Annals of Dyslexia最新文献_第7页

Screening screeners: calculating classification indices using correlations and cut-points 筛选筛选器：使用相关性和切割点计算分类指数。

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-06-10 DOI: 10.1007/s11881-022-00261-5

Ashley A. Edwards, Wilhelmina van Dijk, Christine M. White, Christopher Schatschneider

{"title":"Screening screeners: calculating classification indices using correlations and cut-points","authors":"Ashley A. Edwards, Wilhelmina van Dijk, Christine M. White, Christopher Schatschneider","doi":"10.1007/s11881-022-00261-5","DOIUrl":"10.1007/s11881-022-00261-5","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Given the recent push for universal screening, it is important to take into account how well a screener identifies children at risk for reading problems as well as how screener and sample information contribute to this classification. Picking the best cut-point for a particular sample and screening goal can be challenging given that test manuals often report classification information for a specific cut-point and sample base rate which may not generalize to other samples. By assuming a bivariate normal distribution, it is possible to calculate all of the classification information for a screener based on the correlation between the screener and outcome, the cut-point on the outcome (i.e., the base rate in the sample), and the cut-point on the screener. We provide an example with empirical data to validate these estimation procedures. This information is the basis for a free online tool that provides classification information for a given correlation between screener and outcome and cut-points on each. Results show that the correlation between screener and outcome needs to be greater than .9 (higher than observed in practice) to obtain good classification. These findings are important for researchers, administrators, and practitioners because current screeners do not meet these requirements. Since a correlation is dependent on the reliability of the measures involved, we need screeners with better reliability and/or multiple measures to increase reliability. Additionally, we demonstrate the impact of base rate on positive predictive power and discuss how gated screening can be useful in samples with low base rates.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"445 - 460"},"PeriodicalIF":2.3,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9713677/pdf/nihms-1850930.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41177256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Correction to: Identifying dyslexia at the university: assessing phonological coding is not enough 更正：在大学识别阅读障碍：仅仅评估语音编码是不够的

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-06-07 DOI: 10.1007/s11881-022-00259-z

Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila

引用次数: 0

Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis 西英双语儿童口语技能与英语阅读成绩的关系：分位数回归分析

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-05-28 DOI: 10.1007/s11881-022-00257-1

J. Marc Goodrich, Lisa Fitton, Lauren Thayer

{"title":"Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis","authors":"J. Marc Goodrich, Lisa Fitton, Lauren Thayer","doi":"10.1007/s11881-022-00257-1","DOIUrl":"10.1007/s11881-022-00257-1","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children. Research on dual language development indicates that bilingual children’s oral language abilities are often distributed across languages in varied ways, due to heterogeneity of dual language exposure and input. Consequently, there may be greater variability in the associations between oral language proficiency and reading achievement among bilingual children than there is for monolingual children. This study evaluated how vocabulary knowledge and morphosyntactic ability in Spanish and English were associated with English reading achievement among 117 bilingual kindergarten and first grade children in the USA using both OLS and quantile regression. Results indicated that although English vocabulary and morphosyntax were both significantly associated with reading achievement, English vocabulary knowledge was most strongly associated with reading at higher quantiles of reading achievement. Cross-language analyses indicated that both Spanish vocabulary and morphosyntax made significant contributions to predicting English reading achievement beyond the effects of English oral language. Spanish vocabulary was uniquely predictive of reading at high and low quantiles of English reading, whereas relations between Spanish morphosyntax and English reading did not differ across quantiles. These results were consistent with predictions derived from theoretical models such as the simple view of reading and suggest that Spanish vocabulary knowledge may provide more unique information about children’s underlying capacity for acquiring language and literacy skill than does morphosyntax.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"73 1","pages":"6 - 28"},"PeriodicalIF":2.3,"publicationDate":"2022-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-022-00257-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9487579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The reading profiles of late elementary English learners with and without risk for dyslexia 有阅读障碍风险和无阅读障碍风险的小学后期英语学习者的阅读概况

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-05-24 DOI: 10.1007/s11881-022-00254-4

