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Technical adequacy of measuring teachers' knowledge of dyslexia Dyslexia (IF 2.066) Pub Date : 2024-03-18 Deborah K. Reed, Huibin Zhang
Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An
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Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia Dyslexia (IF 2.066) Pub Date : 2024-03-05 Sajjad Basharpoor, Elham Seif, Somayeh Daneshvar
This study aimed to test the efficacy of a newly developed computer-based game naming computerized executive functions (CEF) task on the reading ability of children suffering from dyslexia. Forty dyslexic school students from the fourth and fifth grades were randomized to one of the experimental and control groups. Subjects of the experimental group received 12 sessions of Computerized Executive Functions
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Evaluation of the multiple‐deficit hypothesis among dyslexic Arabic‐speaking children Dyslexia (IF 2.066) Pub Date : 2024-03-04 Salim Abu Rabia, Esraa Darawshe
This study examined the multiple‐deficit hypothesis among Arabic‐speaking elementary school students. A total of 90 students, divided into three main groups based on their performance on an Arabic word‐reading task: dyslexic (n = 30), regular age‐matched (n = 30), and 3rd‐grade regular students, who were matched to the dyslexic group in regard to their reading proficiency level (n = 30). Participants
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Reading problems and their connection with visual search and attention Dyslexia (IF 2.066) Pub Date : 2024-02-22 Heida Maria Sigurdardottir, Hilma Ros Omarsdottir, Anna Sigridur Valgeirsdottir
Attention has been hypothesized to act as a sequential gating mechanism for the orderly processing of letters and words. These same visuoattentional processes are often assumed to partake in some but not all types of visual search. In the current study, 24 dyslexic and 36 typical readers completed an attentionally demanding visual conjunction search. Visual feature search served as an internal control
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Variability in auditory processing performance is associated with reading difficulties rather than with history of otitis media Dyslexia (IF 2.066) Pub Date : 2024-01-23 Helen L. Breadmore, Lorna F. Halliday, Julia M. Carroll
The nature and cause of auditory processing deficits in dyslexic individuals have been debated for decades. Auditory processing deficits were argued to be the first step in a causal chain of difficulties, leading to difficulties in speech perception and thereby phonological processing and literacy difficulties. More recently, it has been argued that auditory processing difficulties may not be causally
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The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities Dyslexia (IF 2.066) Pub Date : 2024-01-18 Ibrahim A. Asadi, Abeer Asli-Badarneh, Vered Vaknin-Nusbaum
This study examined the influence of morphological density on reading comprehension in Arabic and whether this influence differs between typical and children with reading disabilities. Morphological density in Arabic is a text feature that refers to using bound morphemes, creating dense words with more morphemes. The participants were 182 fifth-graders, both typical and children with reading disabilities
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Twice-exceptionality unmasked: A systematic narrative review of the literature on identifying dyslexia in the gifted child Dyslexia (IF 2.066) Pub Date : 2024-01-17 Amanda E. Kranz, Tanya A. Serry, Pamela C. Snow
In this systematic narrative review, we synthesised the small existing body of research on children who are gifted and dyslexic (G-D) in order to investigate the claim that G-D students have a unique profile, characterised by well-masked word-level reading and spelling difficulties. Our focus was on both the cognitive and academic profiles of this subgroup of twice-exceptional (2e) children and the
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The challenge of remote treatment in neuropsychological intervention for reading and spelling in dyslexia: A prospective observational cohort study Dyslexia (IF 2.066) Pub Date : 2024-01-15 Maria Luisa Lorusso, Francesca Borasio, Massimo Molteni
Telemedicine approaches have proved to be valuable solutions for the delivery of treatment for many health-related issues, and crucial during the pandemics. Nonetheless, the efficacy of such Web-based practices in developmental dyslexia needs to be thoroughly evaluated. To this aim, the effects of a multi-componential program for neuropsychological intervention in dyslexia delivered as an outpatient
