Annals of Dyslexia最新文献_第9页

Semantics impacts response to phonics through spelling intervention in children with dyslexia 语义学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 : 2021-06-22 DOI: 10.1007/s11881-021-00233-1

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

{"title":"Semantics impacts response to phonics through spelling intervention in children with dyslexia","authors":"Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven","doi":"10.1007/s11881-021-00233-1","DOIUrl":"10.1007/s11881-021-00233-1","url":null,"abstract":"<div><p>We examined the response to a phonics through spelling intervention in 52 children with dyslexia by analyzing their phonological, morphological, and orthographical spelling errors both before and after the intervention whereas their spelling errors before the intervention were compared with those of 105 typically developing spellers. A possible compensatory role of semantics on the intervention effects was also investigated. Results showed that before the intervention, children with dyslexia and the typically developing children both made most morphological errors, followed by orthographic and phonological errors. Within each category, children with dyslexia made more errors than the typically developing children, with differences being largest for phonological errors. Children with dyslexia with better developed semantic representations turned out to make less phonological, morphological, and orthographic errors compared with children with dyslexia with less developed semantic representations. The intervention for children with dyslexia led to a reduction of all error types, mostly of the orthographic errors. In addition, semantics was related to the decline in phonological, morphological, and orthographic spelling errors. This study implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"527 - 546"},"PeriodicalIF":2.3,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00233-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39015106","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: 3

Introduction to the special issue on advances in the understanding of reading comprehension deficits 阅读理解缺陷理解进展特刊简介

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-20 DOI: 10.1007/s11881-021-00234-0

Laura A. Barquero, Laurie E. Cutting

引用次数: 1

Morphological awareness and vocabulary predict reading resilience in adults 形态学意识和词汇预测成人阅读弹性

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-19 DOI: 10.1007/s11881-021-00236-y

Emily A. Farris, Theodore Cristan II, Stuart E. Bernstein, Timothy N. Odegard

{"title":"Morphological awareness and vocabulary predict reading resilience in adults","authors":"Emily A. Farris, Theodore Cristan II, Stuart E. Bernstein, Timothy N. Odegard","doi":"10.1007/s11881-021-00236-y","DOIUrl":"10.1007/s11881-021-00236-y","url":null,"abstract":"<div><p>Resilient readers comprehend written language despite word reading deficits. The reading resiliency framework specifies candidate protective factors hypothesized to mitigate adverse effects on reading comprehension arising from phonological decoding deficiencies and, consequently, illuminates how some individuals exhibit relative reading resiliency. A focus on relative reading resiliency involves an examination of individual strengths and weaknesses because areas of relative strength can bolster one’s abilities. The ability for morphological awareness and vocabulary to be strengths or protective factors contributing to reading resiliency was explored in a sample of university students. Morphological awareness is predicted to be a particularly important skill for university students due to the complexity of texts encountered in their coursework. A measure of word-level morphological awareness was positively associated with relative reading resiliency. Furthermore, across norm-referenced and standardized high-stakes testing measures of reading comprehension, vocabulary mediated the impact of morphological awareness on comprehension after controlling for phonological decoding ability. These findings suggest that morphological awareness and vocabulary skills are important contributing factors to reading comprehension and reading resilience.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 2","pages":"347 - 371"},"PeriodicalIF":2.3,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00236-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39249663","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

Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators 在职教育工作者的阅读障碍知识、感知准备和专业发展需求

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-18 DOI: 10.1007/s11881-021-00235-z

Michelle Gonzalez

{"title":"Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators","authors":"Michelle Gonzalez","doi":"10.1007/s11881-021-00235-z","DOIUrl":"10.1007/s11881-021-00235-z","url":null,"abstract":"<div><p>The purpose of this study was to investigate New Jersey educators’ dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators’ knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators’ professional development and future research directions are discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"547 - 567"},"PeriodicalIF":2.3,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00235-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39244755","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

Facial speech processing in children with and without dyslexia 阅读障碍儿童和非阅读障碍儿童的面部言语处理

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-11 DOI: 10.1007/s11881-021-00231-3

Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels

{"title":"Facial speech processing in children with and without dyslexia","authors":"Martyna A. Galazka, Nouchine Hadjikhani, Maria Sundqvist, Jakob Åsberg Johnels","doi":"10.1007/s11881-021-00231-3","DOIUrl":"10.1007/s11881-021-00231-3","url":null,"abstract":"<div><p>What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact <i>reliant</i> on such information in order to compensate for auditory/phonological impairments. The current paper aims at directly testing these contrasting hypotheses (here referred to as “mouth insensitivity” versus “mouth reliance”) in school-age children with and without dyslexia, matched on age and listening comprehension. Using eye tracking, in Study 1, we examined how children look at the mouth across conditions varying in speech processing demands. The results did not indicate significant group differences in looking at the mouth. However, correlation analyses suggest potentially important distinctions within the dyslexia group: those children with dyslexia who are better readers attended more to the mouth while presented with a person’s face in a phonologically demanding condition. In Study 2, we examined whether the presence of facial speech cues is functionally beneficial when a child is encoding written words. The results indicated lack of overall group differences on the task, although those with less severe reading problems in the dyslexia group were more accurate when reading words that were presented with articulatory facial speech cues. Collectively, our results suggest that children with dyslexia differ in their “mouth reliance” versus “mouth insensitivity,” a profile that seems to be related to the severity of their reading problems.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"501 - 524"},"PeriodicalIF":2.3,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00231-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39016013","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: 5

