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Dyslexia: the Journal of the British Dyslexia Association

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https://www.readbyqxmd.com/read/29380470/hemispheric-asymmetries-in-the-orientation-and-location-of-the-lateral-geniculate-nucleus-in-dyslexia
#1
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...
January 29, 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
#2
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...
January 17, 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
#3
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...
January 5, 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
#4
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...
January 3, 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
#5
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
https://www.readbyqxmd.com/read/29235188/evaluation-of-the-psychometric-properties-of-the-norwegian-screening-test-for-dyslexia
#6
Trude Nergård-Nilssen, Kenneth Eklund
The aim of this study was to develop and investigate the psychometric properties of a screening protocol for Norwegian students in upper secondary school. The protocol was designed to assess skills that are at stake in dyslexia. It was administered to 232 students. In the absence of a "gold standard," comparisons were made between students who reported normal literacy skills (n = 184) and literacy problems (n = 48). Significant group differences were found across all areas. Logistic regression and receiver operating characteristic curve analyses demonstrated good discriminatory power...
December 12, 2017: 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
#7
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...
December 12, 2017: 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
#8
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...
December 7, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29154451/the-role-of-morphological-and-phonological-awareness-in-the-early-development-of-word-spelling-and-reading-in-typically-developing-and-disabled-arabic-readers
#9
Elinor Saiegh-Haddad, Haitham Taha
The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled)...
November 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/29154450/introduction-to-special-issue-spelling-and-morphology-in-different-orthographies-among-readers-with-and-without-dyslexia
#10
Rachel Schiff, R Malatesha Joshi
No abstract text is available yet for this article.
November 2017: 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
#11
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...
September 18, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28914469/morphology-and-spelling-in-french-a-comparison-of-at-risk-readers-and-typically-developing-children
#12
Poh Wee Koh, Sharry Shakory, Xi Chen, S Hélène Deacon
We present two studies that examine the role of morphology in French spelling. In Study 1, we examined the concurrent and longitudinal relationships between inflectional awareness and derivational awareness and spelling within a sample of 77 children in a French immersion programme in Canada. Children completed a non-verbal reasoning measure and French measures of phonological awareness, word reading, vocabulary, morphological awareness, and spelling. Results showed that inflectional morphological awareness in Grade 3 was a predictor of spelling in the same grade...
September 15, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28901672/reading-comprehension-difficulties-in-chinese-english-bilingual-children
#13
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...
September 13, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28497530/short-term-memory-in-childhood-dyslexia-deficient-serial-order-in-multiple-modalities
#14
Nelson Cowan, Tiffany P Hogan, Mary Alt, Samuel Green, Kathryn L Cabbage, Shara Brinkley, Shelley Gray
In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies...
August 2017: 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
#15
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...
July 26, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28744953/a-three-year-longitudinal-study-of-reading-and-spelling-difficulty-in-chinese-developmental-dyslexia-the-matter-of-morphological-awareness
#16
Xiuhong Tong, Catherine McBride, Jason Chor Ming Lo, Hua Shu
In the present study, we used a three-time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison...
July 25, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28691167/exploring-the-link-between-visual-perception-visual-motor-integration-and-reading-in-normal-developing-and-impaired-children-using-dtvp-2
#17
Stéphanie Bellocchi, Mathilde Muneaux, Andréa Huau, Yohana Lévêque, Marianne Jover, Stéphanie Ducrot
Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children...
July 10, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28691254/response-to-intervention-as-a-predictor-of-long-term-reading-outcomes-in-children-with-dyslexia
#18
Sanne W van der Kleij, Eliane Segers, Margriet A Groen, Ludo Verhoeven
The goal of this study was to investigate how growth during a phonics-based intervention, as well as reading levels at baseline testing, predicted long-term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50-week phonics-based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns) reading efficiency and compared to 93 typical readers. In grade 5 the children with dyslexia were still significantly slower in word and pseudoword reading than their typically developing peers...
July 9, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28675663/postural-control-in-children-with-dyslexia-effects-of-emotional-stimuli-in-a-dual-task-environment
#19
Nathalie Goulème, Christophe-Loïc Gerard, Maria Pia Bucci
The aim of this study was to compare the visual exploration strategies used during a postural control task across participants with and without dyslexia. We simultaneously recorded eye movements and postural control while children were viewing different types of emotional faces. Twenty-two children with dyslexia and twenty-two aged-matched children without dyslexia participated in the study. We analysed the surface area, the length and the mean velocity of the centre of pressure for balance in parallel with visual saccadic latency, the number of saccades and the time spent in regions of interest...
July 4, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28660656/early-identification-of-reading-difficulties-a-screening-strategy-that-adjusts-the-sensitivity-to-the-level-of-prediction-accuracy
#20
Mads Poulsen, Anne-Mette Veber Nielsen, Holger Juul, Carsten Elbro
Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need them. The present study compared the accuracy of early screening before the onset of formal reading instruction with late screening six months into the first year of instruction. The study followed 164 Danish students from the end of Grade 0 to the end of Grade 2...
June 28, 2017: Dyslexia: the Journal of the British Dyslexia Association
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