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Parent experiences of specific learning disorder diagnosis: A scoping review Dyslexia (IF 2.066) Pub Date : 2024-01-04 Hayley Anthony, Andrea Reupert, Louise McLean
The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty-three articles, representing 1796 parents
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Insights from a Web-based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question Dyslexia (IF 2.066) Pub Date : 2023-10-25 Blace A. Nalavany, Reeve Kennedy, Mi Hwa Lee, Lena W. Carawan, Sharon M. Knight
Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self-esteem, low self-efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia
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Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model Dyslexia (IF 2.066) Pub Date : 2023-10-02 José M. Ramos-Carrillo, Francisco J. Moreno-Perez
Detecting students with reading difficulties (RD) is particularly important in the context of the Response to Intervention (RTI) model, in terms of both research and professional practice. However, there is no unanimous agreement on the best procedure to carry it out. In addition, most of the research in this field has been carried out in the English language, and there is little evidence on how these
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Atypical function of auditory sensory gating in children with developmental dyslexia: Investigating its relationship with cognitive abilities Dyslexia (IF 2.066) Pub Date : 2023-10-01 Rasool Panahi, Mehdi Akbari, Farnoush Jarollahi, Hamid Haghani, Ehsan Kazemnezhad Leyli, Maryam Zia
Impairments of auditory processing are among frequent findings in dyslexia. However, it is unclear how auditory signals are gated from brainstem to higher central processing stages in these individuals. The present study was done to investigate auditory sensory gating in children with developmental dyslexia (DD), and to determine whether sensory gating correlates with performance on behavioural tasks
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Disentangling dyslexia from typical L2-learning in emergent literacy Dyslexia (IF 2.066) Pub Date : 2023-09-28 Turid Helland, Frøydis Morken, Wenche A. Helland
The present paper assessed how dyslexia can be identified in school children with another language than their first language. Participants were school children with Norwegian as their second language (L2), and two groups of children with Norwegian as their first language (L1): a control group (L1-Con), and a dyslexia group (L1-Dys). All were 2nd and 3rd graders who had attended Norwegian schools from
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How do technologies meet the needs of the writer with dyslexia? An examination of functions scaffolding the transcription and proofreading in text production aimed towards researchers and practitioners in education Dyslexia (IF 2.066) Pub Date : 2023-09-19 Margunn Mossige, Erik Arendal, Laura Kongskov, Helle Bundgaard Svendsen
Technological reading and writing tools can help students with dyslexia improve their writing, but students do not use reading and writing functions as much as expected. However, research addressing relevant technological functions is scarce. This study explored the needs of writers with dyslexia and how technological writing tools developed for three Nordic languages meet these needs. Snowball sampling
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Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties Dyslexia (IF 2.066) Pub Date : 2023-09-12 Hanna Lindström-Sandahl, Åsa Elwér, Stefan Samuelsson, Henrik Danielsson
Teaching phoneme awareness to children at risk for early reading difficulties has been recognized as successful in several studies. In this randomized controlled trial (RCT)-study, we add to this research by optimizing core procedural as well as teaching components in a phonics-directed intervention and extend the RCT reading intervention research into a semi-transparent language context. The aim of
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Heterogeneity of short-term memory deficits in children with dyslexia Dyslexia (IF 2.066) Pub Date : 2023-07-30 Sarah Wokuri, Corentin Gonthier, Nathalie Marec-Breton, Steve Majerus
Many studies have highlighted short-term memory (STM) impairment in dyslexic individuals. Several studies showed deficits for both item and serial order aspects of verbal STM in dyslexic individuals. These group-based studies, however, do not inform us about the prevalence of these deficits and, importantly, their potential heterogeneity at the individual level. The present study examined both group-level
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Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2 Dyslexia (IF 2.066) Pub Date : 2023-07-30 Judi E. Dams, Moniek M. H. Schaars, Eliane Segers, Elma Blom
In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth
