445 results match your criteria Annals Of Dyslexia[Journal]


Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge.

Ann Dyslexia 2019 Apr 15. Epub 2019 Apr 15.

Department of Psychology, University of Oviedo, Oviedo, Spain.

In transparent orthographic systems, the main characteristic of developmental dyslexia is poor reading fluency. Several studies have reported that children with dyslexia have difficulties forming orthographic representations of words, which hampers good reading fluency. This study aimed at evaluating whether the semantic-phonological training prior to word reading could facilitate the formation of orthographic representations and leading an improvement in reading fluency. Read More

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http://link.springer.com/10.1007/s11881-019-00178-6
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http://dx.doi.org/10.1007/s11881-019-00178-6DOI Listing
April 2019
1 Read

Annals of Dyslexia New Investigator Award.

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Ann Dyslexia 2019 Feb 14. Epub 2019 Feb 14.

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http://dx.doi.org/10.1007/s11881-019-00177-7DOI Listing
February 2019

Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction.

Ann Dyslexia 2019 Apr;69(1):99-113

College of Humanities and Social Sciences, Massey University, Palmerston North, New Zealand.

Teacher's knowledge can influence the act of teaching and affect children's learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. Read More

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http://dx.doi.org/10.1007/s11881-018-00168-0DOI Listing
April 2019
4 Reads

Characterizing the knowledge of educators receiving training in systematic literacy instruction.

Ann Dyslexia 2019 Apr;69(1):21-33

Middle Tennessee State University, Murfreesboro, TN, USA.

Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different stages of training provided through 2-year courses that meet the objectives of the International Dyslexia Association (IDA) standards of teacher knowledge and practice. It included 347 K-12 licensed teachers who were at various stages of training when they completed a test of knowledge in the areas of Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology. Read More

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http://dx.doi.org/10.1007/s11881-018-00174-2DOI Listing

Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia.

Ann Dyslexia 2019 Jan 22. Epub 2019 Jan 22.

Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong, China.

This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2) visual temporal processing training group, and (3) control group with no specific training. Read More

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http://link.springer.com/10.1007/s11881-019-00176-8
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http://dx.doi.org/10.1007/s11881-019-00176-8DOI Listing
January 2019
12 Reads

Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis.

Ann Dyslexia 2019 Apr;69(1):34-53

Southern Methodist University, Suite 400, 6116 N. Central Expy., Dallas, TX, 75206, USA.

In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so it is necessary to understand the knowledge they have about the structure of RTI in their individual schools. Read More

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http://dx.doi.org/10.1007/s11881-018-00171-5DOI Listing
April 2019
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Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea.

Ann Dyslexia 2019 Apr;69(1):136-152

Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge Survey for testing their implicit and explicit knowledge on phonemic awareness, phonological awareness, phonics, and morphological awareness; and their self-perceived teaching ability on teaching typical readers, struggling readers, phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Results showed that both Chinese EFL and Korean EFL teachers' knowledge on the phonemic awareness, phonological awareness, and phonics was implicit rather than explicit. Read More

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http://link.springer.com/10.1007/s11881-018-00169-z
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http://dx.doi.org/10.1007/s11881-018-00169-zDOI Listing
April 2019
8 Reads

Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities.

Ann Dyslexia 2019 Apr;69(1):54-79

Institute for Evidence-Based Education, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, 6330 Lavendale Avenue, Dallas, TX, 75230, USA.

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K-8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers' knowledge and implementation of research-based reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Read More

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http://dx.doi.org/10.1007/s11881-018-00175-1DOI Listing
April 2019
1 Read

Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy.

Ann Dyslexia 2019 Apr;69(1):1-4

College of Education and Human Development, Texas A and M University, College Station, TX, 77845, USA.

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http://dx.doi.org/10.1007/s11881-018-00173-3DOI Listing
April 2019
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Theory and reported practice in EFL literacy instruction: EFL teachers' perceptions about classroom practices.

