Annals of Dyslexia最新文献_第4页

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 2.1 3区教育学

Annals of Dyslexia Pub 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":"<div><p>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.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"82 - 96"},"PeriodicalIF":2.1,"publicationDate":"2023-11-08","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

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 2.1 3区教育学

Annals of Dyslexia Pub 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":"<div><p>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 (<i>M</i><sub>age</sub> = 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.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"74 1","pages":"97 - 122"},"PeriodicalIF":2.1,"publicationDate":"2023-10-25","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

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><p>In this study, we validated the “<i>ReadFree tool</i>”, 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 (<i>N</i> = 37) and good readers (<i>N</i> = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the <i>“ReadFree tool</i>” 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 Entrainment<sub>100bpm</sub> 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.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"356 - 392"},"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><p>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.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"440 - 468"},"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

Intervention targeting different visual attention span components in Chinese children with developmental dyslexia: a study based on Bundesen’s theory of visual attention 针对中国发育性阅读障碍儿童不同视觉注意广度成分的干预：基于Bundesen视觉注意理论的研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-07-08 DOI: 10.1007/s11881-023-00288-2

Xiaoyu Ren, Jie Li, Jinqiu Liu, Duo Liu, Jing Zhao

{"title":"Intervention targeting different visual attention span components in Chinese children with developmental dyslexia: a study based on Bundesen’s theory of visual attention","authors":"Xiaoyu Ren, Jie Li, Jinqiu Liu, Duo Liu, Jing Zhao","doi":"10.1007/s11881-023-00288-2","DOIUrl":"10.1007/s11881-023-00288-2","url":null,"abstract":"<div><p>Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom–up (BotU) and top–down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual processing speed; the latter consists of the spatial bias of attentional weight and the inhibitory control. Then, what about the influences of the BotU and TopD components on reading? Are there differences in the roles of the two types of attentional processes in reading? This study addresses these issues by using two types of training tasks separately, corresponding to the BotU and TopD attentional components. Three groups of Chinese children with dyslexia—15 children each in the BotU training, TopD training, and non-trained active control groups were recruited here. Participants completed reading measures and a CombiTVA task which was used to estimate VAS subcomponents, before and after the training procedure. Results showed that BotU training improved both the within-category and between-category VAS subcomponents and sentence reading performance; meanwhile, TopD training enhanced character reading fluency through improving spatial attention capacity. Moreover, benefits on attentional capacities and reading skills in the two training groups were generally maintained three months after the intervention. The present findings revealed diverse patterns in the influences of VAS on reading within the TVA framework, which contributes to enriching the understanding of VAS-reading relation.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"487 - 509"},"PeriodicalIF":2.3,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9752469","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

A national test of dyslexia 一项全国性的阅读障碍测试。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-07-07 DOI: 10.1007/s11881-023-00285-5

Mads Poulsen, Holger Juul, Carsten Elbro

{"title":"A national test of dyslexia","authors":"Mads Poulsen, Holger Juul, Carsten Elbro","doi":"10.1007/s11881-023-00285-5","DOIUrl":"10.1007/s11881-023-00285-5","url":null,"abstract":"<div><p>Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of “a standardized, electronically administered test of dyslexia for use […] from primary Grade 3 and up through all educational levels to 5-year university education.” The present paper reports from the development of this National Dyslexia Test. The paper focuses on the definition of dyslexia and the composition, reliability, and validity of the test. Data from the development of the test demonstrate the psychometric properties of the test. Reliability was indicated by a high agreement between the two (computer-administered) measures that are part of the test. External convergent validity was indicated by a high agreement between test results and results from prior practice and by agreement between test results and reading comprehension of educational texts. The paper concludes with a discussion of the practical uses and potential issues with the test since its release in 2015.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"337 - 355"},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-023-00285-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9759214","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

What do classroom teachers of varying backgrounds know about English spelling? 不同背景的课堂教师对英语拼写了解多少？

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-07-07 DOI: 10.1007/s11881-023-00286-4