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Factors contributing to realizing valuable goals of students with dyslexia in higher education Dyslexia (IF 2.066) Pub Date : 2023-07-11 Marzenka Rolak, Yvonne F. Heerkens, Hedwig J. A. van Bakel, Jac J. L. van der Klink
When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value-driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion
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Verbal Working Memory-Balance program training alters the left fusiform gyrus resting-state functional connectivity: A randomized clinical trial study on children with dyslexia Dyslexia (IF 2.066) Pub Date : 2023-06-19 Mehdi Ramezani, Saeed Behzadipour, Angela J. Fawcett, Mohammad Taghi Joghataei
Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly-designed training program, Verbal Working Memory-Balance (VWM-B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present
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A Delphi study exploring the barriers to dyslexia diagnosis and support: A parent's perspective Dyslexia (IF 2.066) Pub Date : 2023-06-14 Sophie Harding, Maya Chauhan-Sims, Emily Oxley, Hannah M. Nash
The Rose Report (Rose, Independent review of the primary curriculum (England); 2009) outlined a set of recommendations for the management of dyslexia in the United Kingdom after a range of issues were found. Despite these recommendations, recent reports indicate that issues are still prevalent in the diagnosis process and support offered for dyslexic children. The Delphi method was employed to gain
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Challenging the stability of RAN development: Acknowledging PA and Gf in relation to reading Dyslexia (IF 2.066) Pub Date : 2023-06-08 Ulrika Wolff, Malena Åvall, Jan-Eric Gustafsson
This study had two overriding goals, (1) examine the stability of rapid automatized naming (RAN) in predicting reading achievement while taking into account two other frequently studied constructs, phonological awareness and fluid intelligence (Gf) and (2) examine the predictive power of RAN measured at age 4 on reading ability. The stable pattern of RAN development found in a previously reported growth
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Maternal education as an environmental factor related to reading in children with reading difficulties: A functional magnetic resonance imaging study Dyslexia (IF 2.066) Pub Date : 2023-06-01 Paige Greenwood, John Hutton, Jonathan Dudley, Mark DiFrancesco, Rola Farah, Mekibib Altaye, Tzipi Horowitz-Kraus
The expanded simple view of reading (SVR) model suggests that word decoding, language comprehension and executive functions are necessary for reading comprehension. Children with reading difficulties (RDs) often have deficits in critical components of reading established in the expanded SVR model and alterations in brain function of reading-related regions. Maternal education could provide children
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Lexical prosodic representation and access in Japanese children with developmental dyslexia Dyslexia (IF 2.066) Pub Date : 2023-05-11 Michiru Iwata, Ryusaku Hashimoto, Ayumi Seki
Recent research indicates that awareness of the prosodic information present in spoken language could be an important factor for literacy development, and that adults with developmental dyslexia show impaired awareness of lexical prosodic information, while the phonological representations remain intact. We investigated lexical prosodic representation and awareness in Japanese children with and without
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Does reading anxiety impact on academic achievement in higher education students? Dyslexia (IF 2.066) Pub Date : 2023-05-10 Sophia Soares, Mark E. Boyes, Rauno Parrila, Nicholas A. Badcock
Poor readers have lower academic achievement and increased anxiety, including reading anxiety, which may perpetuate lower academic achievement. We explored reading anxiety in university students, investigating whether the association between reading ability and academic achievement is mediated by reading anxiety (independent of general anxiety). Participants were students (n = 169, 69% female, age = 20
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The cumulative effect of socioeconomic status and dyslexia on linguistic, cognitive and reading skills among Arabic-speaking children Dyslexia (IF 2.066) Pub Date : 2023-03-08 Ibrahim A. Asadi, Ronen Kasperski, Miri Sarid
Research has shown that children with dyslexia and children with a low socioeconomic status (SES) fall behind in terms of literacy acquisition, but a question remains regarding the cumulative effect of dyslexia and SES on linguistic, cognitive and reading skills. To examine the impact of cognition and environment on literacy development, we returned to the data set of 1,441 elementary school children