Ann Dyslexia 2019 Apr;69(1):114-135

Department of Learning Disabilities, University of Haifa, Haifa, Israel.

Acquiring literacy in English as a foreign language (EFL) is important for language development. However, many students enter middle school without adequate EFL literacy skills. This may indicate a gap between EFL literacy instruction theory and the classroom practice that is occurring in elementary school classrooms. Read More

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http://dx.doi.org/10.1007/s11881-018-00172-4DOI Listing
April 2019
2 Reads

Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers' self-efficacy: a latent class analysis.

Ann Dyslexia 2019 Apr;69(1):80-98

Department of Teaching, Learning, and Culture, Texas A&M University, 4232 TAMU, 540 Ross Street, College Station, TX, 77843, USA.

Teacher self-efficacy is critical because it predicts teachers' future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the level it was prior to beginning teaching. Read More

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http://dx.doi.org/10.1007/s11881-018-00167-1DOI Listing
April 2019
2 Reads

Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades.

Ann Dyslexia 2019 Apr;69(1):5-20

Mary Emily Warner Professor of Education, Arizona State University, 1050 S. Forest Mall, 434E Farmer Bldg, Tempe, AZ, 85287, USA.

The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension and literacy practices gathered during a recent cluster randomized control trial on a reading comprehension intervention conducted with 280 fourth and fifth-grade teachers and their classroom students. We also conducted focus group interviews with 43% of the teachers and observed 90% of the teachers once during the implementation years. Read More

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http://dx.doi.org/10.1007/s11881-018-00170-6DOI Listing
April 2019
2 Reads

Are predictors of reading impairment in isolated cleft similar to those in idiopathic dyslexia?

Authors:
Amy Lynn Conrad

Ann Dyslexia 2018 Nov 7. Epub 2018 Nov 7.

University of Iowa Carver College of Medicine, 146-B, CDD. 100 Hawkins Dr., Iowa City, IA, 52242, USA.

Children with isolated cleft of the lip and/or palate (iCL/P) are at increased risk for reading impairment. The purpose of this study was to evaluate the impact of early risk factors (hearing, speech, and early literacy) on reading performance compared to unaffected participants with average (uAR) and impaired (uIR) reading. Reading achievement and early literacy skills were evaluated across three groups (27 iCL/P, 32 uAR, and 33 uIR). Read More

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http://link.springer.com/10.1007/s11881-018-00166-2
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http://dx.doi.org/10.1007/s11881-018-00166-2DOI Listing
November 2018
2 Reads

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics.

Ann Dyslexia 2018 Oct 17;68(3):229-250. Epub 2018 Aug 17.

Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China.

Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Read More

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http://link.springer.com/10.1007/s11881-018-0165-y
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http://dx.doi.org/10.1007/s11881-018-0165-yDOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6209009PMC
October 2018
21 Reads

Adult perceptions of children with dyslexia in the USA.

Ann Dyslexia 2018 Oct 9;68(3):203-217. Epub 2018 Aug 9.

Psychological Sciences & the Consortium for Research on Atypical Development and Learning, University of California, Merced, 5200 N. Lake Rd, Merced, CA, 92583, USA.

This study examined adult perceptions of dyslexia among US adults. Participants (n = 623) answered survey questions pertaining to characteristics, views, and possible causes of DYS. Exploratory factor analysis revealed five distinct factors: (1) psychosocial causes, (2) external causes, (3) biological causes, (4) consequences, and (5) controllability. Read More

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http://link.springer.com/10.1007/s11881-018-0163-0
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http://dx.doi.org/10.1007/s11881-018-0163-0DOI Listing
October 2018
1 Read

Influence of increased letter spacing and font type on the reading ability of dyslexic children.

Ann Dyslexia 2018 Oct 9;68(3):218-228. Epub 2018 Aug 9.

