Annals of Dyslexia最新文献_第6页

Reframing dyslexia: language and linguistic complexity, developmental risk, and the future of science of reading policy 重构阅读障碍：语言和语言复杂性，发展风险，以及阅读政策科学的未来。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-08-29 DOI: 10.1007/s11881-025-00344-z

Timothy Odegard, Megan Gierka, Nicole Ormandy

{"title":"Reframing dyslexia: language and linguistic complexity, developmental risk, and the future of science of reading policy","authors":"Timothy Odegard, Megan Gierka, Nicole Ormandy","doi":"10.1007/s11881-025-00344-z","DOIUrl":"10.1007/s11881-025-00344-z","url":null,"abstract":"<p>Policy change around dyslexia has accelerated in recent years, yet much of it still lags behind contemporary scientific understanding. Many statutes rely on categorical models that frame dyslexia as a fixed, phonological disorder and prescribe narrowly defined interventions. This commentary calls for a shift from policy proliferation to targeted refinement, advancing developmentally grounded, scientifically accurate legislation that is feasible to implement at scale. We identify three major areas of misalignment: definitions that fail to capture the multifactorial and language-based nature of dyslexia; screening frameworks that rely on parallel processes rather than integrated risk monitoring; and instructional mandates that privilege phonics while neglecting morphological, orthographic, and meaning-based language instruction. Drawing on current evidence, we propose six policy shifts that address dyslexia, developmental language disorder, and late-emerging reading difficulties and extend to science of reading policy more broadly. These recommendations emphasize translational fidelity, integrated literacy systems, sustained attention to oral language, and the prevention of reading difficulties across varied developmental trajectories.</p>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 on","pages":"410 - 422"},"PeriodicalIF":2.3,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974013","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

Thoughts on the Definition of Dyslexia 对阅读障碍定义的思考。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-08-14 DOI: 10.1007/s11881-025-00337-y

Linda S. Siegel, David P. Hurford, Jamie L. Metsala, Michaela R. Ozier, Alex C. Fender

引用次数: 0

Understanding the experience of adults with dyslexia: a quantitative and qualitative analysis 理解成人阅读障碍的经历：定量和定性分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-07-23 DOI: 10.1007/s11881-025-00336-z

Zoey Stark, Aaron P. Johnson

{"title":"Understanding the experience of adults with dyslexia: a quantitative and qualitative analysis","authors":"Zoey Stark, Aaron P. Johnson","doi":"10.1007/s11881-025-00336-z","DOIUrl":"10.1007/s11881-025-00336-z","url":null,"abstract":"<div><p>Dyslexia is a neurobiological disorder characterized by persistent difficulties in reading, writing and spelling. Studying adults with dyslexia is challenging due to diverse experiences, varying ages of diagnosis and potential comorbidities. This study utilized a mixed-method approach to explore how the timing and occurrence of a dyslexia diagnosis influence individuals’ experiences. Descriptive analysis revealed heterogeneous responses concerning age of diagnosis and overall experience, with predictor variables including perceived reading severity, family dyslexia diagnosis, comorbidities and self-perceptions of disability, intelligence, frustration, laziness, empowerment and self-restraint. To further investigate these associations, three classification and regression trees (CART) were constructed, showing that individuals diagnosed early or late without comorbidities were more likely to report positive or neutral experiences. A qualitative reflexive thematic analysis identified six themes: (1) internalizing effects of dyslexia, (2) perceived experience of dyslexia, (3) perceived perception by others, (4) shifts in experience over time, (5) acceptance and (6) coping skills. These qualitative findings complemented the descriptive and CART results, providing a comprehensive understanding of dyslexia experiences and secondary effects based on the age of diagnosis. This combined analysis underscores the importance of early diagnosis and the absence of comorbidities in shaping positive outcomes for individuals with dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"67 - 93"},"PeriodicalIF":2.3,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00336-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144700080","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

Efficacy of neurofeedback in the treatment of Dyslexia: a systematic review 神经反馈治疗阅读障碍的疗效：一项系统综述。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-07-17 DOI: 10.1007/s11881-025-00335-0

Miguel López-Zamora, Nadia Porcar-Gozalbo, María Rodríguez Moreno, Alejandro Cano-Villagrasa, Laura Bandera Pastor

