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Dyslexia: the Journal of the British Dyslexia Association

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https://www.readbyqxmd.com/read/30094891/daily-motor-characteristics-in-children-with-developmental-coordination-disorder-and-in-children-with-specific-learning-disorder
#1
Silvia Baldi, Barbara Caravale, Fabio Presaghi
An association between learning disorders and coordination problems has been reported in several studies over the last few decades. In this study, we have investigated daily motor characteristics in children with a diagnosis of specific learning disorder (SLD) and compared them with those of children with developmental coordination disorder (DCD) and those of typically developing controls. Ninety-six children aged 5 to 12 years were included: 29 with a diagnosis of SLD, 33 of DCD, and 34 controls. The Italian version of the Developmental Coordination Disorder Questionnaire 2007 (DCDQ-Italian) was used to measure children's coordination in everyday functional activities...
August 9, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/30027673/examining-the-double-deficit-hypothesis-in-vowelized-transparent-arabic-in-a-national-representative-sample-of-grades-3-and-4
#2
Ibrahim A Asadi, Michal Shany
We examined the double-deficit hypothesis in Arabic by investigating the reading and cognitive profiles of readers with selective deficits in naming speed, phonological awareness, or both. In a nationally representative sample of 486 children in the third and fourth grades, we identified 171 children with reading difficulties: 20 (12%) were classified as having a phonological deficit, 31 (18%) as having a naming speed deficit, and 41 (24%) as having a double deficit. Differences between the subgroups extended to reading, cognitive, and linguistic processes beyond phonological and naming abilities...
July 20, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/30019501/what-is-dyslexia-an-exploration-of-the-relationship-between-teachers-understandings-of-dyslexia-and-their-training-experiences
#3
Cathryn Knight
Given that an estimated 5-10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large-scale survey of teachers in England and in Wales (N ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i...
July 17, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29993159/pragmatic-competence-and-its-relationship-with-the-linguistic-and-cognitive-profile-of-young-adults-with-dyslexia
#4
Gloria Cappelli, Sabrina Noccetti, Giorgio Arcara, Valentina Bambini
The study assessed the pragmatic skills of 19 well-compensated Italian-speaking young adults with dyslexia compared with controls. A comprehensive pragmatic assessment tool was employed, targeting production and comprehension (Assessment of Pragmatic Abilities and Cognitive Substrates [APACS]). Participants were also administered a series of standardized tests to assess verbal and non-verbal cognitive abilities, including executive functions and social cognition tests. Data were analysed with the aim of understanding whether pragmatic abilities are compromised in dyslexia and of exploring associations between pragmatic performance and other cognitive domains...
July 11, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29749018/the-experiences-of-medical-students-with-dyslexia-an-interpretive-phenomenological-study
#5
Sebastian C K Shaw, John L Anderson
This article explores the experiences of U.K. medical students with dyslexia, using an interpretive phenomenological approach. This project began with a review of the literature, highlighting a void of qualitative research. We then conducted a collaborative autoethnography. This paper forms the next stage in this series of research. We aimed to elicit meaning and understanding from the lived experiences of our participants. Eight U.K. junior doctors with dyslexia were interviewed over the telephone in an in-depth, unstructured manner...
May 10, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29635836/attitudes-and-intentions-of-greek-teachers-towards-teaching-pupils-with-dyslexia-an-application-of-the-theory-of-planned-behaviour
#6
Aglaia Stampoltzis, Elisavet Tsitsou, George Papachristopoulos
The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59 years old, with an average overall work experience of 16.6 years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29577523/what-s-in-a-name-perspectives-of-dyslexia-assessors-working-with-students-in-the-uk-higher-education-sector
#7
Denise Ryder, Brahm Norwich
Research findings and positions concerning the nature of the dyslexia construct are currently diverse and increasingly complex. The ability of assessor practitioners to operationalize such knowledge and categorically diagnose dyslexia in any reliable and consistent way is being questioned. This study aimed to explore the way in which diverse and complex research findings are operationalized in the dyslexia diagnostic assessment of UK higher education students. The perspectives of 118 professional assessors of dyslexia working within the sector were collected using a questionnaire and some interviews...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29577521/how-phonological-awareness-mediates-the-relation-between-working-memory-and-word-reading-efficiency-in-children-with-dyslexia
#8
Carolien A N Knoop-van Campen, Eliane Segers, Ludo Verhoeven
This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29577504/the-modality-and-redundancy-effects-in-multimedia-learning-in-children-with-dyslexia
#9
Carolien A N Knoop-van Campen, Eliane Segers, Ludo Verhoeven
The present study aimed to examine the modality and redundancy effects in multimedia learning in children with dyslexia in order to find out whether their learning benefits from written and/or spoken text with pictures. We compared study time and knowledge gain in 26 11-year-old children with dyslexia and 38 typically reading peers in a within-subjects design. All children were presented with a series of user-paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29380470/hemispheric-asymmetries-in-the-orientation-and-location-of-the-lateral-geniculate-nucleus-in-dyslexia
#10
Mónica Giraldo-Chica, Keith A Schneider
Human brain asymmetry reflects normal specialization of functional roles and may derive from evolutionary, hereditary, developmental, experiential, and pathological factors (Toga & Thompson, 2003). Geschwind and Galaburda (1985) suggested that processing difficulties in dyslexia are due to structural differences between hemispheres. Because of its potential significance to the controversial magnocellular theory of dyslexia, we investigated hemispheric differences in the human lateral geniculate nucleus (LGN), the primary visual relay and control nucleus in the thalamus, in subjects with dyslexia compared to normal readers...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29341463/synthetic-phonics-and-decodable-instructional-reading-texts-how-far-do-these-support-poor-readers
#11
Ruth Maria Price-Mohr, Colin Bernard Price
This paper presents data from a quasi-experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5-6, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non-phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non-decodable vocabulary); allocation to these was randomised...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29316015/tracking-the-effects-of-dyslexia-in-reading-and-spelling-development-a-longitudinal-study-of-greek-readers
#12
Vassiliki Diamanti, Nata Goulandris, Morag Stuart, Ruth Campbell, Athanassios Protopapas
In this study, we followed Greek children with and without dyslexia for 18 months, assessing them twice on a battery of phonological, reading, and spelling tasks, aiming to document the relative progress achieved and to uncover any specific effects of dyslexia in the development of reading and spelling beyond the longitudinal associations among variables that are observed in typical readers. A wide-ranging match was achieved between the dyslexic group and the younger reading-matched comparison group, enabling longitudinal comparisons on essentially identical initial performance profiles...