Department of Speech-Language Pathology, University of Tuzla, Univerzitetska 1, 75000, Tuzla, Bosnia and Herzegovina.

Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with dyslexia when reading text in Dyslexie than in other fonts. Read More

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http://dx.doi.org/10.1007/s11881-018-0164-zDOI Listing
October 2018
1 Read

Predictors for grade 6 reading in children at familial risk of dyslexia.

Ann Dyslexia 2018 Oct 11;68(3):181-202. Epub 2018 Jul 11.

Center for Language and Cognition Groningen (CLCG), Faculty of Arts, University of Groningen, Oude Kijk in 't Jatstraat 26, 9712 EK, Groningen, the Netherlands.

The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. Read More

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http://dx.doi.org/10.1007/s11881-018-0162-1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6209008PMC
October 2018
7 Reads

Spatial selective attention and asynchrony of cognitive systems in adult dyslexic readers: an ERPs and behavioral study.

Authors:
Shay Menashe

Ann Dyslexia 2018 Jul 21;68(2):145-164. Epub 2018 Jun 21.

The Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, 31905, Mt. Carmel, Haifa, Israel.

The aim of this study was to gain additional knowledge about the asynchrony phenomenon in developmental dyslexia, especially when spatial selective attention is manipulated. Adults with developmental dyslexia and non-impaired readers underwent two experimental tasks, one including alphabetic stimuli (pre-lexical consonant-vowel syllables) and the other containing non-alphabetic stimuli (pictures and sounds of animals). Participants were instructed to attend to the right or left hemifields and to respond to all stimuli on that hemifield. Read More

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http://dx.doi.org/10.1007/s11881-018-0160-3DOI Listing

Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study.

Ann Dyslexia 2018 Jul 15;68(2):165-179. Epub 2018 Jun 15.

Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA, 30302, USA.

Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Read More

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http://dx.doi.org/10.1007/s11881-018-0161-2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6390967PMC

Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 2.

Ann Dyslexia 2018 Jul 5;68(2):126-144. Epub 2018 Jun 5.

Centre for Reading Research, Department of Nordic Studies and Linguistics, University of Copenhagen, Emil Holms Kanal 2, DK-2300, Copenhagen S, Denmark.

The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. Read More

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http://link.springer.com/10.1007/s11881-018-0159-9
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http://dx.doi.org/10.1007/s11881-018-0159-9DOI Listing
July 2018
20 Reads

The multiple deficit model of dyslexia: what does it mean for identification and intervention?

Ann Dyslexia 2018 Jul 24;68(2):104-125. Epub 2018 Apr 24.

Luke Waites Center for Dyslexia and Learning Disorders, Texas Scottish Rite Hospital for Children, 2222 Welborn St, Dallas, TX, 75219, USA.

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Read More

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http://dx.doi.org/10.1007/s11881-018-0157-yDOI Listing

Implicit sequence learning is preserved in dyslexic children.

Ann Dyslexia 2018 Apr 3;68(1):1-14. Epub 2018 Apr 3.

Cognitive Neuroscience Research Group, Center for Biomedical Research (CBMR), University of Algarve, Faro, Portugal.

This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups-one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. Read More

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http://dx.doi.org/10.1007/s11881-018-0158-xDOI Listing
April 2018
6 Reads

Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?

Ann Dyslexia 2018 Jul 6;68(2):85-103. Epub 2018 Mar 6.

Department of Educational Studies, Macquarie University, Sydney, New South Wales, 2109, Australia.

The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Read More

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http://dx.doi.org/10.1007/s11881-018-0156-zDOI Listing
July 2018
2 Reads

Bias in dyslexia screening in a Dutch multicultural population.

Ann Dyslexia 2018 Apr 23;68(1):43-68. Epub 2018 Feb 23.

Department of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.

