journal
https://read.qxmd.com/read/37418132/a-national-test-of-dyslexia
#21
JOURNAL ARTICLE
Mads Poulsen, Holger Juul, Carsten Elbro
Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of "a standardized, electronically administered test of dyslexia for use […] from primary Grade 3 and up through all educational levels to 5-year university education." The present paper reports from the development of this National Dyslexia Test...
July 7, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36417146/eeg-correlates-of-developmental-dyslexia-a-systematic-review
#22
JOURNAL ARTICLE
Elisa Cainelli, Luca Vedovelli, Barbara Carretti, Patrizia Bisiacchi
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...
July 2023: Annals of Dyslexia
https://read.qxmd.com/read/36194381/impact-of-audio-on-navigation-strategies-in-children-and-adults-with-dyslexia
#23
JOURNAL ARTICLE
Carolien A N Knoop-van Campen, Eliane Segers, Ludo Verhoeven
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...
July 2023: Annals of Dyslexia
https://read.qxmd.com/read/37300716/a-realist-review-of-dyslexia-pilot-project-research
#24
JOURNAL ARTICLE
Brian Gearin, Jessica Turtura, Kim Anderson, Melissa Colsman, Samantha Durrance, Wendy McColskey, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik
We conducted a realist review of state-authorized dyslexia pilot projects to understand how they have been implemented and evaluated, and the extent to which they adhere to best practice recommendations. We found that states have piloted broadly similar policy programs minimally consisting of professional development, universal screening, and instructional intervention. However, none of the pilot report documents we reviewed included explicit logic models or theories of action, which makes it difficult to understand the pilot projects and their results...
June 10, 2023: Annals of Dyslexia
https://read.qxmd.com/read/37119436/impact-of-text-to-speech-features-on-the-reading-comprehension-of-children-with-reading-and-language-difficulties
#25
JOURNAL ARTICLE
Jennifer L Keelor, Nancy A Creaghead, Noah H Silbert, Allison D Breit, Tzipi Horowitz-Kraus
This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) silent read, (b) read aloud, (c) listen only, (d) TTS with no highlighting, and (e) TTS with highlighting. Students answered multiple-choice comprehension questions following each condition. Mixed ANOVAs were performed to determine whether TTS improved reading comprehension...
April 29, 2023: Annals of Dyslexia
https://read.qxmd.com/read/37071318/reading-and-writing-difficulties-in-bilingual-learners
#26
EDITORIAL
Jie Zhang, Qiuying Wang
No abstract text is available yet for this article.
April 18, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36705859/writing-proficiency-in-english-as-l2-in-spanish-children-with-dyslexia
#27
JOURNAL ARTICLE
Marta Álvarez-Cañizo, Olivia Afonso, Paz Suárez-Coalla
Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software...
April 2023: Annals of Dyslexia
https://read.qxmd.com/read/36892685/impacts-of-cognitive-flexibility-on-central-word-identification-evidence-from-poor-comprehenders-discourse-comprehension-of-first-graders-with-adhd
#28
JOURNAL ARTICLE
Yang Dong, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng, Chongbo Yuan, Pinyi Xin
Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i...
March 9, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36701045/examining-fidelity-reporting-within-studies-of-foundational-reading-interventions-for-elementary-students-with-or-at-risk-for-dyslexia
#29
JOURNAL ARTICLE
Katlynn Dahl-Leonard, Colby Hall, Philip Capin, Emily J Solari, Alisha Demchak, William J Therrien
Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data...
January 26, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36630027/exploring-reading-profiles-of-rural-school-students
#30
JOURNAL ARTICLE
Johny Daniel, Amy Barth
This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students' reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles. Data were analyzed using latent profile analysis. Latent profile analysis showed four distinct reading profiles in our sample: students with severe reading disabilities (< 2%), students at high risk of reading disability (14%), students at some-risk of reading disability (46%), and students who are typical readers (38%)...
