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Annals of Dyslexia

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https://www.readbyqxmd.com/read/27848086/the-roles-of-cognitive-and-language-abilities-in-predicting-decoding-and-reading-comprehension-comparisons-of-dyslexia-and-specific-language-impairment
#1
Alexandra A Lauterbach, Yujeong Park, Linda J Lombardino
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. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i...
November 15, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27766563/statistical-learning-and-dyslexia-a-systematic-review
#2
Xenia Schmalz, Gianmarco Altoè, Claudio Mulatti
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. It is therefore of practical importance to evaluate the evidence for a group difference...
October 20, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27761877/p300-event-related-potentials-in-children-with-dyslexia
#3
Eleni A Papagiannopoulou, Jim Lagopoulos
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). These findings reflect abnormalities associated with a diminished capacity to process mental workload as well as delayed processing of this information in children with dyslexia...
October 19, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27761876/performance-of-children-with-developmental-dyslexia-on-high-and-low-topological-entropy-artificial-grammar-learning-task
#4
Pesia Katan, Shani Kahta, Ayelet Sasson, Rachel Schiff
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. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls...
October 19, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27739013/phonemic-morphemic-dissociation-in-university-students-with-dyslexia-an-index-of-reading-compensation
#5
Eddy Cavalli, Lynne G Duncan, Carsten Elbro, Abdessadek El Ahmadi, Pascale Colé
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...
October 13, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27709521/ida-urges-ila-to-review-and-clarify-key-points-in-dyslexia-research-advisory
#6
(no author information available yet)
No abstract text is available yet for this article.
October 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27550556/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
#7
Sara J Powers, Yingying Wang, Sara D Beach, Georgios D Sideridis, Nadine Gaab
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...
October 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27324343/anomalous-gray-matter-patterns-in-specific-reading-comprehension-deficit-are-independent-of-dyslexia
#8
Stephen Bailey, Fumiko Hoeft, Katherine Aboud, Laurie Cutting
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. While its neuroanatomical basis is unknown, SRCD could be anomalous in regions subserving their commonly reported cognitive weaknesses in semantic processing or executive function. Here we investigated, for the first time, patterns of gray matter volume difference in SRCD as compared to DYS and typical developing (TD) adolescent readers (N = 41)...
October 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27553683/morphology-and-spelling-in-french-students-with-dyslexia-the-case-of-silent-final-letters
#9
Pauline Quémart, Séverine Casalis
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. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling...
August 23, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26864577/implicit-learning-deficits-among-adults-with-developmental-dyslexia
#10
Shani Kahta, Rachel Schiff
The aim of the present study was to investigate implicit learning processes among adults with developmental dyslexia (DD) using a visual linguistic artificial grammar learning (AGL) task. Specifically, it was designed to explore whether the intact learning reported in previous studies would also occur under conditions including minimal training and instructions that do not reveal the grammatical nature of the strings. Twenty-nine (14 DD and 15 typical development (TD)) adults were presented with letter sequences in the training phase and were asked to classify the test strings for their grammaticality...
July 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26494638/implicit-learning-of-non-linguistic-and-linguistic-regularities-in-children-with-dyslexia
#11
Luciana Nigro, Gracia Jiménez-Fernández, Ian C Simpson, Sylvia Defior
One of the hallmarks of dyslexia is the failure to automatise written patterns despite repeated exposure to print. Although many explanations have been proposed to explain this problem, researchers have recently begun to explore the possibility that an underlying implicit learning deficit may play a role in dyslexia. This hypothesis has been investigated through non-linguistic tasks exploring implicit learning in a general domain. In this study, we examined the abilities of children with dyslexia to implicitly acquire positional regularities embedded in both non-linguistic and linguistic stimuli...
July 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26449477/the-relations-between-reading-and-spelling-an-examination-of-subtypes-of-reading-disability
#12
Irit Bar-Kochva, Meirav Amiel
Three groups of reading-disabled children were found in studies of English, German, and French: a group with a double deficit in reading and spelling, a group with a single spelling deficit, and a more rarely reported group presenting a single reading deficit. This study set out to examine whether these groups can be found in adults, readers and spellers of Hebrew, which differs from the previously studied orthographies in many aspects. To this end, Hebrew-speaking adults with or without reading disability were administered various literacy and literacy-related tests...
July 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26399720/too-little-or-too-much-parafoveal-preview-benefits-and-parafoveal-load-costs-in-dyslexic-adults
#13
Susana Silva, Luís Faísca, Susana Araújo, Luis Casaca, Loide Carvalho, Karl Magnus Petersson, Alexandra Reis
Two different forms of parafoveal dysfunction have been hypothesized as core deficits of dyslexic individuals: reduced parafoveal preview benefits ("too little parafovea") and increased costs of parafoveal load ("too much parafovea"). We tested both hypotheses in a single eye-tracking experiment using a modified serial rapid automatized naming (RAN) task. Comparisons between dyslexic and non-dyslexic adults showed reduced parafoveal preview benefits in dyslexics, without increased costs of parafoveal load. Reduced parafoveal preview benefits were observed in a naming task, but not in a silent letter-finding task, indicating that the parafoveal dysfunction may be consequent to the overload with extracting phonological information from orthographic input...
July 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26271916/reading-under-the-skin-physiological-activation-during-reading-in-children-with-dyslexia-and-typical-readers
#14
Valentina Tobia, Paola Bonifacci, Cristina Ottaviani, Thomas Borsato, Gian Marco Marzocchi
The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Children's school wellness was measured through self- and parent-proxy reports. Significantly lower SCR was found for dyslexic children in the reading-aloud task, compared to the control group, whereas all participants showed similar physiological reactions to the other experimental conditions...
July 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27329474/do-dyslexic-individuals-present-a-reduced-visual-attention-span-evidence-from-visual-recognition-tasks-of-non-verbal-multi-character-arrays
#15
Menahem Yeari, Michal Isser, Rachel Schiff
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. The present study explored four methodological differences revealed between the two sets of studies that might underlie their conflicting results...
June 21, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27286963/the-precursors-of-double-dissociation-between-reading-and-spelling-in-a-transparent-orthography
#16
Minna Torppa, George K Georgiou, Pekka Niemi, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus
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. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1-4...
June 10, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/27068186/the-role-of-feedback-and-differences-between-good-and-poor-decoders-in-a-repeated-word-reading-paradigm-in-first-grade
#17
Karly van Gorp, Eliane Segers, Ludo Verhoeven
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback...
April 11, 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26856875/providing-english-foreign-language-teachers-with-content-knowledge-to-facilitate-decoding-and-spelling-acquisition-a-longitudinal-perspective
#18
Janina Kahn-Horwitz
This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling...
April 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26843378/introduction-to-the-special-issue-on-teacher-knowledge-from-an-international-perspective
#19
R Malatesha Joshi, Erin K Washburn, Janina Kahn-Horwitz
No abstract text is available yet for this article.
April 2016: Annals of Dyslexia
https://www.readbyqxmd.com/read/26637487/preservice-and-inservice-teachers-knowledge-of-language-constructs-in-finland
#20
Mikko Aro, Piia Maria Björn
The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology...
April 2016: Annals of Dyslexia
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