We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in Dutch and immigrant third, fifth, and seventh graders, combining a cross-sectional and longitudinal design. Sensitivity and specificity increased with grade, but were non-significant for various subtests in the lowest grade, suggesting considerable non-convergence between the two measures. Read More

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http://dx.doi.org/10.1007/s11881-018-0155-0DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5934456PMC

Elegant grapheme-phoneme correspondence: a periodic chart and singularity generalization unify decoding.

Authors:
Louis Gates

Ann Dyslexia 2018 Apr 11;68(1):69-83. Epub 2017 Dec 11.

Columbia School District #400, Burbank, WA, USA.

The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization-this generalization unifies the decoding cells (97% transparency). Deeper, the periodic table and singularity generalization together highlight the connectivity of the periodic cells. Read More

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http://dx.doi.org/10.1007/s11881-017-0150-xDOI Listing

Dyslexie font does not benefit reading in children with or without dyslexia.

Ann Dyslexia 2018 Apr 4;68(1):25-42. Epub 2017 Dec 4.

Behavioural Science Institute & Department of Special Education, Radboud University, Montessorilaan 3, 6525, HR, Nijmegen, The Netherlands.

In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n = 170) did not read text written in Dyslexie font faster or more accurately than in Arial font. Read More

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http://link.springer.com/10.1007/s11881-017-0154-6
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http://dx.doi.org/10.1007/s11881-017-0154-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5934461PMC
April 2018
2 Reads

Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties.

Ann Dyslexia 2018 Apr 17;68(1):15-24. Epub 2017 Nov 17.

Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada.

The current study aimed to examine performance times during text reading and question answering of students with and without a history of reading difficulties. Forty-three university students with a history of reading difficulties (HRD) were compared to 124 university students without a history of reading difficulties on measures of word and nonword reading rate, text reading rate and comprehension, and question answering times. Results showed that students with HRD demonstrated slower word, nonword, and text reading rates than their peers, but had comparable reading comprehension scores. Read More

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http://dx.doi.org/10.1007/s11881-017-0153-7DOI Listing

Length effects in pseudo-word spelling: stronger in dyslexic than in non-dyslexic students.

Ann Dyslexia 2017 Oct 13;67(3):369-382. Epub 2017 Nov 13.

Department of Education, Aarhus University, Aarhus, Denmark.

It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Read More

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http://dx.doi.org/10.1007/s11881-017-0149-3DOI Listing
October 2017

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.

Ann Dyslexia 2017 Oct 13;67(3):333-355. Epub 2017 Nov 13.

Learning Disabilities Studies, School of Education, Bar Ilan University, 5290002, Ramat-Gan, Israel.

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. Read More

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http://dx.doi.org/10.1007/s11881-017-0147-5DOI Listing
October 2017

Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia.

Ann Dyslexia 2017 Oct 13;67(3):356-368. Epub 2017 Nov 13.

Middle Tennessee State University, Murfreesboro, TN, USA.

Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. Read More

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http://dx.doi.org/10.1007/s11881-017-0148-4DOI Listing
October 2017

Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties.

Ann Dyslexia 2017 Oct 13;67(3):299-317. Epub 2017 Nov 13.

Faculty of Human Sciences, Macquarie University, Sydney, Australia.

Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. Read More

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http://dx.doi.org/10.1007/s11881-017-0145-7DOI Listing
October 2017

Inflectional morphology and dyslexia: Italian children's performance in a nonword pluralization task.

Ann Dyslexia 2017 Oct 13;67(3):401-426. Epub 2017 Nov 13.

University of Verona, Verona, Italy.

In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Read More

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http://dx.doi.org/10.1007/s11881-017-0152-8DOI Listing
October 2017
1 Read

False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective.

Ann Dyslexia 2017 Oct 13;67(3):318-332. Epub 2017 Nov 13.

Institute of Psychology, Cardinal Stefan Wyszyński University, ul. Wóycickiego 1/3 bud. 14, 01-938, Warsaw, Poland.

