Annals of Dyslexia最新文献

{"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}

{"title":"A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children","authors":"Sharry Shakory,&nbsp;Klaudia Krenca,&nbsp;Stefka H. Marinova-Todd,&nbsp;Xi Chen","doi":"10.1007/s11881-022-00265-1","DOIUrl":"10.1007/s11881-022-00265-1","url":null,"abstract":"<div><p>Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (<i>Journal of Educational Psychology, 102</i>, 327–340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference in overlap when word reading fluency skills are included in struggling reader classification, and (3) the stability of English and French word reading profiles. A total of 169 French immersion children were followed from grades 1 to 3. Standardized measures of English and French word reading accuracy and fluency were administered every year to classify status as a bilingual typical reader, bilingual struggling reader, English struggling reader, or French struggling reader. Chi-square analyses were conducted to assess the overlap between English and French word reading difficulties and stability of word reading profiles from grades 1 to 3. Results indicated that struggling reader classification using both word reading accuracy and fluency as opposed to accuracy alone captured bilingual reading difficulties (difficulties in both languages) more accurately. Across all grades, there was a significant relationship between being a struggling reader in English and being a struggling reader in French, with the percentage of overlap ranging from 56 to 82%. Moreover, being a bilingual struggling reader in grade 1 was significantly related to being a bilingual struggling reader in grades 2 and 3. These findings suggest that English-French bilingual children with reading impairments have significant and persistent deficits in both languages.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"53 - 72"},"PeriodicalIF":2.3,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00265-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9487591","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":"Correction to: Semantics impacts response to phonics through spelling intervention in children with dyslexia","authors":"R. van Rijthoven,&nbsp;T. Kleemans,&nbsp;E. Segers,&nbsp;L. Verhoeven","doi":"10.1007/s11881-022-00263-3","DOIUrl":"10.1007/s11881-022-00263-3","url":null,"abstract":"","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"568 - 573"},"PeriodicalIF":2.3,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00263-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40510055","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":"Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia","authors":"Robin van Rijthoven,&nbsp;Tijs Kleemans,&nbsp;Eliane Segers,&nbsp;Ludo Verhoeven","doi":"10.1007/s11881-022-00264-2","DOIUrl":"10.1007/s11881-022-00264-2","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (<i>N</i> = 54) and without dyslexia (<i>N</i> = 36) and the role of verbal learning (learning new verbal information) and consolidation (remember the learned information over time) on the response to a phonics through spelling intervention of children with dyslexia. We also took phonological awareness, rapid automatized naming, verbal working memory, and semantics into account. Results showed that children with dyslexia performed better in verbal learning and equal in verbal consolidation compared to typically developing peers. Regression analyses revealed that verbal learning did not predict reading but did predict spelling ability, across both groups; verbal consolidation did not predict reading, nor spelling. Furthermore, neither verbal learning nor verbal consolidation was related to responsiveness to a phonics through spelling intervention in children with dyslexia. Verbal learning may thus be seen as a compensatory mechanism for spelling before the intervention for children with dyslexia but is beneficial for typically developing children as well.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"461 - 486"},"PeriodicalIF":2.3,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00264-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40507932","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":"Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children","authors":"Zebedee Rui En Cheah,&nbsp;Yanyan Ye,&nbsp;Kelvin Fai Hong Lui,&nbsp;Catherine McBride,&nbsp;Urs Maurer","doi":"10.1007/s11881-022-00262-4","DOIUrl":"10.1007/s11881-022-00262-4","url":null,"abstract":"<div><p>Previous work has predominantly focused on word reading in studying literacy difficulties; very little work has focused on spelling difficulty instead. The present study adopted spelling (dictation) as the criterion to classify poor literacy skills in Hong Kong Chinese-English bilingual children. We examined the cognitive-linguistic skills profiles across four groups of children with different spelling abilities. Based on performances on Chinese and English dictation (criterion = below 25% in a larger sample), four groups were identified, 21 poor spellers of Chinese (PC), 18 poor spellers of English (PE), 27 poor spellers of both languages (PB), and 30 good spellers of both scripts (GB). Measures on language-specific tests of cognitive-linguistic skills (phonological awareness, lexical decision, morphological awareness, rapid naming, and delayed copying) were included to compare the degree of deficit exhibited by each group. With age, grade, and non-verbal intelligence controlled, one-way ANCOVA results revealed that, compared to GB, PC manifested significant deficits in Chinese-delayed copying but scored similarly on all English cognitive-linguistic skills. PE and PB showed significant deficits in Chinese and English phonological awareness compared to PC; they were significantly weaker in English-delayed copying, morphological awareness, and rapid naming (RAN). The PB group was significantly slower in both Chinese and English RAN compared to GB. Findings highlight the critical role of delayed copying in distinguishing poor spellers in both Chinese and English, the importance of phonological awareness for spelling in English but not in Chinese, and the role of automaticity in bilingual spelling difficulties.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"90 - 108"},"PeriodicalIF":2.3,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00262-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9488491","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":"The summary writing performance of bilingual learners with reading difficulties","authors":"Miao Li,&nbsp;Jessica Chan,&nbsp;John R. Kirby","doi":"10.1007/s11881-022-00258-0","DOIUrl":"10.1007/s11881-022-00258-0","url":null,"abstract":"<div><p>Summary writing is an important tactic for learning from text and the summaries provide information on students’ comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each language, we examined the performance of students identified as typically developing, poor decoders, or poor comprehenders. Participants were 246 grade 8 students enrolled in English immersion programs in China. Measures included English word reading and reading comprehension, Chinese word reading and reading comprehension, and nonverbal ability. Students’ text-absent summaries of an English 254-word expository passage were analyzed for the number of themes, main ideas, important details, and unimportant details. Using latent profile analysis, participants were identified as typical readers (TR, <i>n</i> = 123), poor decoders (PD, <i>n</i> = 74), or poor comprehenders (PC, <i>n</i> = 49) in English, and TR (<i>n</i> = 129), PD (<i>n</i> = 74), or PC (<i>n</i> = 43) in Chinese, based on word reading and reading comprehension in both English and Chinese. MANCOVA results showed that after controlling for nonverbal ability, in the English-defined groups, the TR group outperformed PD and PC on themes, main ideas, and important details; in the Chinese-defined groups, the TR group outperformed PD and PC on themes, TR performed better than PC on main ideas and important details, and PD outperformed PC on main ideas. Discussion focuses on the difficulties faced by bilingual students with reading difficulties and on the potential of summary writing instruction to improve their comprehension and learning processes.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"109 - 129"},"PeriodicalIF":2.3,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00258-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9488487","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}