Annals of Dyslexia最新文献_第9页

Correction to: Semantics impacts response to phonics through spelling intervention in children with dyslexia 更正：语义通过拼写干预影响阅读障碍儿童对语音的反应

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-07-16 DOI: 10.1007/s11881-022-00263-3

R. van Rijthoven, T. Kleemans, E. Segers, L. Verhoeven

引用次数: 4

Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia 言语学习和巩固在阅读障碍儿童阅读和拼写中的补偿作用

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-07-15 DOI: 10.1007/s11881-022-00264-2

Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven

{"title":"Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia","authors":"Robin van Rijthoven, Tijs Kleemans, Eliane Segers, 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}

引用次数: 2

Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children 香港中国儿童中英文读写能力差的拼写分类

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-06-28 DOI: 10.1007/s11881-022-00262-4

Zebedee Rui En Cheah, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride, Urs Maurer

{"title":"Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children","authors":"Zebedee Rui En Cheah, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride, 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}

引用次数: 1

The summary writing performance of bilingual learners with reading difficulties 阅读困难双语学习者的总结性写作表现

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2022-06-24 DOI: 10.1007/s11881-022-00258-0

Miao Li, Jessica Chan, John R. Kirby

{"title":"The summary writing performance of bilingual learners with reading difficulties","authors":"Miao Li, Jessica Chan, 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}

引用次数: 1

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