Annals of Dyslexia最新文献

{"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}

{"title":"Impact of audio on navigation strategies in children and adults with dyslexia","authors":"Carolien A. N. Knoop-van Campen,&nbsp;Eliane Segers,&nbsp;Ludo Verhoeven","doi":"10.1007/s11881-022-00271-3","DOIUrl":"10.1007/s11881-022-00271-3","url":null,"abstract":"<div><h2>Abstract  \u0000</h2><div><p>Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition vs. text-audio-condition. Log files were recorded to identify navigation patterns. Four patterns could be distinguished: linear reading (linear), linear reading with rereading (big peak), reading with going back to previous pages (small peaks), and a combination of strategies (combined peaks). Children generally used linear navigation strategies in both conditions, whereas adults mostly used combined-peaks strategies in the text-condition, but linear strategies in the text-audio-condition. No differences were found between learners with and without dyslexia. Audio-support does not impact navigation strategies in children but does seem to impact navigation strategies in adult learners, towards the use of more linear navigation patterns, reflecting less self-regulation.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 2","pages":"165 - 183"},"PeriodicalIF":2.3,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00271-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9607095","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":"Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption","authors":"Elizabeth MacKay,&nbsp;S.Hélène Deacon,&nbsp;Mariam M. Elgendi,&nbsp;Sherry H. Stewart","doi":"10.1007/s11881-022-00266-0","DOIUrl":"10.1007/s11881-022-00266-0","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>An increasing number of students are entering university with reading difficulties—whether they be diagnosed or self-reported. Research demonstrates that university students who self-report a history of reading difficulties (HRD) have lower academic achievement and higher anxiety about academic performance as compared to peers without this history (NRD). Here we study other aspects of HRD students’ university experiences, focusing on alcohol consumption. Specifically, we investigated the drinking motives and personality characteristics likely to increase risk of hazardous alcohol consumption among HRD vs. NRD undergraduates. We identified 42 HRD and 54 NRD participants based on responses to a reading history questionnaire. Participants completed questionnaires assessing hazardous drinking, drinking motives, and alcohol-risk personality traits. Both groups reported similarly high levels of hazardous drinking. HRD students reported drinking more to conform with peers, and less to enhance positive moods, than NRD students. HRD students also scored higher in the alcohol personality risk of impulsivity. Our results support a unique pattern of motives and personality risks among HRD students, a pattern that likely puts them at increased risk for sustained hazardous drinking. Clinical implications for preventing problem drinking among HRD undergraduates are considered.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"487 - 508"},"PeriodicalIF":2.3,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40420966","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":"Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children","authors":"Xiuhong Tong,&nbsp;Qinli Deng,&nbsp;Shelley Xiuli Tong","doi":"10.1007/s11881-022-00268-y","DOIUrl":"10.1007/s11881-022-00268-y","url":null,"abstract":"<div><p>This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness, phonological awareness, vocabulary, word reading, reading comprehension, and cognitive measures of nonverbal intelligence and working memory, were administered to 224 fourth-graders. Five groups of comprehenders were identified using a regression approach: (1) 12 poor in Chinese-only (PC), (2) 18 poor in English-only (PE), (3) six poor in both Chinese and English (PB), (4) 14 average in both Chinese and English (AB), and (5) seven good in both (GB). The results of multivariate analyses of covariance showed that (1) the PB group performed worse than the AB and GB groups in both L1 Chinese and L2 English syntactic awareness; (2) the PC and PE groups performed worse than the AB and GB groups in Chinese syntactic awareness; (3) the PE group had lower performance than the PC, AB, and GB groups in English syntactic awareness; and (4) no significant group difference was found in L2 morphological awareness or vocabulary across both languages. By suggesting that weakness in syntactic awareness can serve as a universal indicator for identifying poor comprehenders in either or both L1 Chinese and L2 English among Hong Kong Chinese-English bilingual children, these findings demonstrate the fundamental role of syntactic awareness in bilingual reading comprehension.\u0000</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"532 - 551"},"PeriodicalIF":2.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40580538","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":"Reading performance in children with ADHD: an eye-tracking study","authors":"Simona Caldani,&nbsp;Eric Acquaviva,&nbsp;Ana Moscoso,&nbsp;Hugo Peyre,&nbsp;Richard Delorme,&nbsp;Maria Pia Bucci","doi":"10.1007/s11881-022-00269-x","DOIUrl":"10.1007/s11881-022-00269-x","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) — who also frequently exhibit a reading impairment — remain largely undetermined. The objective of the present study was to evaluate the peculiarities of oculomotor pattern abnormalities during a reading task. An eye-tracker was used to record eye movements in four distinct groups of children with neurodevelopmental disorders: children with dyslexia, children with ADHD with and without comorbid dyslexia, and in a group of typically developing children (TD). Ninety-six children participated in the study (24 children per group, IQ- and age-matched groups). The duration of fixation, the total reading time, and the number of forward and backward saccades were similar in children with dyslexia and ADHD + dyslexia, but were significantly different from those observed in children with ADHD and with TD. Our findings suggest a link between dyslexia and oculomotor reading impairments in both children with dyslexia and children with ADHD + dyslexia, indicating that the oculomotor pattern in children with ADHD without comorbid dyslexia is similar to that observed in TD children. We suggest that an objective eye movement recording during a reading task could help clinicians to better evaluate the possible presence of comorbid dyslexia in children with ADHD. Furthermore, children with ADHD with and without comorbid dyslexia could also have working memory deficiencies. Further studies are needed to confirm this finding.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"552 - 565"},"PeriodicalIF":2.3,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40580539","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":"Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography","authors":"Sophia Giazitzidou,&nbsp;Susana Padeliadu","doi":"10.1007/s11881-022-00267-z","DOIUrl":"10.1007/s11881-022-00267-z","url":null,"abstract":"<div><p>The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2^nd grade: 32 dyslexic and 105 typical readers, 5^th grade: 28 dyslexic and 91 typical readers). Morphological awareness was assessed with three tasks, examining inflectional, derivational, and compounding morphology. Reading fluency was evaluated at word, text, and silent level. The results indicated that dyslexic children both in 2^nd and 5^th grade face significant difficulties in inflectional, derivational, and compounding morphology compared to their peers. Hierarchical regression analyses revealed that morphological awareness significantly contributed to reading fluency of children with and without dyslexia, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. Among typical readers, results indicated that inflectional, derivational, and compounding morphology had a small but significant effect on word, text, and silent reading fluency in 2^ndgrade and derivational and inflectional morphology on text and silent reading fluency in 5^th grade, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. For dyslexic children, a moderate-to-large effect of inflectional and derivational morphology on text and word reading fluency was restricted to 2^nd grade. Overall, morphological skills may play a supportive role in reading fluency of Greek children in first and last elementary grades. On the other hand, for Greek children facing reading problems morphological skills appeared to have a strong role in reading fluency only in first grades. Our study provided some preliminary data for the dyslexics’ ability of morphological processing as a scaffolding skill for reading fluency. Implications of these findings for education are discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"509 - 531"},"PeriodicalIF":2.3,"publicationDate":"2022-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10469735","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}