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Dyslexia: the Journal of the British Dyslexia Association

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https://www.readbyqxmd.com/read/27892659/university-students-with-dyslexia-a-qualitative-exploratory-study-of-learning-practices-challenges-and-strategies
#1
Lois MacCullagh, Agnes Bosanquet, Nicholas A Badcock
People with dyslexia are vastly under-represented in universities (Katusic et al., , Richardson & Wydell, ; Stampoltzis & Polychronopoulou, ). This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non-dyslexic peers were interviewed about their university learning experiences using a semi-structured qualitative approach...
November 28, 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/27892641/the-effect-of-illustration-on-improving-text-comprehension-in-dyslexic-adults
#2
Mona Holmqvist Olander, Eva Wennås Brante, Marcus Nyström
This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye-tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text-only or a text + picture stimuli. The results show that the controls made an early global overview of the material and (when a picture was present) rapid transitions between text and picture...
November 28, 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26767907/reading-test-sentence-comprehension-an-adapted-version-of-lobrot-s-lecture-3-test-for-brazilian-portuguese
#3
Douglas de Araújo Vilhena, Ana Sucena, São Luís Castro, Ângela Maria Vieira Pinheiro
Our aim was to analyse the linguistic structure of the Lobrot's Lecture 3 (L3) reading test and to describe the procedure for its adaptation to a Brazilian cultural-linguistic context. The resulting adapted version is called the Reading Test-Sentence Comprehension [Teste de Leitura: Compreensão de Sentenças (TELCS)] and was developed using the European Portuguese adaptation of L3 as a reference. The present study was conducted in seven steps: (1) classification of the response alternatives of L3 test; (2) adaptation of the original sentences into Brazilian Portuguese; (3) back-translation; (4) adaptation of the distractors from TELCS; (5) configuration of TELCS; (6) pilot study; and (7) validation and standardization...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26748731/evaluation-of-the-bangor-dyslexia-test-bdt-for-use-with-adults
#4
Andrea Elaine Reynolds, Markéta Caravolas
The Bangor Dyslexia Test (BDT) is a short, easy-to-administer screener for use with a broad age range, which has been in use in the UK for over three decades. A distinctive feature of the battery is its focus on skills requiring aspects of verbal and phonological processing without, however, measuring literacy skills per se. Despite its longstanding existence and usage, there has been no evaluation of the psychometric properties of the battery as an adult dyslexia screener. We examined the psychometric properties of the BDT and evaluated its capacity to discriminate between adults with and without dyslexia...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26639313/print-tuning-lateralization-and-handedness-an-event-related-potential-study-in-dyslexic-higher-education-students
#5
Ellie R H van Setten, Silvia Martinez-Ferreiro, Natasha M Maurits, Ben A M Maassen
Despite their ample reading experience, higher education students with dyslexia still show deficits in reading and reading-related skills. Lateralized print tuning, the early sensitivity to print of the left parietal cortex signalled by the N1 event-related potential (ERP) component, differs between beginning dyslexic readers and controls. For adults, the findings are mixed. The present study aims to investigate whether print tuning, as indexed by the N1 component, differs between 24 students with dyslexia and 15 non-dyslexic controls...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26511662/neurocognitive-development-and-predictors-of-l1-and-l2-literacy-skills-in-dyslexia-a-longitudinal-study-of-children-5-11%C3%A2-years-old
#6
Turid Helland, Frøydis Morken
The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain...
