of which have been spurred by growing awareness of dyslexia and calls to align instruction with the science of reading. These laws have reshaped policies on screening, curriculum adoption, educator preparation, and intervention. This Special Issue of <i>Annals of Dyslexia</i> contains eleven articles that collectively examine how literacy laws are being implemented, the opportunities and challenges they present, and their consequences for educators and students. Contributions include high-level analyses of dyslexia laws, state-level commentaries on implementation in Kansas and Ohio, survey-based studies of screening practices, reviews of curriculum adoption frameworks, investigations of preservice and in-service educator training, and an outcome study of identification rates and NAEP performance. Across these contributions, a central theme emerges: passing legislation is only the beginning. Effective impact depends on the systems, resources, and professional learning that carry policy into practice.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 on","pages":"401 - 409"},"PeriodicalIF":2.3,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145349202","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}