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Improving non-native duration contrast with dichotic training in dyslexic and non-dyslexic individuals Dyslexia (IF 2.066) Pub Date : 2023-02-24 Margot Bouhon, Claire Ferreira, Sandy Bahuon, Barbara Tillmann, Nathalie Bedoin
Perceiving and producing English phonemic vowel length contrasts is challenging for non-native speakers. According to multi-time resolution models, endogenous slow/fast rhythms contribute, respectively, in the right/left hemispheres, to long/short acoustic cue processing. This study introduced a perceptual training method implementing dichotic stimulation to improve /i:/-/ɪ/ processing by promoting
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The revision process during handwritten text production: The case of French higher education students with dyslexia Dyslexia (IF 2.066) Pub Date : 2023-02-09 Audrey Mazur, Florence Chenu
The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate
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“I struggle at times to see her struggle”: Mothers' perspectives on dyslexia-related school struggles and the inter-connected nature of mother and child well-being Dyslexia (IF 2.066) Pub Date : 2023-02-08 Adrienne Wilmot, Hannah Pizzey, Suze Leitão, Penelope Hasking, Mark Boyes
Parents of children with dyslexia may be at elevated risk for parenting stress and mental health concerns. Our aim was to explore the emotional experience of growing up with dyslexia in Australia from parents' perspectives. In so doing, we also developed an understanding of parents' own mental health and support needs informed by their lived experience.
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Colour-cued paragraph writing instruction for students with learning disabilities Dyslexia (IF 2.066) Pub Date : 2023-01-25 Kathy B. Ewoldt, Suzanne R. Byrne
Expository paragraph writing is difficult to learn and teach. For many students, particularly those with learning disabilities, it is difficult to manage the multiple, simultaneous complex processes required for success. And for their teachers, writing is the content area in which they feel least prepared to teach. This intervention applied the concept of reverse engineering to instructional design
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Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations Dyslexia (IF 2.066) Pub Date : 2023-01-22 Kulpreet Cheema, Cassidy Fleming, Julia Craig, William E. Hodgetts, Jacqueline Cummine
Reading and spelling skills are important to communicate in today's literate society, however, the underlying processes of spelling skills are under-researched compared to reading skills. Our goals were to (a) study how the component skills of phonological, orthographic and morphological awareness are different in adults with and without reading difficulties, and (b) characterize the relationship between
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Effectiveness of accelerated reader on children's reading outcomes: A meta-analytic review Dyslexia (IF 2.066) Pub Date : 2022-11-18 Clair M. Tischner, Sara E. Ebner, Kathleen B. Aspiranti, David A. Klingbeil, Alicia L. Fedewa
Accelerated reader (AR) is a computerized reading program commonly used in schools. The program aims to enhance students' reading achievement and encourage students to read more through goal setting and frequent reading practice. A meta-analytic review of the AR was conducted to analyse its effectiveness as an evidence-based intervention for improving student reading achievement, attitude, and motivation
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Growing up with dyslexia: Child and parent perspectives on school struggles, self-esteem, and mental health Dyslexia (IF 2.066) Pub Date : 2022-11-09 Adrienne Wilmot, Hannah Pizzey, Suze Leitão, Penelope Hasking, Mark Boyes
Children with dyslexia, compared with typically reading peers, are at increased risk of internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns; why this is the case is largely unknown. Our aim was to explore the socio-emotional experience of growing up with dyslexia from both child and parent perspectives. In so doing, we aimed to gain a better understanding of self-esteem
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Economic evaluation of dyslexia intervention Dyslexia (IF 2.066) Pub Date : 2022-10-29 Kristina Moll, Beatrice J. Georgii, Ralph Tunder, Gerd Schulte-Körne
In many countries, intervention costs are not covered by public health care. A critical basis for deciding whether an intervention is covered or not is to analyse the relation between benefits and costs of the intervention, and to quantify the consequential costs. In this study, a cost-utility analysis was computed to investigate the costs of individualized dyslexia intervention while quantifying the