February 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26459832/academic-achievement-of-university-students-with-dyslexia
#7
Åke Olofsson, Karin Taube, Astrid Ahl
Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26437073/verbal-short-term-memory-deficits-in-chinese-children-with-dyslexia-may-not-be-a-problem-with-the-activation-of-phonological-representations
#8
Jing Zhao, Yang Yang, Yao-Wu Song, Hong-Yan Bi
This study explored the underlying mechanism of the verbal short-term memory deficit in Chinese children with developmental dyslexia. Twenty-four children with dyslexia and 28 age-matched normal readers participated in the study. They were required to memorize a visually presented series of six Chinese characters and identify them from a list also including code-specific distracters and non-code-specific distracters. Error rates were recorded and were higher for code-specific distracters in all three conditions, revealing phonological, visual, and semantic similarity effects respectively...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26358745/relative-ease-in-creating-detailed-orthographic-representations-contrasted-with-severe-difficulties-to-maintain-them-in-long-term-memory-among-dyslexic-children
#9
Florence Binamé, Sophie Danzio, Martine Poncelet
Most research into orthographic learning abilities has been conducted in English with typically developing children using reading-based tasks. In the present study, we examined the abilities of French-speaking children with dyslexia to create novel orthographic representations for subsequent use in spelling and to maintain them in long-term memory. Their performance was compared with that of chronological age (CA)-matched and reading age (RA)-matched control children. We used an experimental task designed to provide optimal learning conditions (i...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26338085/pay-attention-sluggish-multisensory-attentional-shifting-as-a-core-deficit-in-developmental-dyslexia
#10
REVIEW
Margaret B Krause
The aim of this review is to provide a background on the neurocognitive aspects of the reading process and review neuroscientific studies of individuals with developmental dyslexia, which provide evidence for amodal processing deficits. Hari, Renvall, and Tanskanen (2001) propose amodal sluggish attentional shifting (SAS) as a causal factor for temporal processing deficits in dyslexia. Undergirding this theory is the notion that when dyslexics are faced with rapid sequences of stimuli, their automatic attentional systems fail to disengage efficiently, which leads to difficulty when moving from one item to the next (Lallier et al...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26334203/impaired-driving-performance-as-evidence-of-a-magnocellular-deficit-in-dyslexia-and-visual-stress
#11
Carri Fisher, Eugene Chekaluk, Julia Irwin
High comorbidity and an overlap in symptomology have been demonstrated between dyslexia and visual stress. Several researchers have hypothesized an underlying or causal influence that may account for this relationship. The magnocellular theory of dyslexia proposes that a deficit in visuo-temporal processing can explain symptomology for both disorders. If the magnocellular theory holds true, individuals who experience symptomology for these disorders should show impairment on a visuo-temporal task, such as driving...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26059744/academic-attainment-in-students-with-dyslexia-in-distance-education
#12
John T E Richardson
This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their modules, less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed than were nondisabled students...
November 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26234622/metacognition-and-reading-comparing-three-forms-of-metacognition-in-normally-developing-readers-and-readers-with-dyslexia
#13
Bjarte Furnes, Elisabeth Norman
Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22)...
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/26234621/dyslexia-creating-impact-through-innovation
#14
EDITORIAL
Nicola Brunswick
No abstract text is available yet for this article.
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25997096/cognitive-abilities-underlying-reading-accuracy-fluency-and-spelling-acquisition-in-korean-hangul-learners-from-grades-1-to-4-a-cross-sectional-study
#15
Hyun-Rin Park, Akira Uno
The purpose of this cross-sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4...
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25620091/morphological-awareness-and-its-role-in-compensation-in-adults-with-dyslexia
#16
Jeremy M Law, Jan Wouters, Pol Ghesquière
This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study...
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25530120/rapid-automatized-naming-in-children-with-dyslexia-is-inhibitory-control-involved
#17
Anika Bexkens, Wery P M van den Wildenberg, Jurgen Tijms
Rapid automatized naming (RAN) is widely seen as an important indicator of dyslexia. The nature of the cognitive processes involved in rapid naming is however still a topic of controversy. We hypothesized that in addition to the involvement of phonological processes and processing speed, RAN is a function of inhibition processes, in particular of interference control. A total 86 children with dyslexia and 31 normal readers were recruited. Our results revealed that in addition to phonological processing and processing speed, interference control predicts rapid naming in dyslexia, but in contrast to these other two cognitive processes, inhibition is not significantly associated with their reading and spelling skills...
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25428888/psychosocial-functioning-of-children-with-and-without-dyslexia-a-follow-up-study-from-ages-four-to-nine
#18
P Parhiala, M Torppa, K Eklund, T Aro, A-M Poikkeus, R Heikkilä, T Ahonen
This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2)...
August 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25828423/the-role-of-phonology-morphology-and-orthography-in-english-and-russian-spelling
#19
Regina Boulware-Gooden, R Malatesha Joshi, Elena Grigorenko
The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English-speaking and Russian-speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed that phonology and morphology contributed more for spelling of English words while orthography and morphology contributed more to the spelling of Russian words. The results are explained in terms of the orthographic nature of English and Russian languages as well as the instructional practices and the importance of morphology in spelling in both the languages...
May 2015: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/25820191/delayed-anticipatory-spoken-language-processing-in-adults-with-dyslexia%C3%A2-evidence-from-eye-tracking
#20
Falk Huettig, Susanne Brouwer
It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns...
May 2015: Dyslexia: the Journal of the British Dyslexia Association
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