Jeremy Miciak, Yusra Ahmed, Phil Capin, David J. Francis

{"title":"The reading profiles of late elementary English learners with and without risk for dyslexia","authors":"Jeremy Miciak, Yusra Ahmed, Phil Capin, David J. Francis","doi":"10.1007/s11881-022-00254-4","DOIUrl":"10.1007/s11881-022-00254-4","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O’Connor et al., <i>Learning Disabilities Research & Practice, 28</i>(3), 98–112, 2013). We investigated the reading skill profiles of 331 ELs in 3rd and 4th grades, including ELs with and without risk for dyslexia due to significant deficits in word and pseudo-word reading accuracy and fluency. We utilized latent profile analysis and factor mixture modeling to investigate (1) the nature and distribution of reading skill profiles; (2) whether these profiles were associated with differences in reading comprehension growth across one academic year; and (3) the stability of reading profiles across an academic year. We selected a two-class solution (reading disabled and typically developing) based on model fit indices, theoretical considerations, pattern of results across profile-solutions and time-points, and parameterizations, making the approach stronger and more generalizable. These classes demonstrated clear, consistent differences in performance across reading component skills, with the RD class scoring consistently below the TD class across code-based and meaning-based domains of reading. Across the year, the TD class demonstrated significantly higher patterns of growth in reading comprehension (χ<sup>2</sup> (1) = 206.21, <i>p</i> < 0.001). Class membership was largely stable (97% of participants maintain class membership). These results suggest that ELs with risk for dyslexia demonstrate multiple component skill deficits that may require long-term, comprehensive, intensive interventions to remediate.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 2","pages":"276 - 300"},"PeriodicalIF":2.3,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9351011/pdf/nihms-1810713.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9786249","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: 4

Language and reading comprehension for students with dyslexia: An introduction to the special issue 阅读障碍学生的语言与阅读理解：特刊简介

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-05-19 DOI: 10.1007/s11881-022-00260-6

Elizabeth A. Stevens, Colby Hall, Sharon Vaughn

引用次数: 1

Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties 了解有语言和阅读理解困难的学生阅读困难的性质和严重程度

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-05-07 DOI: 10.1007/s11881-022-00255-3

Philip Capin, Sandra L. Gillam, Anna-Maria Fall, Gregory Roberts, Jordan T. Dille, Ronald B. Gillam

{"title":"Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties","authors":"Philip Capin, Sandra L. Gillam, Anna-Maria Fall, Gregory Roberts, Jordan T. Dille, Ronald B. Gillam","doi":"10.1007/s11881-022-00255-3","DOIUrl":"10.1007/s11881-022-00255-3","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>This study investigated the presence of word reading difficulties in a sample of students in Grades 1–4 (<i>n</i> = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in performance on cognitive and demographic variables. Findings showed that the majority of students (51%) with language and reading comprehension difficulties demonstrated significant risk in word reading (more than 1 SD below the mean), even though the participant screening procedures did not examine word reading directly. Three latent profiles emerged when students were classified into subgroups based on their performance in listening comprehension (LC) and word reading (WR): (1) severe difficulties in LC and moderate difficulties in WR (11%), (2) mild difficulties in both LC and WR (50%), and (3) moderate difficulties in LC and mild difficulties in WR (39%). Of note, even though students were identified for participation on the basis of poor oral language and reading comprehension abilities, all profiles demonstrated some degree of word reading difficulties. Findings revealed there were differences in age and performance on measures of working memory, nonverbal reasoning, and reading comprehension performance between profiles. Implications for educators providing instruction to students with or at risk for dyslexia and developmental language disorders were discussed.</p></div></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 2","pages":"249 - 275"},"PeriodicalIF":2.3,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43167971","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: 1

Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements 阅读障碍儿童和正常发育儿童在语言和非语言任务中的双眼协调:来自眼球运动的证据

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-04-29 DOI: 10.1007/s11881-022-00256-2

