Annals of Dyslexia最新文献

{"title":"Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders’ discourse comprehension of first graders with ADHD","authors":"Yang Dong,&nbsp;Jianhong Mo,&nbsp;Xuecong Miao,&nbsp;Hao-Yuan Zheng,&nbsp;Chongbo Yuan,&nbsp;Pinyi Xin","doi":"10.1007/s11881-023-00280-w","DOIUrl":"10.1007/s11881-023-00280-w","url":null,"abstract":"<div><p>Cognitive \u0000flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i.e. scores in the ≤ 25th percentile of discourse comprehension but with adequate decoding skills and average decoding performance score within one standard deviation). In addition, the association of CF with CW identification performance, when the CW was located in either the first or second half of sentences, was tested with and without the interference of playing music. This study recruited 104 low-CF and 103 high-CF first grade students with ADHD and reading difficulties. Participants received measures of nonverbal intelligence, working memory, Chinese receptive vocabulary, Chinese word reading, CF and a music preference questionnaire. Additionally, participants completed the entire CW identification experiment (about 7 min) individually in a silent classroom located within the school campus. After controlling nonverbal intelligence, working memory, music preference, Chinese receptive vocabulary and Chinese word reading, the results showed that high-CF students had similar poetry discourse comprehension performance with low-CF students when the CWs were at the second half of a sentence. Moreover, high-CF students showed significantly better performance than low-CF students when the CWs were at the first half of the poetry sentences in both conditions with and without music, especially if the poetry sentence structure was more complicated than the typical ‘subject-verb-object’ sequence. All students with ADHD performed significantly worse in poetry discourse comprehension with music interference than without it. The results highlight the importance of CF in poetry discourse comprehension tasks, particularly when a poetry sentence uses a non-typical structure format. The possible effects of CF on poetry discourse comprehension are also discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"314 - 335"},"PeriodicalIF":2.3,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9613996","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":"Writing proficiency in English as L2 in Spanish children with dyslexia","authors":"Marta Álvarez-Cañizo,&nbsp;Olivia Afonso,&nbsp;Paz Suárez-Coalla","doi":"10.1007/s11881-023-00278-4","DOIUrl":"10.1007/s11881-023-00278-4","url":null,"abstract":"<div><p>Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"130 - 147"},"PeriodicalIF":2.3,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-023-00278-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9842722","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 fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia","authors":"Katlynn Dahl-Leonard,&nbsp;Colby Hall,&nbsp;Philip Capin,&nbsp;Emily J. Solari,&nbsp;Alisha Demchak,&nbsp;William J. Therrien","doi":"10.1007/s11881-023-00279-3","DOIUrl":"10.1007/s11881-023-00279-3","url":null,"abstract":"<div><p>Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K–5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"288 - 313"},"PeriodicalIF":2.3,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9619233","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":"Exploring reading profiles of rural school students","authors":"Johny Daniel,&nbsp;Amy Barth","doi":"10.1007/s11881-022-00276-y","DOIUrl":"10.1007/s11881-022-00276-y","url":null,"abstract":"<div><p>This study investigates the reading profiles of rural Grade 5 and 6 students (<i>N</i> = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading profiles in our sample: students with severe reading disabilities (&lt; 2%), students at high risk of reading disability (14%), students at some-risk of reading disability (46%), and students who are typical readers (38%). Lower performance on cognitive measures was associated with group membership in the severe reading profile group compared to the group of students at some-risk of reading failure. In contrast, higher performance on cognitive measures was associated with group membership in the typical reader group compared to students at some-risk of reading failure. In keeping with the findings from past studies documenting reader profiles, we found heterogeneity in the reading profiles of rural upper-elementary grade students. We discuss the need for multicomponent interventions that target all areas of reading with some flexibility in the dosage of each reading component dependent on the reader profiles established prior to intervention.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"235 - 259"},"PeriodicalIF":2.3,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00276-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9971066","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":"Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis","authors":"Elise Lefèvre,&nbsp;Eddy Cavalli,&nbsp;Pascale Colé,&nbsp;Jeremy M. Law,&nbsp;Liliane Sprenger-Charolles","doi":"10.1007/s11881-022-00277-x","DOIUrl":"10.1007/s11881-022-00277-x","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers seen at age 5, 38 students were subsequently diagnosed as either consistent dyslexic readers (18 DYS) or consistent typical readers (20 TR). Their phonological and lexical reading skills were assessed at ages 10 and 17 and their phonemic segmentation and discrimination skills at age 5. In comparison with TR of the same chronological age (CA-TR), individuals with dyslexia demonstrated an impairment of the two reading routes, especially of the phonological reading route. In the comparison with younger TR (age 10) of the same reading level (RL-TR), only a deficit of the phonological route is observed. In the multiple-case study, the comparisons with CA-TR showed a prevalence of mixed profiles and very few dissociated profiles, whereas the comparison with RL-TR resulted mostly in two profiles depending on the measure: a phonological profile when accuracy was used and a delayed profile when speed was used. In addition, the correlations between early phonemic segmentation and discrimination skills (age 5) and later reading skills (age 17) were significant, and in the group of individuals with dyslexia, early phonemic segmentation skills significantly predicted these later reading skills. Phonological reading deficits are persistent and mainly caused by early phonemic impairments.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"260 - 287"},"PeriodicalIF":2.