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Dyslexia: the Journal of the British Dyslexia Association

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https://www.readbyqxmd.com/read/29749018/the-experiences-of-medical-students-with-dyslexia-an-interpretive-phenomenological-study
#1
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
#2
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
#3
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
#4
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
#5
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/29575608/the-association-between-reading-abilities-and-visual-spatial-attention-in-hong-kong-chinese-children
#6
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
#7
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
#8
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
#9
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
#10
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
#11
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
#12
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/29380470/hemispheric-asymmetries-in-the-orientation-and-location-of-the-lateral-geniculate-nucleus-in-dyslexia
#13
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
#14
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
#15
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/29271537/co-morbidities-in-chinese-children-with-attention-deficit-hyperactivity-disorder-and-reading-disabilities
#16
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
#17
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/29154451/the-role-of-morphological-and-phonological-awareness-in-the-early-development-of-word-spelling-and-reading-in-typically-developing-and-disabled-arabic-readers
#18
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
#19
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/28914469/morphology-and-spelling-in-french-a-comparison-of-at-risk-readers-and-typically-developing-children
#20
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
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