{"title":"Efficacy of neurofeedback in the treatment of Dyslexia: a systematic review","authors":"Miguel López-Zamora, Nadia Porcar-Gozalbo, María Rodríguez Moreno, Alejandro Cano-Villagrasa, Laura Bandera Pastor","doi":"10.1007/s11881-025-00335-0","DOIUrl":"10.1007/s11881-025-00335-0","url":null,"abstract":"<div><p>Dyslexia is a neurodevelopmental disorder that impairs the learning and proficiency of reading and writing processes, persisting throughout the individual's life. Most interventions are educational in nature, but studies published over the last decade suggest that Neurofeedback may serve as a substantial complement to improving reading skills. The primary objective was to analyze the efficacy of various protocols used within Neurofeedback techniques for the treatment of reading impairments. A total of 12 research articles related to Neurofeedback treatment in populations with reading process impairments were selected. The PRISMA guidelines were followed in conducting this study. The inclusion criteria were: (I) Participants diagnosed with dyslexia, (II) Neurofeedback-based interventions, (III) Articles written in Spanish or English, and (IV) Articles published within the last 20 years. Based on these criteria, a total of 12 research articles related to Neurofeedback treatment in populations with reading process impairments were selected. The results from the selected research articles revealed that Neurofeedback techniques alone do not present a significant benefit in improving reading skills in the dyslexic population. Additionally, the heterogeneity of research designs in the articles addressing this topic was highlighted, which complicated the determination of an unbiased criterion regarding the efficacy of such interventions. Currently, there is no significant evidence to determine the efficacy of Neurofeedback interventions in the dyslexic population. Further refinement of intervention methods and the development of cutting-edge technology are necessary to increase evidence regarding the effectiveness of these treatments for dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"76 1","pages":"137 - 155"},"PeriodicalIF":2.3,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00335-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660754","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

Determinants to implementing a new early literacy screener: Barriers and facilitators 实施新的早期识字筛查的决定因素：障碍和促进因素。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-07-16 DOI: 10.1007/s11881-025-00333-2

Stephanie Tatel, Laura Jo Darcy, Emily J. Solari, Carlin Conner, Latisha Hayes, Latara Lampkin, Jamie DeCoster, Katie Wilburn, Cassidi Richmond

{"title":"Determinants to implementing a new early literacy screener: Barriers and facilitators","authors":"Stephanie Tatel, Laura Jo Darcy, Emily J. Solari, Carlin Conner, Latisha Hayes, Latara Lampkin, Jamie DeCoster, Katie Wilburn, Cassidi Richmond","doi":"10.1007/s11881-025-00333-2","DOIUrl":"10.1007/s11881-025-00333-2","url":null,"abstract":"<div><p>Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey (<i>n</i>=694) and focus groups (<i>n</i>=39) were thematically coded using the Consolidated Framework for Implementation Research (CFIR) to identify determinants of successful adoption. Findings revealed four key themes influencing implementation: ease of administration, understanding of the screener, trust in the data, and use of data for instructional decisions. Crosscutting themes included the critical role of reading specialists and the challenges posed by simultaneous curriculum and assessment initiatives. Barriers such as time constraints, technological challenges, and insufficient understanding of language-based subtests were identified, while robust inner-setting supports and effective communication emerged as facilitators. These results underscore the importance of accessible and timely professional development, iterative tool refinement, and strategic leadership in scaling evidence-based practices. Future research should explore longitudinal impacts and strategies to integrate such innovations seamlessly into schools’ instructional ecosystems.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 on","pages":"524 - 546"},"PeriodicalIF":2.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00333-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643858","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

Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study 教师对以色列阿拉伯语三年级学生阅读困难的识别：一项试点研究。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-06-07 DOI: 10.1007/s11881-025-00331-4

Sumod Khatib-Abbas, Orly Lipka

{"title":"Teacher identification of reading difficulties among Arabic-speaking third graders in Israel: a pilot study","authors":"Sumod Khatib-Abbas, Orly Lipka","doi":"10.1007/s11881-025-00331-4","DOIUrl":"10.1007/s11881-025-00331-4","url":null,"abstract":"<div><p>Recently, concerns have been raised about Arabic-speaking students’ reading achievement in Israel. Understanding language teachers’ ability to identify poor reading skills is crucial to improve students’ literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade students’ word reading fluency and comprehension, their ability to identify students who need an intervention based on their reading performance, and the differences between teachers who make accurate and those who make inaccurate assessments of their students’ literacy skills. The pilot study included a preliminary sample of 58 teachers and 112 students, with one to three students selected from each teacher’s classroom for assessment. All participants were native Arabic speakers. Initial findings suggest that the main factors informing teachers’ decisions on reading fluency and comprehension are vocabulary size (65.70%–77.70%), linguistic skills (63.9%–76%), and oral reading level (62%–74.30%), while less emphasis was placed on test scores (25.9%–31%) and parents’ reports (13.9%–32.80%). Four distinct profiles of students at risk of reading difficulties (ARORD) emerged: low word reading fluency and comprehension (22%), low fluency only (12%), low comprehension only (4%), and a typical group (62%). Teachers identified students with difficulties in both areas with 80% accuracy, in reading comprehension with 60%, in word reading fluency with 0%, and in the typical group with 65%. The data indicated that teachers who taught more student-facing hours were better at identifying students ARORD. The implucations highlighte the need for teachers training focused on enhancing Arabic teachers' ability to accurately assess literacy skills and become familiar with different profiles of students’ reading difficulties.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 2","pages":"262 - 288"},"PeriodicalIF":2.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238085/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250257","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