A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it? 基于模型的特定阅读理解缺陷的元分析检验：它有多普遍？简单的阅读观是否解释了它？

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-06-03 DOI: 10.1007/s11881-021-00232-2

Richard K. Wagner, Bethany Beal, Fotena A. Zirps, Mercedes Spencer

{"title":"A model-based meta-analytic examination of specific reading comprehension deficit: how prevalent is it and does the simple view of reading account for it?","authors":"Richard K. Wagner, Bethany Beal, Fotena A. Zirps, Mercedes Spencer","doi":"10.1007/s11881-021-00232-2","DOIUrl":"10.1007/s11881-021-00232-2","url":null,"abstract":"<div><p>Many individuals with poor reading comprehension have levels of reading comprehension that are consistent with deficits in their ability to decode the words on the page. However, there are individuals who are poor at reading comprehension despite being adequate at decoding. This phenomenon is referred to as specific reading comprehension deficit (SRCD). The two purposes of this study were to use a new approach to estimate the prevalence of SRCD and to examine the extent to which SRCD can be explained by the simple view of reading. We used model-based meta-analysis of correlation matrices from standardized tests to create composite correlation matrices for the constructs of reading comprehension, decoding, and listening comprehension. Using simulated datasets generated from the composite correlation matrices, we used residuals from regressing reading comprehension on decoding to create a continuous index of SRCD. The prevalence of SRCD is best represented not as a single number but as a continuous distribution in which prevalence varies as a function of the magnitude of the severity of the deficit in reading comprehension relative to the level of decoding. Examining the joint distribution of the residuals with reading comprehension makes clear that the phenomenon of reading comprehension that is poor relative to decoding occurs throughout the distribution of reading comprehension skill. Although the simple view of reading predictors of listening comprehension and decoding makes significant contributions to predicting reading comprehension, nearly half of the variance is unaccounted for.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 2","pages":"260 - 281"},"PeriodicalIF":2.3,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00232-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38987293","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: 5

Orthographic depth and developmental dyslexia: a meta-analytic study 正交深度与发展性阅读障碍的元分析研究

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-05-12 DOI: 10.1007/s11881-021-00226-0

Desiré Carioti, Marta Franca Masia, Simona Travellini, Manuela Berlingeri

{"title":"Orthographic depth and developmental dyslexia: a meta-analytic study","authors":"Desiré Carioti, Marta Franca Masia, Simona Travellini, Manuela Berlingeri","doi":"10.1007/s11881-021-00226-0","DOIUrl":"10.1007/s11881-021-00226-0","url":null,"abstract":"<div><p>Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups’ performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"399 - 438"},"PeriodicalIF":2.3,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00226-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38906681","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: 23

Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN 阅读障碍儿童通过文本淡化训练改善：理解、正字法知识和RAN分析

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-05-11 DOI: 10.1007/s11881-021-00229-x

Telse Nagler, Jelena Zarić, Fenke Kachisi, Sven Lindberg, Jan-Henning Ehm

{"title":"Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN","authors":"Telse Nagler, Jelena Zarić, Fenke Kachisi, Sven Lindberg, Jan-Henning Ehm","doi":"10.1007/s11881-021-00229-x","DOIUrl":"10.1007/s11881-021-00229-x","url":null,"abstract":"<div><p>Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training’s efficiency for a sample of German reading-impaired third graders (<i>n</i> = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.</p></div>","PeriodicalId":47273,"journal":{"name":"Annals of Dyslexia","volume":"71 3","pages":"458 - 482"},"PeriodicalIF":2.3,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11881-021-00229-x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38890778","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

Correction to: Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM) 更正：提高阅读障碍儿童的阅读技能：一种新提出的补救干预措施——声乐掩蔽重复阅读（RVM）的疗效研究

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-05-05 DOI: 10.1007/s11881-021-00228-y

Gilles Leloup, Royce Anders, Valentin Charlet, Béatrice Eula-Fantozzi, Catherine Fossoud, Eddy Cavalli

引用次数: 0

Orton-Gillingham and the IDEA: analysis of the frequency and outcomes of case law Orton Gillingham和IDEA：判例法的频率和结果分析

IF 2.3 3区教育学

Annals of Dyslexia Pub Date : 2021-05-05 DOI: 10.1007/s11881-021-00230-4

Kristin L. Sayeski, Perry A. Zirkel

引用次数: 0