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Dyslexia: the Journal of the British Dyslexia Association

Luca Cilibrasi, Vesna Stojanovik, Tom Loucas, Patricia Riddell
The Children's Test of Nonword Repetition (CNRep) is one of the most popular tests of nonword repetition. The test is composed of nonwords of different length, and normative data suggest that children experience more difficulties in repeating long nonwords. An analysis of the distribution of phonological clusters in the test shows that noninitial clusters are unequally distributed in the test: They only appear in long nonwords (four and five syllables). For this reason, we hypothesized that the difficulties children encounter with long nonwords may be influenced by the phonological complexity of the clusters and not just by the challenge for working memory associated with length...
October 19, 2018: Dyslexia: the Journal of the British Dyslexia Association
Joanna Nijakowska, Dina Tsagari, George Spanoudis
This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners...
October 9, 2018: Dyslexia: the Journal of the British Dyslexia Association
Chien-Hui Kao, Hsiao-Lan Sharon Wang, Chien-Chung Chen
The analysis of spatial relations among components of a character is important in identifying visual word forms. We investigated such spatial configuration processing for Chinese characters in dyslexic children (aged 9-12 years) and two groups of typically developing children, matched according to chronological age or reading level. In this study, we used real characters and noncharacters to manipulate the spatial configuration between character components while preserving their local features. Both characters were displayed either in an upright or inverted position...
October 2, 2018: Dyslexia: the Journal of the British Dyslexia Association
Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven
No abstract text is available yet for this article.
September 21, 2018: Dyslexia: the Journal of the British Dyslexia Association
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
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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...
August 2018: Dyslexia: the Journal of the British Dyslexia Association
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
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
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
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
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
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
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
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
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