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Dyslexia: the Journal of the British Dyslexia Association

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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
#1
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
#2
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
#3
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/28744994/socially-desirable-responding-and-college-students-with-dyslexia-implications-for-the-assessment-of-anxiety-and-depression
#4
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
#5
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/28497530/short-term-memory-in-childhood-dyslexia-deficient-serial-order-in-multiple-modalities
#6
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/28691167/exploring-the-link-between-visual-perception-visual-motor-integration-and-reading-in-normal-developing-and-impaired-children-using-dtvp-2
#7
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
#8
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
#9
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
#10
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
https://www.readbyqxmd.com/read/28493359/verbal-and-non-verbal-fluency-in-adults-with-developmental-dyslexia-phonological-processing-or-executive-control-problems
#11
James H Smith-Spark, Lucy A Henry, David J Messer, Adam P Zięcik
The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties...
May 11, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28470910/word-decoding-development-during-phonics-instruction-in-children-at-risk-for-dyslexia
#12
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28470909/psychological-well-being-trajectories-of-individuals-with-dyslexia-aged-3-11%C3%A2-years
#13
Julie-Ann Jordan, Kevin Dyer
Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28165169/english-as-a-foreign-language-in-bilingual-language-minority-children-children-with-dyslexia-and-monolingual-typical-readers
#14
Paola Bonifacci, Elisa Canducci, Giulia Gravagna, Paola Palladino
The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language-minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be limited to the instructional language, owing to underexposure. All participants were enrolled in Italian primary schools (fourth and fifth grades)...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28070979/reading-comprehension-a-computerized-intervention-with-primary-age-poor-readers
#15
Joanna Kathryn Horne
The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28004879/comprehension-and-generation-of-metaphoric-language-in-children-adolescents-and-adults-with-dyslexia
#16
Anat Kasirer, Nira Mashal
Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple-choice questionnaire with conventional and novel metaphors was used to assess comprehension; a concept-explanation task was used to test conventional and novel metaphor generation (verbal creativity)...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28177182/morpheme-based-reading-and-spelling-in-italian-children-with-developmental-dyslexia-and-dysorthography
#17
Paola Angelelli, Chiara Valeria Marinelli, Marinella De Salvatore, Cristina Burani
Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words...
February 8, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28090728/exploring-text-and-icon-graph-interpretation-in-students-with-dyslexia-an-eye-tracking-study
#18
Sunjung Kim, Rebecca Wiseheart
A growing body of research suggests that individuals with dyslexia struggle to use graphs efficiently. Given the persistence of orthographic processing deficits in dyslexia, this study tested whether graph interpretation deficits in dyslexia are directly related to difficulties processing the orthographic components of graphs (i.e. axes and legend labels). Participants were 80 college students with and without dyslexia. Response times and eye movements were recorded as students answered comprehension questions about simple data displayed in bar graphs...
February 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28070966/the-1-min-screening-test-for-reading-problems-in-college-students-psychometric-properties-of-the-1-min-til
#19
Tânia Fernandes, Susana Araújo, Ana Sucena, Alexandra Reis, São Luís Castro
Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1-min version of Teste de Idade de Leitura (Reading Age Test; 1-min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age controls in Experiment 2. In Experiment 1A, test-retest reliability and convergent validity were evaluated in 185 students...
February 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28070910/formation-of-orthographic-representations-in-spanish-dyslexic-children-the-role-of-syllable-complexity-and-frequency
#20
Paz Suárez-Coalla, Fernando Cuetos
Recent studies have suggested that Spanish children with dyslexia have difficulty storing orthographic representations of new words. But given that the syllable plays an important role in word recognition in Spanish, it is possible that the formation of orthographic representations is influenced by the characteristics of the syllables that make up the words. The objective of this study was to determine whether syllabic frequency and syllabic complexity influence orthographic learning in children with dyslexia...
February 2017: Dyslexia: the Journal of the British Dyslexia Association
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