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Do we really need a new definition of dyslexia? A commentary Ann. Dyslexia (IF 2.275) Pub Date : 2024-03-25 Maggie Snowling, Charles Hulme
We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions
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The critical role of instructional response in defining and identifying students with dyslexia: a case for updating existing definitions Ann. Dyslexia (IF 2.275) Pub Date : 2024-03-25 Sharon Vaughn, Jeremy Miciak, Nathan Clemens, Jack M. Fletcher
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific deficits in reading and spelling single words combined
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Phonological syllables allow children with developmental dyslexia to access words Ann. Dyslexia (IF 2.275) Pub Date : 2024-02-17 Norbert Maïonchi-Pino, Élise Runge, Damien Chabanal
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Understanding the relation between reading and anxiety among upper elementary students with reading difficulties Ann. Dyslexia (IF 2.275) Pub Date : 2024-01-16 Sarah Fishstrom, Philip Capin, Anna-Mari Fall, Gregory Roberts, Amie E. Grills, Sharon Vaughn
This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three anxiety measures were significantly related (r = 0.51 to
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Towards a dynamic, comprehensive conceptualization of dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2024-01-13 Maryanne Wolf, Rebecca J. M. Gotlieb, Sohyun An Kim, Veronica Pedroza, Laura V. Rhinehart, Maria Luisa Gorno Tempini, Sue Sears
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The COVID generation: Online dyslexia treatment equally effective as face-to-face treatment in a Dutch sample Ann. Dyslexia (IF 2.275) Pub Date : 2024-01-11 Cara Verwimp, Anniek Vaessen, Patrick Snellings, Reinout W. Wiers, Jurgen Tijms
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Revisiting the definition of dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2024-01-09
Abstract The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties
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Are comorbidities of poor reading related to elevated anxiety in children? Ann. Dyslexia (IF 2.275) Pub Date : 2023-12-22 Genevieve McArthur, Amy Doust, Erin Banales, Serje Robidoux, Saskia Kohnen
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Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis Ann. Dyslexia (IF 2.275) Pub Date : 2023-12-22
Abstract We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type
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Anxiety and coping strategies among dyslexics in Ethiopia Ann. Dyslexia (IF 2.275) Pub Date : 2023-11-27 Abebayehu Messele Mekonnen, Linda Visser, Janin Brandenburg
Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with
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Are children with early literacy difficulties at risk for anxiety disorders in late childhood? Ann. Dyslexia (IF 2.275) Pub Date : 2023-11-08 Apostolos Kargiotidis, George Manolitsis
The present study examined whether literacy difficulties in both grades 2 and 3 are associated with social and generalized anxiety within the school environment in grade 5 and if children with different literacy difficulties differ in anxiety levels compared to typically developing children in grade 5 after controlling for inattention. Sixty-nine Greek children with literacy difficulties and fifty-two
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Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter? Ann. Dyslexia (IF 2.275) Pub Date : 2023-10-25 Tuija Aro, Ahmet Bilal Özbek, Minna Torppa
We studied the associations between childhood-identified learning disabilities and adult-age mental health and whether adult-age reading and math skills, coping styles, or resilience influenced the associations. The participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading disability (RD), 22 (14%) had a math disability (MD), 21 (13%) had RD + MD identified in childhood, and
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The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children Ann. Dyslexia (IF 2.275) Pub Date : 2023-08-07 Desiré Carioti, Natale Adolfo Stucchi, Carlo Toneatto, Marta Franca Masia, Milena Del Monte, Silvia Stefanelli, Simona Travellini, Antonella Marcelli, Marco Tettamanti, Mirta Vernice, Maria Teresa Guasti, Manuela Berlingeri
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Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects Ann. Dyslexia (IF 2.275) Pub Date : 2023-07-29 Jayne E. Jaskolski, Maura Jones Moyle
Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this
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A national test of dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2023-07-07 Mads Poulsen, Holger Juul, Carsten Elbro
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What do classroom teachers of varying backgrounds know about English spelling? Ann. Dyslexia (IF 2.275) Pub Date : 2023-07-07 Ramona T. Pittman, Heesun Chang, Amanda Lindner, Emily Binks-Cantrell, Malt Joshi
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A realist review of dyslexia pilot project research Ann. Dyslexia (IF 2.275) Pub Date : 2023-06-10 Brian Gearin, Jessica Turtura, Kim Anderson, Melissa Colsman, Samantha Durrance, Wendy McColskey, Joan Mele-McCarthy, Laura Schultz, Karleen Spitulnik