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9971067","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":"Longitudinal predictors of French word reading difficulties among French Immersion children","authors":"Elizabeth MacKay,&nbsp;Xi Chen,&nbsp;S. Hélène Deacon","doi":"10.1007/s11881-022-00275-z","DOIUrl":"10.1007/s11881-022-00275-z","url":null,"abstract":"<div><p>In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada’s official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"73 - 89"},"PeriodicalIF":2.3,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00275-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9488523","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":"Perceived negative consequences of dyslexia: the influence of person and environmental factors","authors":"Loes Bazen,&nbsp;Elise H. de Bree,&nbsp;Madelon van den Boer,&nbsp;Peter F. de Jong","doi":"10.1007/s11881-022-00274-0","DOIUrl":"10.1007/s11881-022-00274-0","url":null,"abstract":"<div><p>Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"214 - 234"},"PeriodicalIF":2.3,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00274-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9613446","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":"EEG correlates of developmental dyslexia: a systematic review","authors":"Elisa Cainelli,&nbsp;Luca Vedovelli,&nbsp;Barbara Carretti,&nbsp;Patrizia Bisiacchi","doi":"10.1007/s11881-022-00273-1","DOIUrl":"10.1007/s11881-022-00273-1","url":null,"abstract":"<div><p>Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an online search of the PubMed and Scopus databases to identify published articles on EEG correlates in children with dyslexia aged 6 to 12 years without comorbidities. We follow the PRISMA guidelines and assess the quality using the Appraisal Tool questionnaire. Our final analysis included 49 studies (14% high quality, 63% medium, 20% low, and 2% very low). Studies differed greatly in methodology, making a summary of their results challenging. However, some points came to light. Even at rest, children with dyslexia and children in the control group exhibited differences in several EEG measures, particularly in theta and alpha frequencies; these frequencies appear to be associated with learning performance. During reading-related tasks, the differences between dyslexic and control children seem more localized in the left temporoparietal sites. The EEG activity of children with dyslexia and children in the control group differed in many aspects, both at rest and during reading-related tasks. Our data are compatible with neuroimaging studies in the same diagnostic group and expand the literature by offering new insights into functional significance.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"184 - 213"},"PeriodicalIF":2.3,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00273-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9669538","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":"Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects?","authors":"Jie Zhang,&nbsp;Huan Zhang,&nbsp;Jackie Eunjung Relyea,&nbsp;Ma. Glenda Lopez Wui,&nbsp;Yan Yan,&nbsp;Rosa Nam,&nbsp;Araceli Enriquez,&nbsp;Lana Kharabi-Yamato","doi":"10.1007/s11881-022-00270-4","DOIUrl":"10.1007/s11881-022-00270-4","url":null,"abstract":"<div><p>The current study aimed to investigate whether exposure to spellings would boost memory of meanings and spellings of morphologically complex words, and when spellings are present, whether drawing attention to the morphology of derivative words would activate morphological analysis and therefore enhance word learning. Participants were 36 fourth and fifth graders (20 Spanish speakers, and 16 English speakers) from an elementary school in the Southeastern U.S. students were randomly assigned to one of the two groups: (a) group A, simple spelling exposure group; and (b) group B, drawing attention to morphology group. Each group learned 12 low-frequency morphologically complex words (e.g., <i>odorous</i>) in two orthographic conditions: with the presence of spelling (1) and with the absence of spelling (2). Three learning trials and three test trials were interweaved. After each learning trial, students were prompted to meaning and spelling recall for each target word. Results have extended the evidence of orthographic facilitation effect to morphologically complex words. Students with both higher and lower word reading skills benefitted from spelling presence. Drawing attention to morphology did not enhance the memory of meanings and spellings of morphologically complex words, in comparison to spelling exposure only condition. Implications for vocabulary learning theories and instruction for linguistically diverse students were discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"148 - 163"},"PeriodicalIF":2.3,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00270-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9481752","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":"First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis","authors":"Jackie Eunjung Relyea,&nbsp;Eunsoo Cho,&nbsp;Elizabeth Zagata","doi":"10.1007/s11881-022-00272-2","DOIUrl":"10.1007/s11881-022-00272-2","url":null,"abstract":"<div><p>Although the important role of children’s executive function (EF) in their reading development has been well-established, less is known about the extent to which multilingual children’s EF components vary and whether the variability in different EF abilities explains multilingual children’s English reading achievement. The present study explored the US first-grade multilingual children’s (<i>N</i> = 3,819) profiles of EF abilities and how the profile membership was associated with their English reading achievement, using a nationally representative sample of multilingual children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2011) study. We fit latent profile analysis with various EF components, including working memory, cognitive flexibility, inhibitory control, approaches to learning, and attentional focus, and found three distinct EF profiles in multilingual children: (a) <i>Below-Average EFs with Above-Average Cognitive Flexibility</i> (10.13%), (b) <i>Above-Average EFs</i> (84.09%), and (c) <i>Very Low Cognitive Flexibility</i> (5.78%). Controlling for kindergarten English reading achievement scores and demographic variables, children in the <i>Above-Average EFs</i> profile attained a significantly higher English reading achievement score than their peers, while children in the <i>Very Low Cognitive Flexibility</i> group had the lowest English reading achievement score. Our findings highlight the importance of understanding multilingual children’s heterogeneity in EF and have implications for the early identification of and tailored intervention for multilingual children at risk for reading difficulties.\u0000</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"29 - 52"},"PeriodicalIF":2.3,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9487608","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}