The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces-assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Read More

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http://dx.doi.org/10.1007/s11881-017-0146-6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5715042PMC
October 2017

Take Flight: the evolution of an Orton Gillingham-based curriculum.

Ann Dyslexia 2017 Oct 13;67(3):383-400. Epub 2017 Nov 13.

Texas Scottish Rite Hospital for Children, 2222 Welborn St, Dallas, TX, 75219, USA.

Thirty years ago in this journal, Aylett Royall Cox reported on the development of Alphabetic Phonics, a revision of the existing Orton Gillingham treatment for children with dyslexia. This paper continues that discussion and reports on the evolution of that curriculum as it is represented in a comprehensive dyslexia treatment program informed by intervention research. The paper describes the curriculum and reports data from a hospital-based learning disabilities clinic that provides qualified support for treatment efficacy and the value of added comprehension instruction. Read More

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http://dx.doi.org/10.1007/s11881-017-0151-9DOI Listing
October 2017
3 Reads

Parents' reading history as an indicator of risk for reading difficulties.

Ann Dyslexia 2017 Oct 2;67(3):259-280. Epub 2017 Nov 2.

Department of Developmental Psychology, Facultad de Psicología, University of Málaga, Campus de Teatinos, 29010, Málaga, Spain.

Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Read More

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http://dx.doi.org/10.1007/s11881-017-0143-9DOI Listing
October 2017

Familial history of reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual attention abilities.

Ann Dyslexia 2017 Oct 2;67(3):281-298. Epub 2017 Nov 2.

Educational Neuroimaging Center, Faculty of Eduucation in Science and Technology, Technion, Mt Carmel, Haifa, Israel.

Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Read More

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http://dx.doi.org/10.1007/s11881-017-0144-8DOI Listing
October 2017
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Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity.

Ann Dyslexia 2017 Jul 13;67(2):180-199. Epub 2017 Apr 13.

Learning Disabilities Studies, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel.

There's a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. Read More

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http://dx.doi.org/10.1007/s11881-017-0141-yDOI Listing
July 2017
2 Reads

Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain.

Ann Dyslexia 2017 Jul 15;67(2):109-113. Epub 2017 Mar 15.

Psychological Sciences, 5200 N. Lake Road, Merced, CA, 95343, USA.

A panel of practioners and researchers convened to consider how to advance a broader understanding of the neurocognitive profile of people with dyslexia. While a great deal of research has been conducted on the reading process, the panel recognized that the "dyslexia brain" may be unique in other ways as well. In particular, the panel focused on complex nonverbal/spatial skills and correlated attributes such as career choice. Read More

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http://dx.doi.org/10.1007/s11881-017-0142-xDOI Listing

The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling.

Ann Dyslexia 2017 Oct 2;67(3):219-258. Epub 2017 Mar 2.

Department of Speech and Hearing Science, Arizona State University, Tempe, AZ, USA.

The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children's lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Read More

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http://dx.doi.org/10.1007/s11881-017-0140-zDOI Listing
October 2017

The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment.

Ann Dyslexia 2017 Oct 15;67(3):201-218. Epub 2016 Nov 15.

University of Florida, 1406 Norman Hall, PO Box 117050, Gainesville, FL, 32611, USA.

This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Read More

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http://dx.doi.org/10.1007/s11881-016-0139-xDOI Listing
October 2017
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Statistical learning and dyslexia: a systematic review.

Ann Dyslexia 2017 Jul 20;67(2):147-162. Epub 2016 Oct 20.

Dipartimento di Psicologia dello Sviluppo e della Socializzazione, Università degli Studi di Padova, Via Venezia 15, 35131, Padova, Italy.

The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. Read More

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http://dx.doi.org/10.1007/s11881-016-0136-0DOI Listing

P300 event-related potentials in children with dyslexia.

Ann Dyslexia 2017 Apr 19;67(1):99-108. Epub 2016 Oct 19.