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Does a specialist typeface affect how fluently children with and without dyslexia process letters, words, and passages? Dyslexia (IF 2.066) Pub Date : 2022-08-27 Holly Joseph, Daisy Powell
Children with dyslexia are at risk of poor academic attainment and lower life chances if they do not receive the support they need. Alongside phonics-based interventions which already have a strong evidence base, specialist dyslexia typefaces have been offered as an additional or alternative form of support. The current study examined whether one such typeface, Dyslexie, had a benefit over a standard
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How accurate are teachers and support specialists when judging students' literacy skills? Special educational service as an external factor influencing judgements Dyslexia (IF 2.066) Pub Date : 2022-07-31 Maris Juhkam, Piret Soodla, Mikko Aro
The aim of the study was to examine the accuracy of Estonian teachers' and support specialists' judgements of students' spelling skills and reading fluency and to investigate the provision of special education services to students as a factor influencing teachers' judgements. The sample included 11 classroom teachers, 8 support specialists, and 187 third-grade students. The judgements were collected
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The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual-attention-based deficit Dyslexia (IF 2.066) Pub Date : 2022-07-28 Sylviane Valdois
The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention-based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant
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Parafoveal processing and transposed-letter effects in dyslexic reading Dyslexia (IF 2.066) Pub Date : 2022-07-11 Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge
During parafoveal processing, skilled readers encode letter identity independently of letter position (Johnson et al., 2007). In the current experiment, we examined orthographic parafoveal processing in readers with dyslexia. Specifically, the eye movements of skilled readers and adult readers with dyslexia were recorded during a boundary paradigm experiment (Rayner, 1975). Parafoveal previews were
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Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment Dyslexia (IF 2.066) Pub Date : 2022-07-11 Nicola Brunswick, Serena Bargary
Educational experiences often influence self-concept. Thus, readers with dyslexia can have low self-esteem and self-efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self-perception. This study included 145 university students (Mage = 24
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The identification and classification of struggling readers based on the simple view of reading Dyslexia (IF 2.066) Pub Date : 2022-06-29 Mike Sleeman, John Everatt, Alison Arrow, Amanda Denston
The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included
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Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence Dyslexia (IF 2.066) Pub Date : 2022-05-27 Odile Rohmer, Nadège Doignon-Camus, Jean Audusseau, Séléna Trautmann, Anne-Clémence Chaillou, Maria Popa-Roch
Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between “school” and “failure”. The aim of the present study was to investigate
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A stitch in time…: Comparing late-identified, late-emerging and early-identified dyslexia Dyslexia (IF 2.066) Pub Date : 2022-05-18 Elise H. de Bree, Madelon van den Boer, Boukje M. Toering, Peter F. de Jong
When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1–3, n = 116) and late-diagnosed (Grade 4–6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national-curriculum
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A stitch in time…: Comparing late-identified, late-emerging and early-identified dyslexia. Dyslexia (IF 2.066) Pub Date : 2022-05-18 Elise H de Bree,Madelon van den Boer,Boukje M Toering,Peter F de Jong
When dyslexia is diagnosed late, the question is whether this is due to late-emerging (LE) or late-identified (LI) problems. In a random selection of dyslexia-diagnosis case files we distinguished early-diagnosed (Grade 1-3, n = 116) and late-diagnosed (Grade 4-6) dyslexia. The late-diagnosed files were divided into LE (n = 54) and LI dyslexia (n = 45). The LE group consisted of children whose national-curriculum
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Statistical learning in children with a family risk of dyslexia Dyslexia (IF 2.066) Pub Date : 2022-03-14 Elise de Bree, Josje Verhagen