May 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29575608/the-association-between-reading-abilities-and-visual-spatial-attention-in-hong-kong-chinese-children
#13
Sisi Liu, Duo Liu, Zhihui Pan, Zhengye Xu
A growing body of research suggests that visual-spatial attention is important for reading achievement. However, few studies have been conducted in non-alphabetic orthographies. This study extended the current research to reading development in Chinese, a logographic writing system known for its visual complexity. Eighty Hong Kong Chinese children were selected and divided into poor reader and typical reader groups, based on their performance on the measures of reading fluency, Chinese character reading, and reading comprehension...
March 25, 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29314436/quality-assurance-issues-in-the-teacher-based-assessment-of-students-with-literacy-difficulties-for-examination-access-arrangements
#14
Sharon McMurray, Paul O'Callaghan, Claire McVeigh
This paper considers two major concerns centring on the Joint Council for Qualifications (JCQ) regulations for access arrangement and reasonable adjustments and qualifications for teachers who take on the role of Level 7 access arrangements assessor. Thus, the paper is divided into two parts. First, the JCQ 2017-2018 regulations are critically evaluated highlighting the areas of need for which greater clarity and more extensive detail is required in these regulations. The second part of the paper discusses the findings of research on teacher competence in test administration, scoring, and reporting...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29230916/the-relationship-between-emotional-experience-with-dyslexia-and-work-self-efficacy-among-adults-with-dyslexia
#15
Blace A Nalavany, Julie M Logan, Lena W Carawan
This study responds to a call for more research on working adults with dyslexia investigating how employment-related factors affect and relate to one another. Two important work-related factors are self-efficacy and emotional experience with dyslexia. Work self-efficacy is viewed one of the most vital intrapersonal capacities in the work environment. It can be viewed as a subjective indicator of work success and is conceptualized as a multidimensional construct. Research speaks to a unique emotional experience stemming from living with an often misunderstood and stereotyped learning difference...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29214682/attentional-asymmetry-between-visual-hemifields-is-related-to-habitual-direction-of-reading-and-its-implications-for-debate-on-cause-and-effects-of-dyslexia
#16
Mojtaba Kermani, Ashika Verghese, Trichur R Vidyasagar
A major controversy regarding dyslexia is whether any of the many visual and phonological deficits found to be correlated with reading difficulty cause the impairment or result from the reduced amount of reading done by dyslexics. We studied this question by comparing a visual capacity in the left and right visual hemifields in people habitually reading scripts written right-to-left or left-to-right. Selective visual attention is necessary for efficient visual search and also for the sequential recognition of letters in words...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28921775/what-can-parents-self-report-of-reading-difficulties-tell-us-about-their-children-s-emergent-literacy-at-school-entry
#17
Zahra Esmaeeli, Kjersti Lundetrae, Fiona E Kyle
Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28901672/reading-comprehension-difficulties-in-chinese-english-bilingual-children
#18
Xiuhong Tong, Catherine McBride, Hua Shu, Connie Suk-Han Ho
The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28744994/socially-desirable-responding-and-college-students-with-dyslexia-implications-for-the-assessment-of-anxiety-and-depression
#19
Jason M Nelson, Spencer W Liebel
We investigated self-reported depressive and anxiety-related symptoms among college students with dyslexia, with emphasis on the role of socially desirable responding (SDR) in understanding these reports. Analyses included examination of differences in self-reported depressive symptoms, anxiety-related symptoms, and SDR. We also examined the relationships among SDR, depressive symptoms, anxiety-related symptoms, and reading skills. Participants with dyslexia demonstrated significantly higher SDR than did participants without dyslexia, and higher SDR was significantly associated with lower self-reported depressive and anxiety-related symptoms...
February 2018: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29271537/co-morbidities-in-chinese-children-with-attention-deficit-hyperactivity-disorder-and-reading-disabilities
#20
Li-Chih Wang, Kevin Kien Hoa Chung
The co-morbidity of attention deficit/hyperactivity disorder (ADHD) and reading disorder (RD) is more frequent than expected. This investigation assessed the potential uniqueness of the co-morbidity of ADHD and RD and extended existing findings to the Chinese language. A parallel group design with a post hoc analysis of group differences was employed to compare 4 groups of children (30 with ADHD, 33 with RD, 28 with ADHD + RD, and 30 typically developing) regarding their reading comprehension, attention, reading-related abilities, and cognitive abilities...
December 22, 2017: Dyslexia: the Journal of the British Dyslexia Association
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