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Impact of text-to-speech features on the reading comprehension of children with reading and language difficulties Ann. Dyslexia (IF 2.275) Pub Date : 2023-04-29 Jennifer L. Keelor, Nancy A. Creaghead, Noah H. Silbert, Allison D. Breit, Tzipi Horowitz-Kraus
This study investigated the reading comprehension scores of students with reading and language difficulties after reading a passage with and without text-to-speech (TTS). Students, ages 8 to 12 years, read five passages under the following conditions: (a) silent read, (b) read aloud, (c) listen only, (d) TTS with no highlighting, and (e) TTS with highlighting. Students answered multiple-choice comprehension
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Reading and writing difficulties in bilingual learners. Ann. Dyslexia (IF 2.275) Pub Date : 2023-04-01 Jie Zhang,Qiuying Wang
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Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders’ discourse comprehension of first graders with ADHD Ann. Dyslexia (IF 2.275) Pub Date : 2023-03-09 Yang Dong, Jianhong Mo, Xuecong Miao, Hao-Yuan Zheng, Chongbo Yuan, Pinyi Xin
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Writing proficiency in English as L2 in Spanish children with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2023-01-27 Marta Álvarez-Cañizo, Olivia Afonso, Paz Suárez-Coalla
Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills
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Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2023-01-26 Katlynn Dahl-Leonard, Colby Hall, Philip Capin, Emily J. Solari, Alisha Demchak, William J. Therrien
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Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis Ann. Dyslexia (IF 2.275) Pub Date : 2023-01-10 Elise Lefèvre, Eddy Cavalli, Pascale Colé, Jeremy M. Law, Liliane Sprenger-Charolles
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Exploring reading profiles of rural school students Ann. Dyslexia (IF 2.275) Pub Date : 2023-01-11 Johny Daniel, Amy Barth
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Longitudinal predictors of French word reading difficulties among French Immersion children Ann. Dyslexia (IF 2.275) Pub Date : 2022-12-31 Elizabeth MacKay, Xi Chen, S. Hélène Deacon
In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada’s official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this
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Perceived negative consequences of dyslexia: the influence of person and environmental factors Ann. Dyslexia (IF 2.275) Pub Date : 2022-11-30 Loes Bazen, Elise H. de Bree, Madelon van den Boer, Peter F. de Jong
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EEG correlates of developmental dyslexia: a systematic review Ann. Dyslexia (IF 2.275) Pub Date : 2022-11-22 Elisa Cainelli, Luca Vedovelli, Barbara Carretti, Patrizia Bisiacchi
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Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects? Ann. Dyslexia (IF 2.275) Pub Date : 2022-10-11 Jie Zhang, Huan Zhang, Jackie Eunjung Relyea, Ma. Glenda Lopez Wui, Yan Yan, Rosa Nam, Araceli Enriquez, Lana Kharabi-Yamato
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First-grade multilingual students’ executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis Ann. Dyslexia (IF 2.275) Pub Date : 2022-10-08 Jackie Eunjung Relyea, Eunsoo Cho, Elizabeth Zagata
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Impact of audio on navigation strategies in children and adults with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2022-10-04 Carolien A. N. Knoop-van Campen, Eliane Segers, Ludo Verhoeven
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Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption Ann. Dyslexia (IF 2.275) Pub Date : 2022-08-17 Elizabeth MacKay, S.Hélène Deacon, Mariam M. Elgendi, Sherry H. Stewart
An increasing number of students are entering university with reading difficulties—whether they be diagnosed or self-reported. Research demonstrates that university students who self-report a history of reading difficulties (HRD) have lower academic achievement and higher anxiety about academic performance as compared to peers without this history (NRD). Here we study other aspects of HRD students’
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Reading performance in children with ADHD: an eye-tracking study Ann. Dyslexia (IF 2.275) Pub Date : 2022-08-03 Simona Caldani, Eric Acquaviva, Ana Moscoso, Hugo Peyre, Richard Delorme, Maria Pia Bucci
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Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography Ann. Dyslexia (IF 2.275) Pub Date : 2022-07-30 Sophia Giazitzidou, Susana Padeliadu
The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2nd grade: 32 dyslexic and 105 typical readers, 5th grade: 28 dyslexic and 91 typical readers). Morphological awareness was assessed with three tasks, examining
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A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children Ann. Dyslexia (IF 2.275) Pub Date : 2022-07-25 Sharry Shakory, Klaudia Krenca, Stefka H. Marinova-Todd, Xi Chen
Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (Journal of Educational Psychology, 102, 327–340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference
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Compensatory role of verbal learning and consolidation in reading and spelling of children with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2022-07-15 Robin van Rijthoven, Tijs Kleemans, Eliane Segers, Ludo Verhoeven