The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre-literate children with a family risk (FR) of dyslexia. In this study, four-to-five-year-old FR children (n = 25) and No-FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non-adjacent
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Speech perception in noise in children with dyslexia: Does speech sound disorder matter? Dyslexia (IF 2.066) Pub Date : 2022-03-02 Giorgia Mari, Pasqualina Maria Picciotti, Bianca Maria Martina, Antonella Loperfido, Felicia Zagari, Ilaria Proietti, Ylenia Longobardi, Lucia D'Alatri
The aim of this observational cohort study with a control group is to compare consonant perception skills in quiet and in noise in children with typical language and learning development and in children with dyslexia, with and without Speech Sound Disorder (SSD). Three groups were included: A control group of twenty children with normal reading abilities and typical language development, twelve children
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Speech perception in noise in children with dyslexia: Does speech sound disorder matter? Dyslexia (IF 2.066) Pub Date : 2022-03-02 Giorgia Mari,Pasqualina Maria Picciotti,Bianca Maria Martina,Antonella Loperfido,Felicia Zagari,Ilaria Proietti,Ylenia Longobardi,Lucia D'Alatri
The aim of this observational cohort study with a control group is to compare consonant perception skills in quiet and in noise in children with typical language and learning development and in children with dyslexia, with and without Speech Sound Disorder (SSD). Three groups were included: A control group of twenty children with normal reading abilities and typical language development, twelve children
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Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years Dyslexia (IF 2.066) Pub Date : 2022-02-13
In Helland et al. (2021), there is an incorrect reference citation of “6 (2009)” on p. 416, section 1.4 “Sample selection and developmental trajectories”, paragraph 3, last sentence. Below is the correct reference citation: At-risk groups should be inclusive for later identification of false and true positives, as proposed by Gabrieli (2009). We apologize for this error.
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Children's vocabulary and friendships: A comparative study between children with and without Specific Learning Disorder and Attention Deficit Hyperactivity Disorder Dyslexia (IF 2.066) Pub Date : 2022-02-09 Sofia Kouvava, Katerina Antonopoulou, Asimina M. Ralli, Constantinos M. Kokkinos, Katerina Maridaki-Kassotaki
Language skills are important in the formation and maintenance of friendships. Children with specific learning disorder (SLD) or attention-deficit/hyperactivity disorder (ADHD) experience difficulties with their relationships and have language-related problems. This study aims to examine how expressive and receptive vocabulary may relate to friendships of children with and without SLD or ADHD. Participants
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Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers Dyslexia (IF 2.066) Pub Date : 2022-02-07 Donia Abo-elhija, Rola Farah, Tzipi Horowitz-Kraus
There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults
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Stroop performance is related to reading profiles in Hebrew-speaking individuals with dyslexia and typical readers. Dyslexia (IF 2.066) Pub Date : 2022-02-07 Donia Abo-Elhija,Rola Farah,Tzipi Horowitz-Kraus
There is a debate in the literature regarding the level of contribution of executive functions (EF) to reading comprehension (RC), in the context of the simple view of reading (SVR) model. The current study aims to create sub-profiles of reading and cognitive abilities based on a measure traditionally used for evaluating EF, that is, the Stroop task, and specifically, Stroop time. Ninety-seven adults
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Methods used by psychologists for identifying dyslexia: A systematic review Dyslexia (IF 2.066) Pub Date : 2021-12-20 Andrea Sadusky, Emily P. Berger, Andrea E. Reupert, Nerelie C. Freeman
Inconsistencies in the operationalisation of dyslexia in assessment practices are concerning. Variations in different countries' education contexts and education-related legislation could contribute to continuing discrepancies between psychologists' assessment practices. However, an international “snapshot” of these practices is unavailable. An international comparison of psychologists' dyslexia assessment
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Saudi public primary school teachers' knowledge and beliefs about developmental dyslexia Dyslexia (IF 2.066) Pub Date : 2021-12-07 Mohaned G. Abed, Todd K. Shackelford
