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Annals of Dyslexia

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https://www.readbyqxmd.com/read/29150819/examining-reading-comprehension-text-and-question-answering-time-differences-in-university-students-with-and-without-a-history-of-reading-difficulties
#1
Megan Hebert, Xiaozhou Zhang, Rauno Parrila
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...
November 17, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134485/length-effects-in-pseudo-word-spelling-stronger-in-dyslexic-than-in-non-dyslexic-students
#2
Holger Juul, Dorthe Klint Petersen
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. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134484/the-role-of-feedback-in-implicit-and-explicit-artificial-grammar-learning-a-comparison-between-dyslexic-and-non-dyslexic-adults
#3
Rachel Schiff, Ayelet Sasson, Galit Star, Shani Kahta
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. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134483/evaluating-the-impact-of-dyslexia-laws-on-the-identification-of-specific-learning-disability-and-dyslexia
#4
B Anne Barber Phillips, Timothy N Odegard
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. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134482/potential-or-problem-an-investigation-of-secondary-school-teachers-attributions-of-the-educational-outcomes-of-students-with-specific-learning-difficulties
#5
Stuart Woodcock, Elizabeth Hitches
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...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134481/inflectional-morphology-and-dyslexia-italian-children-s-performance-in-a-nonword-pluralization-task
#6
Maria Vender, Federica Mantione, Silvia Savazzi, Denis Delfitto, Chiara Melloni
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). Our task, inspired by Berko's Wug Test, had the aim of testing the subjects' ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134480/false-memory-for-orthographically-versus-semantically-similar-words-in-adolescents-with-dyslexia-a-fuzzy-trace-theory-perspective
#7
Michał Obidziński, Marek Nieznański
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. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134479/take-flight-the-evolution-of-an-orton-gillingham-based-curriculum
#8
Jeremiah J Ring, Karen J Avrit, Jeffrey L Black
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...
November 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29098514/parents-reading-history-as-an-indicator-of-risk-for-reading-difficulties
#9
A Giménez, A Ortiz, M López-Zamora, A Sánchez, J L Luque
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...
November 2, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29098513/familial-history-of-reading-difficulty-is-associated-with-diffused-bilateral-brain-activation-during-reading-and-greater-association-with-visual-attention-abilities
#10
Tzipi Horowitz-Kraus
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. Based on parental reports of the existence of RD in one or both of each child's parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD...
November 2, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28409401/effect-of-chunk-strength-on-the-performance-of-children-with-developmental-dyslexia-on-artificial-grammar-learning-task-may-be-related-to-complexity
#11
Rachel Schiff, Pesia Katan, Ayelet Sasson, Shani Kahta
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...
April 13, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/27761877/p300-event-related-potentials-in-children-with-dyslexia
#12
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...
April 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/27739013/phonemic-morphemic-dissociation-in-university-students-with-dyslexia-an-index-of-reading-compensation
#13
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...
April 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/27553683/morphology-and-spelling-in-french-students-with-dyslexia-the-case-of-silent-final-letters
#14
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...
April 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/27286963/the-precursors-of-double-dissociation-between-reading-and-spelling-in-a-transparent-orthography
#15
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...
April 2017: 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
#16
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 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/26969573/teacher-candidates-mastery-of-phoneme-grapheme-correspondence-massed-versus-distributed-practice-in-teacher-education
#17
Kristin L Sayeski, Gentry A Earle, R Paige Eslinger, Jessy N Whitenton
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction...
April 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28299557/beyond-a-reading-disability-comments-on-the-need-to-examine-the-full-spectrum-of-abilities-disabilities-of-the-atypical-dyslexic-brain
#18
Jeffrey W Gilger
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. The conclusion of the panel was that there is more to be learned about how people with dyslexia reason spatially and how these qualities manifest in academic, personal, and career behaviors...
March 15, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28255950/the-impact-of-multisensory-instruction-on-learning-letter-names-and-sounds-word-reading-and-spelling
#19
Nora W Schlesinger, Shelley Gray
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...
March 2, 2017: Annals of Dyslexia
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
#20
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
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