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Correction to: Semantics impacts response to phonics through spelling intervention in children with dyslexia. Ann. Dyslexia (IF 2.275) Pub Date : 2022-10-01 R van Rijthoven,T Kleemans,E Segers,L Verhoeven
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Screening screeners: calculating classification indices using correlations and cut-points Ann. Dyslexia (IF 2.275) Pub Date : 2022-06-10 Ashley A. Edwards, Wilhelmina van Dijk, Christine M. White, Christopher Schatschneider
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Correction to: Identifying dyslexia at the university: assessing phonological coding is not enough Ann. Dyslexia (IF 2.275) Pub Date : 2022-06-07 Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila
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Relations between oral language skills and English reading achievement among Spanish–English bilingual children: a quantile regression analysis Ann. Dyslexia (IF 2.275) Pub Date : 2022-05-28 J. Marc Goodrich, Lisa Fitton, Lauren Thayer
Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children. Research on dual language development indicates that bilingual children’s oral language abilities are often distributed across languages in varied ways, due to heterogeneity of dual language exposure and input. Consequently, there may be greater variability
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The reading profiles of late elementary English learners with and without risk for dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2022-05-24 Jeremy Miciak, Yusra Ahmed, Phil Capin, David J. Francis
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Language and reading comprehension for students with dyslexia: An introduction to the special issue. Ann. Dyslexia (IF 2.275) Pub Date : 2022-05-19 Elizabeth A Stevens,Colby Hall,Sharon Vaughn
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Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties Ann. Dyslexia (IF 2.275) Pub Date : 2022-05-07 Philip Capin, Sandra L. Gillam, Anna-Maria Fall, Gregory Roberts, Jordan T. Dille, Ronald B. Gillam
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Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements Ann. Dyslexia (IF 2.275) Pub Date : 2022-04-29 Rahime Duygu Temelturk, Esmehan Ozer
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Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2022-03-14 Serena Provazza, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano, Daniel Roberts
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies
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Identifying dyslexia at the university: assessing phonological coding is not enough Ann. Dyslexia (IF 2.275) Pub Date : 2022-03-10 Helle Fredslund Ottosen, Katrine H. Bønnerup, Ethan Weed, Rauno Parrila
A dyslexia diagnosis in Denmark can have significant consequences for individuals, as support is not available to others with reading difficulties. Currently, the diagnosis is given solely on the basis of an electronically administered test consisting of two tasks assessing grapheme-phoneme correspondences. To examine whether the Danish diagnostic test is sufficient to identify university students
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Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes Ann. Dyslexia (IF 2.275) Pub Date : 2022-03-08 Michael Solis, Paulina Kulesz, Kelly Williams
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were
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Global reading processes in children with high risk of dyslexia: a scanpath analysis Ann. Dyslexia (IF 2.275) Pub Date : 2022-02-11 Olga Parshina, Anastasiya Lopukhina, Sofya Goldina, Ekaterina Iskra, Margarita Serebryakova, Vladislava Staroverova, Nina Zdorova, Olga Dragoy
The study presents the first systematic comparison of the global reading processes via scanpath analysis in Russian-speaking children with and without reading difficulties. First, we compared basic eye-movement characteristics in reading sentences in two groups of children in grades 1 to 5 (N = 72 in high risk of developmental dyslexia group and N = 72 in the control group). Next, using the scanpath
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The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2022-02-03 Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin B. Rickles
Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)—the neural response to errors—than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error detection mechanism that interferes with orthographic learning and text comprehension
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Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index Ann. Dyslexia (IF 2.275) Pub Date : 2022-01-06 Timothy N. Odegard, Emily A. Farris, Julie A. Washington
Conversations about the nature of dyslexia and how dyslexia impacts reading and listening comprehension get to the heart of classification and identification models of dyslexia. Recently, this conversation has been expanded to include efforts to estimate the prevalence of dyslexia in the population through the introduction of a discrepancy index of listening comprehension and reading comprehension
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The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2021-11-19 Knoop-van Campen, C. A. N., ter Doest, D., Verhoeven, L., Segers, E.