This exploratory research investigates knowledge and beliefs about developmental dyslexia (DD) among public primary school teachers in Saudi Arabia. We explored links between several teacher-related socio-demographic variables (e.g., gender, teaching experience, self-evaluation of teaching children with DD) and knowledge and beliefs about DD. Saudi public primary school teachers (n = 136) completed
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Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia? Dyslexia (IF 2.066) Pub Date : 2021-12-01 Zoey Stark, Léon Franzen, Aaron P. Johnson
Individuals with dyslexia struggle at explaining what it is like to have dyslexia and how they perceive letters and words differently. This led the designer Daniel Britton to create a font that aims to simulate the perceptual experience of how effortful reading can be for individuals with dyslexia (http://danielbritton.info/dyslexia). This font removes forty percent of each character stroke with the
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Insights from a dyslexia simulation font: Can we simulate reading struggles of individuals with dyslexia? Dyslexia (IF 2.066) Pub Date : 2021-12-01 Zoey Stark,Léon Franzen,Aaron P Johnson
Individuals with dyslexia struggle at explaining what it is like to have dyslexia and how they perceive letters and words differently. This led the designer Daniel Britton to create a font that aims to simulate the perceptual experience of how effortful reading can be for individuals with dyslexia (http://danielbritton.info/dyslexia). This font removes forty percent of each character stroke with the
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Links between organized visual search and reading ability in French primary school children Dyslexia (IF 2.066) Pub Date : 2021-11-24 Alma Guilbert, Hélène Guiraud-Vinatea
Visual search skills develop substantially during the primary school years, and in parallel with children's reading achievement. Reading requires an efficient visual search and exposure to reading from the left to the right could also influence the way we explore space. No study, however, made links between visual search strategies and reading ability. In this study, 70 primary school children performed
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Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers Dyslexia (IF 2.066) Pub Date : 2021-10-06 Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey, Karen Kosinski
Dyslexia is a neurobiological condition affecting phonological processing and characterized by reading and phonological awareness difficulties. We assessed correlations between dyslexia knowledge and five independent variables among early elementary teachers in Massachusetts.
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Perception of indexical cues in speech by children and adults with and without dyslexia: Regional dialect and gender identification Dyslexia (IF 2.066) Pub Date : 2021-10-06 Ewa Jacewicz, Lian J. Arzbecker, Robert Allen Fox
Auditory research in developmental dyslexia proposes that deficient auditory processing of speech underlies difficulties with reading and spelling. Focusing predominantly on phonological processing, studies have not yet addressed the role of the speaker-related (indexical) properties of speech that enable the formation of phonological representations. Here, we assess auditory processing of indexical
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Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years Dyslexia (IF 2.066) Pub Date : 2021-09-28 Turid Helland, Frøydis Morken, Wenche A. Helland
The concept of early ‘efforts’ has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental
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Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years. Dyslexia (IF 2.066) Pub Date : 2021-09-28 Turid Helland,Frøydis Morken,Wenche A Helland
The concept of early 'efforts' has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental
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The extraction of orthographic and phonological structure of printed words in adults with dyslexia Dyslexia (IF 2.066) Pub Date : 2021-09-27 Emilie Collette, Alain Content, Marie-Anne Schelstraete, Fabienne Chetail
The current study investigated the extraction of orthographic and phonological structure of written words in adults with dyslexia. In adults without learning difficulties, Chetail and Content showed that orthographic structure, as determined by the number of vowel letter clusters, influences visual word length estimation. The authors also found a phonological effect determined by the number of syllables
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Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults – a randomized controlled study Dyslexia (IF 2.066) Pub Date : 2021-09-27 Johanna M. Nukari, Marja R. Laasonen, Eva P. Arkkila, Marja-Leena Haapanen, Jari O. Lipsanen, Erja T. Poutiainen
Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group