January 11, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36626093/tracking-reading-skills-and-reading-related-skills-in-dyslexia-before-age-5-and-after-ages-10-17-diagnosis
#31
JOURNAL ARTICLE
Elise Lefèvre, Eddy Cavalli, Pascale Colé, Jeremy M Law, Liliane Sprenger-Charolles
This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group of 373 non-readers seen at age 5, 38 students were subsequently diagnosed as either consistent dyslexic readers (18 DYS) or consistent typical readers (20 TR). Their phonological and lexical reading skills were assessed at ages 10 and 17 and their phonemic segmentation and discrimination skills at age 5...
January 10, 2023: Annals of Dyslexia
https://read.qxmd.com/read/36586030/longitudinal-predictors-of-french-word-reading-difficulties-among-french-immersion-children
#32
JOURNAL ARTICLE
Elizabeth MacKay, Xi Chen, S Hélène Deacon
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...
December 31, 2022: Annals of Dyslexia
https://read.qxmd.com/read/36449221/perceived-negative-consequences-of-dyslexia-the-influence-of-person-and-environmental-factors
#33
JOURNAL ARTICLE
Loes Bazen, Elise H de Bree, Madelon van den Boer, Peter F de Jong
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...
November 30, 2022: Annals of Dyslexia
https://read.qxmd.com/read/36219307/orthographic-facilitation-in-upper-elementary-students-does-attention-to-morphology-of-complex-words-enhance-the-effects
#34
JOURNAL ARTICLE
Jie Zhang, Huan Zhang, Jackie Eunjung Relyea, Ma Glenda Lopez Wui, Yan Yan, Rosa Nam, Araceli Enriquez, Lana Kharabi-Yamato
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...
October 11, 2022: Annals of Dyslexia
https://read.qxmd.com/read/36208401/first-grade-multilingual-students-executive-function-profiles-and-links-to-english-reading-achievement-and-difficulties-a-person-centered-latent-profile-analysis
#35
JOURNAL ARTICLE
Jackie Eunjung Relyea, Eunsoo Cho, Elizabeth Zagata
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 (N = 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...
October 8, 2022: Annals of Dyslexia
https://read.qxmd.com/read/35920972/reading-performance-in-children-with-adhd-an-eye-tracking-study
#36
JOURNAL ARTICLE
Simona Caldani, Eric Acquaviva, Ana Moscoso, Hugo Peyre, Richard Delorme, Maria Pia Bucci
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)...
October 2022: Annals of Dyslexia
https://read.qxmd.com/read/35907104/contribution-of-morphological-awareness-to-reading-fluency-of-children-with-and-without-dyslexia-evidence-from-a-transparent-orthography
#37
JOURNAL ARTICLE
Sophia Giazitzidou, Susana Padeliadu
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 (2nd grade: 32 dyslexic and 105 typical readers, 5th 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...
October 2022: Annals of Dyslexia
https://read.qxmd.com/read/35838856/compensatory-role-of-verbal-learning-and-consolidation-in-reading-and-spelling-of-children-with-dyslexia
#38
JOURNAL ARTICLE
Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven
The present study investigated the compensatory role of verbal learning and consolidation in reading and spelling of children with (N = 54) and without dyslexia (N = 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...
October 2022: Annals of Dyslexia
https://read.qxmd.com/read/35486327/binocular-coordination-of-children-with-dyslexia-and-typically-developing-children-in-linguistic-and-non-linguistic-tasks-evidence-from-eye-movements
#39
JOURNAL ARTICLE
Rahime Duygu Temelturk, Esmehan Ozer
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...
October 2022: Annals of Dyslexia
https://read.qxmd.com/read/35976521/drinking-among-university-students-with-a-history-of-reading-difficulties-motivational-and-personality-risk-factors-for-hazardous-levels-of-consumption
#40
JOURNAL ARTICLE
Elizabeth MacKay, S Hélène Deacon, Mariam M Elgendi, Sherry H Stewart
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...
August 17, 2022: Annals of Dyslexia
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