The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly
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A meta-analytic review of comprehension deficits in students with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2021-09-17 Georgiou, George K., Martinez, Dalia, Vieira, Ana Paula Alves, Antoniuk, Andrea, Romero, Sandra, Guo, Kan
Beyond the established difficulties of individuals with dyslexia in word recognition and spelling, it remains unclear how severe their difficulties in comprehension are. To examine this, we performed a meta-analytic review. A random-effects model analysis of data from 76 studies revealed a large deficit in reading comprehension in individuals with dyslexia compared to their chronological-age (CA) controls
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Enhanced reading abilities is modulated by faster visual spatial attention Ann. Dyslexia (IF 2.275) Pub Date : 2021-09-12 Ebrahimi, Leila, Pouretemad, Hamidreza, Stein, John, Alizadeh, Ebrahim, Khatibi, Ali
Research has shown improved reading following visual magnocellular training in individuals with dyslexia. Many studies have demonstrated how the magnocellular pathway controls visual spatial attention. Therefore, we have investigated the relationship between magnocellular pathway and visual spatial attention deficits in dyslexia in order to better understand how magnocellular-based interventions may
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Categorical perception and influence of attention on neural consistency in response to speech sounds in adults with dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2021-09-08 Centanni, T. M., Beach, S. D., Ozernov-Palchik, O., May, S., Pantazis, D., Gabrieli, J. D. E.
Developmental dyslexia is a common neurodevelopmental disorder that is associated with alterations in the behavioral and neural processing of speech sounds, but the scope and nature of that association is uncertain. It has been proposed that more variable auditory processing could underlie some of the core deficits in this disorder. In the current study, magnetoencephalography (MEG) data were acquired
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Coarse or fine? Grain size and morpho-orthographic segmentation in struggling readers Ann. Dyslexia (IF 2.275) Pub Date : 2021-09-07 Rosenberg, Lindsay, Kruk, Richard S.
Morpho-orthographic segmentation, rapid parsing of complex written words into their morphological components, is a potential source of difference in word recognition between struggling and typical readers. Although typical readers use morpho-semantic representations and morpho-orthographic segmentation in processing morphologically complex words, struggling readers typically rely on morpho-semantic
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The lexical status of verbs among typical and dyslexic native Arabic readers: a developmental model Ann. Dyslexia (IF 2.275) Pub Date : 2021-09-05 Rabia, Salim Abu, Wattad, Haneen
The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two priming paradigms: masked priming and the cross-modal
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Characterizing the knowledge of educators across the tiers of instructional support Ann. Dyslexia (IF 2.275) Pub Date : 2021-08-09 Porter, Susan B., Odegard, Timothy N., McMahan, Melissa, Farris, Emily A.
Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the
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The role of grit and resilience in children with reading disorder: a longitudinal cohort study Ann. Dyslexia (IF 2.275) Pub Date : 2021-07-29 Hossain, Bushra, Chen, Yingtong, Bent, Stephen, Parenteau, China, Widjaja, Felicia, Haft, Stephanie L., Hoeft, Fumiko, Hendren, Robert L.
Prior studies have suggested that grit and resilience predict both academic and career success. However, these qualities have not been examined in children with reading disorder (RD). We therefore investigated whether grit and resilience were associated with anxiety, depression, academic performance, and quality of life (QOL) in these students. This 3-year longitudinal cohort study included 163 participants
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Correction to: Facial speech processing in children with and without dyslexia Ann. Dyslexia (IF 2.275) Pub Date : 2021-07-27 Martyna A. Galazka,Nouchine Hadjikhani,Maria Sundqvist,Jakob Åsberg Johnels
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The neurocognitive basis of morphological processing in typical and impaired readers Ann. Dyslexia (IF 2.275) Pub Date : 2021-07-13 Rebecca A. Marks, Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu, Ioulia Kovelman
Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores the relation between children’s neural organization for
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Introduction to the special issue on advances in the understanding of reading comprehension deficits. Ann. Dyslexia (IF 2.275) Pub Date : 2021-07-01 Laura A Barquero,Laurie E Cutting