Content analysis of state-level review materials for K-2 core literacy curricula K-2核心识字课程国家级复习材料内容分析。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-06-05 DOI: 10.1007/s11881-025-00334-1

Alisha Demchak, Katlynn Dahl-Leonard, Emily J. Solari, Colby Hall, Stephanie Tatel, Katie E. Wilburn

{"title":"Content analysis of state-level review materials for K-2 core literacy curricula","authors":"Alisha Demchak, Katlynn Dahl-Leonard, Emily J. Solari, Colby Hall, Stephanie Tatel, Katie E. Wilburn","doi":"10.1007/s11881-025-00334-1","DOIUrl":"10.1007/s11881-025-00334-1","url":null,"abstract":"<div><p>Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula that school systems are either required or recommended to adopt. However, little is known about the materials states use to review core literacy curricula. This study sought to identify which states engage in the review of K-2 core literacy curricula and to examine the materials they use to identify high-quality curricula. A content analysis of K-2 core literacy curriculum review materials from 24 states revealed large variability across materials. Overall, there was preliminary support of evidence-based content and pedagogy reflected in the materials. At the same time, there was potential for better alignment with some evidence-based practices. Further examination of K-2 core literacy curriculum review materials and the processes in which they are used is crucial to ensure clarity and consistency for educators, policymakers, and publishers. With sustained focus on evidence-based approaches and cross-state collaboration and alignment, there exists the potential to create meaningful and lasting improvements in literacy instruction and outcomes for all students.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 on","pages":"547 - 563"},"PeriodicalIF":2.3,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-025-00334-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144235543","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

Testing variations in sublexical units to improve word reading for students with word reading disabilities 测试亚词汇单位的变化以提高单词阅读障碍学生的单词阅读能力。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-05-20 DOI: 10.1007/s11881-025-00332-3

Alexis N. Boucher, Nathan H. Clemens, Sharon Vaughn, Greg Roberts, Marcia A. Barnes

{"title":"Testing variations in sublexical units to improve word reading for students with word reading disabilities","authors":"Alexis N. Boucher, Nathan H. Clemens, Sharon Vaughn, Greg Roberts, Marcia A. Barnes","doi":"10.1007/s11881-025-00332-3","DOIUrl":"10.1007/s11881-025-00332-3","url":null,"abstract":"<div><p>Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2–4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught (<span>(beta =9.43, tleft(56right)=2.32, p= 0.02; g=0.17, 95text{% CI }[0.01, 0.33]))</span> and untaught <span>(left(beta =8.44, tleft(56right)=2.09, p= 0.04; g= 0.15, 95text{% CI }[-0.01, 0.31]right))</span> words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition <span>((beta = -4.15, tleft(60right)= -2.04, p= 0.045; g= -0.18, 95text{% CI }[-0.35, 0.004]))</span> and group differences in average student performance were non-significant on untaught words <span>(left(beta = -0.22, tleft(60right)= -0.06, p= 0.96;g= -0.01, 95text{% CI }left[-0.17, 0.17right]right).)</span> Given the modest sample sizes (<i>N</i> = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for students with WRD in grades 2–4.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 2","pages":"199 - 224"},"PeriodicalIF":2.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144112345","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

Correction: Orthographic‑phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation 更正：中国发展性阅读障碍儿童的正字法-语音映射障碍：来自ERP调查的见解。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-05-15 DOI: 10.1007/s11881-025-00329-y

Yixuan Song, Jiexin Gu, Siqi Song, Xiuwei Quan

引用次数: 0

Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities 典型发展、高功能和典型功能特异性学习障碍中国大学生特质焦虑、考试焦虑与学业成绩的关系

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2025-04-16 DOI: 10.1007/s11881-025-00328-z

Li-Chih Wang, Kevin Kien-Hoa Chung

{"title":"Relationships of trait anxiety, test anxiety, and academic performance of Chinese undergraduates with typical developments and high- and typical-functioning specific learning disabilities","authors":"Li-Chih Wang, Kevin Kien-Hoa Chung","doi":"10.1007/s11881-025-00328-z","DOIUrl":"10.1007/s11881-025-00328-z","url":null,"abstract":"<div><p>This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically developing students, 54 students with typical-functioning SLD, and 51 students with high-functioning SLD. Our results indicated that the high-functioning SLD group reported significantly lower levels of trait anxiety and test anxiety compared to both the typically developing and typical-functioning SLD groups. The typical-functioning SLD group exhibited the highest levels of test anxiety. Mediation analyses revealed that test anxiety significantly mediated the relationship between trait anxiety and academic performance in the high-functioning SLD group, while only a direct effect of trait anxiety on academic performance was found in the typical-functioning SLD group. No significant direct or indirect effects were found in the typically developing group. Our findings highlight distinct anxiety profiles and differential patterns of direct and indirect effects of trait anxiety on academic performance among Chinese undergraduates with high-functioning SLD, typical-functioning SLD, and typical development.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"75 2","pages":"381 - 399"},"PeriodicalIF":2.3,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12238120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054106","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