Rahime Duygu Temelturk, Esmehan Ozer

{"title":"Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements","authors":"Rahime Duygu Temelturk, Esmehan Ozer","doi":"10.1007/s11881-022-00256-2","DOIUrl":"10.1007/s11881-022-00256-2","url":null,"abstract":"<div><p>Given the increased evidence suggesting the presence of binocular coordination deficits in dyslexia, investigations of binocular eye movements are beneficial to clarify the underlying causes of reading difficulties. This systematic review aims to (a) synthesize the literature through the examination of binocular coordination in children with dyslexia by describing the normative development of stable binocular control and (b) outline future directions. Boolean expressions in the PubMed search were used to define papers. Following a literature search and selection process, 25 papers were included. Studies using binocular eye tracking during linguistic and nonlinguistic tasks in children with dyslexia and typical development 5–17 years of age are reviewed. The studies reviewed provided consistent evidence of poor binocular coordination in children with dyslexia, but the results associated with different task characteristics were less consistent. The relation between binocular coordination deficits and reading difficulties needs to be further elucidated in longitudinal studies which may provide future treatments targeting the binocular viewing system in dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 3","pages":"426 - 444"},"PeriodicalIF":2.3,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117634","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: 4

Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia 浅还是深？拼写深度对发育性阅读障碍视觉加工障碍的影响

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-03-14 DOI: 10.1007/s11881-021-00249-7

Serena Provazza, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano, Daniel Roberts

{"title":"Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia","authors":"Serena Provazza, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano, Daniel Roberts","doi":"10.1007/s11881-021-00249-7","DOIUrl":"10.1007/s11881-021-00249-7","url":null,"abstract":"<div><p>The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation of visual processing deficits in relation to orthographic depth. To achieve this aim, we administered a battery of non-reading visual and phonological tasks. Developmental dyslexics performed worse than typically developing readers on all visual and phonological tasks. Critically, readers of the shallow orthography were disproportionately impaired on visual processing tasks. Our results suggest that the impaired reading and associated deficits observed in developmental dyslexia are anchored by dual impairments to visual and phonological mechanisms that underpin reading, with the magnitude of the visual deficit varying according to orthographic depth.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 1","pages":"171 - 196"},"PeriodicalIF":2.3,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11881-021-00249-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50481712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Identifying dyslexia at the university: assessing phonological coding is not enough 在大学里识别阅读障碍：仅仅评估语音编码是不够的

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-03-10 DOI: 10.1007/s11881-021-00247-9

Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila

{"title":"Identifying dyslexia at the university: assessing phonological coding is not enough","authors":"Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila","doi":"10.1007/s11881-021-00247-9","DOIUrl":"10.1007/s11881-021-00247-9","url":null,"abstract":"<div><p>A dyslexia diagnosis in Denmark can have significant consequences for individuals, as support is not available to others with reading difficulties. Currently, the diagnosis is given solely on the basis of an electronically administered test consisting of two tasks assessing grapheme-phoneme correspondences. To examine whether the Danish diagnostic test is sufficient to identify university students with dyslexia, we compared the performance of 239 Danish university students who reported literacy difficulties and were tested for dyslexia with the Danish diagnostic test on three word-level tests (low-frequency word reading, high-frequency word reading and spelling to dictation) with the performance of separate control groups for each test: 220, 212 and 218 students, respectively. The results showed that 61% of students labelled “not dyslexic” by the Danish diagnostic test performed significantly worse than controls on at least two out of three word-level tests. In terms of self-report of literacy difficulties, students labelled “not dyslexic” by the diagnostic test were indistinguishable from those labelled “dyslexic.” These findings suggest that the current method of diagnosing dyslexia in Denmark is too narrow and that adding a few simple tests of word reading and spelling would minimize the risk of overlooking students in need of literacy support.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"72 1","pages":"147 - 170"},"PeriodicalIF":2.3,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47865762","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: 3

Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes 高中生对干预的反应：考察基线单词阅读技能和阅读理解结果

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-03-08 DOI: 10.1007/s11881-022-00253-5

Michael Solis, Paulina Kulesz, Kelly Williams

引用次数: 1