The Brain and Mind Research Institute, The University of Sydney, 94 Mallett Street, Camperdown, NSW, 2050, Australia.

To elucidate the timing and the nature of neural disturbances in dyslexia and to further understand the topographical distribution of these, we examined entire brain regions employing the non-invasive auditory oddball P300 paradigm in children with dyslexia and neurotypical controls. Our findings revealed abnormalities for the dyslexia group in (i) P300 latency, globally, but greatest in frontal brain regions and (ii) decreased P300 amplitude confined to the central brain regions (Fig. 1). Read More

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http://dx.doi.org/10.1007/s11881-016-0122-6DOI Listing
April 2017
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Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task.

Ann Dyslexia 2017 Jul 19;67(2):163-179. Epub 2016 Oct 19.

Learning Disabilities Studies, School of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel.

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children's performance depends on the complexity level of the grammar system learned. Read More

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http://dx.doi.org/10.1007/s11881-016-0135-1DOI Listing

Phonemic-Morphemic dissociation in university students with dyslexia: an index of reading compensation?

Ann Dyslexia 2017 Apr 13;67(1):63-84. Epub 2016 Oct 13.

Aix-Marseille Université, LPC, CNRS, Marseille, France.

A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Read More

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http://dx.doi.org/10.1007/s11881-016-0138-yDOI Listing

Morphology and spelling in French students with dyslexia: the case of silent final letters.

Ann Dyslexia 2017 Apr 23;67(1):85-98. Epub 2016 Aug 23.

SCAlab, Université de Lille & CNRS, Sciences Cognitives & Sciences Affectives Lab (SCALab), UMR CNRS 9193, Université Charlesde-Gaulle Lille III, Domaine universitaire du Pont de Bois, BP 60149, 59653, Villeneuve d'Ascq Cedex, France.

Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Read More

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http://dx.doi.org/10.1007/s11881-016-0133-3DOI Listing

Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study.

Ann Dyslexia 2016 10 22;66(3):337-360. Epub 2016 Aug 22.

Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA.

Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5061614PMC
http://dx.doi.org/10.1007/s11881-016-0134-2DOI Listing
October 2016
2 Reads

Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays.

Ann Dyslexia 2017 Jul 21;67(2):128-146. Epub 2016 Jun 21.

School of Education, Bar Ilan University, Ramat-Gan, 52900, Israel.

A controversy has recently developed regarding the hypothesis that developmental dyslexia may be caused, in some cases, by a reduced visual attention span (VAS). To examine this hypothesis, independent of phonological abilities, researchers tested the ability of dyslexic participants to recognize arrays of unfamiliar visual characters. Employing this test, findings were rather equivocal: dyslexic participants exhibited poor performance in some studies but normal performance in others. Read More

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http://dx.doi.org/10.1007/s11881-016-0132-4DOI Listing

Anomalous gray matter patterns in specific reading comprehension deficit are independent of dyslexia.

Ann Dyslexia 2016 10 20;66(3):256-274. Epub 2016 Jun 20.

Vanderbilt Brain Institute, Vanderbilt University, 416C One Magnolia Circle, Nashville, TN, 37232, USA.

Specific reading comprehension deficit (SRCD) affects up to 10 % of all children. SRCD is distinct from dyslexia (DYS) in that individuals with SRCD show poor comprehension despite adequate decoding skills. Despite its prevalence and considerable behavioral research, there is not yet a unified cognitive profile of SRCD. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5061587PMC
http://dx.doi.org/10.1007/s11881-015-0114-yDOI Listing
October 2016

The precursors of double dissociation between reading and spelling in a transparent orthography.

Ann Dyslexia 2017 Apr 10;67(1):42-62. Epub 2016 Jun 10.

Department of Teacher Education, University of Jyväskylä, P.O. Box 35, 40014, Jyväskylä, Finland.

Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n = 1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Read More

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http://dx.doi.org/10.1007/s11881-016-0131-5DOI Listing
April 2017
4 Reads