Ramona T. Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell, Malt Joshi

{"title":"What do classroom teachers of varying backgrounds know about English spelling?","authors":"Ramona T. Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell, Malt Joshi","doi":"10.1007/s11881-023-00286-4","DOIUrl":"10.1007/s11881-023-00286-4","url":null,"abstract":"<div><p>The ability\u0000to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such as dyslexia. Because of the multiple benefits of knowing how to spell correctly, it is important for teachers to know the structure of the English language, so they can explicitly teach spelling. Through the administration of a survey, this study assessed 324 U.S. teachers' knowledge of English spelling patterns (Part 1). In addition, the inclusion of survey items intended to measure teachers' awareness of how children's spelling can be influenced by either African American English or the overlap between Spanish and English in emergent bilinguals. African American English and Spanish were chosen due to the underperformance of many African American and Hispanic/Latinx students on national and state reading assessments. Part 2 of the survey assessed teachers’ self-efficacy in teaching spelling, while Part 3 assessed teachers’ philosophy about spelling and teaching spelling. The Rasch analyses revealed that teachers whose primary area of teaching was reading outperformed those whose primary area of teaching was not reading. Additionally, teachers who taught Emergent Bilinguals outperformed those who did not on the constructs measuring words with possible influences of Spanish language on the spelling of English words. Several spelling patterns posed problems for all groups of teachers, while others were the least difficult for teachers. Practical and research implications are addressed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"415 - 439"},"PeriodicalIF":2.3,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9759213","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

A realist review of dyslexia pilot project research 阅读障碍试点项目研究的现实主义回顾。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-06-10 DOI: 10.1007/s11881-023-00284-6

Brian Gearin, Jessica Turtura, Kim Anderson, Melissa Colsman, Samantha Durrance, Wendy McColskey, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik

引用次数: 0

Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties 语篇转换特征对阅读和语言困难儿童阅读理解的影响。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-04-29 DOI: 10.1007/s11881-023-00281-9

Jennifer L. Keelor, Nancy A. Creaghead, Noah H. Silbert, Allison D. Breit, Tzipi Horowitz-Kraus

{"title":"Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties","authors":"Jennifer L. Keelor, Nancy A. Creaghead, Noah H. Silbert, Allison D. Breit, Tzipi Horowitz-Kraus","doi":"10.1007/s11881-023-00281-9","DOIUrl":"10.1007/s11881-023-00281-9","url":null,"abstract":"<div><p>This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) <i>silent read</i>, (b) <i>read aloud</i>, (c) <i>listen only</i>, (d) <i>TTS with no highlighting</i>, and (e) <i>TTS with highlighting.</i> Students answered multiple-choice comprehension questions following each condition. Mixed ANOVAs were performed to determine whether <i>TTS</i> improved reading comprehension. <i>TTS</i> significantly improved comprehension in comparison to <i>no TTS</i>, and specifically, <i>TTS with no highlighting</i> and <i>TTS with highlighting</i> resulted in significantly higher comprehension scores compared to <i>silent read</i>. No other significant differences were found across conditions including between the presentational features of TTS, specifically <i>TTS with no highlighting</i> and <i>TTS with highlighting</i> conditions. Students were grouped as dyslexia only or reading and language impairment based on their test results. Findings suggested that students with dyslexia only scored significantly higher on reading comprehension questions in all reading conditions and derived significantly more benefit in reading comprehension from <i>TTS</i> and the <i>listen only</i> condition compared to students with Reading and Language Impairment. Overall, TTS may be a helpful tool for supporting the reading comprehension of students with reading and language difficulties, particularly for students with dyslexia only; however, further studies are needed to explore the benefits of TTS’ presentational features such as highlighting with students with reading and language difficulties.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 3","pages":"469 - 486"},"PeriodicalIF":2.3,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-023-00281-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9358139","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

Reading and writing difficulties in bilingual learners 双语学习者的阅读和写作困难

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2023-04-18 DOI: 10.1007/s11881-023-00282-8

Jie Zhang, Qiuying Wang

引用次数: 0