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Annals of Dyslexia

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https://www.readbyqxmd.com/read/29998432/predictors-for-grade-6-reading-in-children-at-familial-risk-of-dyslexia
#1
Ellie R H van Setten, Britt E Hakvoort, Aryan van der Leij, Natasha M Maurits, Ben A M Maassen
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. However, FR did not explain any variance on top of grade 3 reading fluency...
July 11, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29931552/spatial-selective-attention-and-asynchrony-of-cognitive-systems-in-adult-dyslexic-readers-an-erps-and-behavioral-study
#2
Shay Menashe
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...
June 21, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29907920/atypical-predictive-processing-during-visual-statistical-learning-in-children-with-developmental-dyslexia-an-event-related-potential-study
#3
Sonia Singh, Anne M Walk, Christopher M Conway
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...
June 15, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29872949/predicting-reading-disabilities-using-dynamic-assessment-of-decoding-before-and-after-the-onset-of-reading-instruction-a-longitudinal-study-from-kindergarten-through-grade-2
#4
Anna S Gellert, Carsten Elbro
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...
June 5, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29691707/the-multiple-deficit-model-of-dyslexia-what-does-it-mean-for-identification-and-intervention
#5
Jeremiah Ring, Jeffrey L Black
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. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia...
April 24, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29616459/implicit-sequence-learning-is-preserved-in-dyslexic-children
#6
Filomena Inácio, Luís Faísca, Christian Forkstam, Susana Araújo, Inês Bramão, Alexandra Reis, Karl Magnus Petersson
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. On the last day, after the acquisition task, participants were tested in a grammaticality classification task...
April 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29476315/bias-in-dyslexia-screening-in-a-dutch-multicultural-population
#7
Anick Verpalen, Fons Van de Vijver, Ad Backus
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...
April 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29230655/elegant-grapheme-phoneme-correspondence-a-periodic-chart-and-singularity-generalization-unify-decoding
#8
Louis Gates
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. Moreover, these interrelated cells, coupled with the singularity generalization, clarify teaching targets and enable efficient learning of the letter-sound code...
April 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29204931/dyslexie-font-does-not-benefit-reading-in-children-with-or-without-dyslexia
#9
Sanne M Kuster, Marjolijn van Weerdenburg, Marjolein Gompel, Anna M T Bosman
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...
April 2018: Annals of Dyslexia
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
#10
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...
April 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29511958/are-ran-deficits-in-university-students-with-dyslexia-due-to-defective-lexical-access-impaired-anchoring-or-slow-articulation
#11
George K Georgiou, Raabia Ghazyani, Rauno Parrila
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...
March 6, 2018: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134485/length-effects-in-pseudo-word-spelling-stronger-in-dyslexic-than-in-non-dyslexic-students
#12
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...
October 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
#13
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...
October 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
#14
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...
October 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
#15
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...
October 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134481/inflectional-morphology-and-dyslexia-italian-children-s-performance-in-a-nonword-pluralization-task
#16
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...
October 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
#17
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...
October 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29134479/take-flight-the-evolution-of-an-orton-gillingham-based-curriculum
#18
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...
October 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/29098514/parents-reading-history-as-an-indicator-of-risk-for-reading-difficulties
#19
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...
October 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
#20
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...
October 2017: Annals of Dyslexia
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