NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 555 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Odegard, Timothy N.; Hutchings, Tamera; Farris, Emily A.; Oslund, Eric L. – Annals of Dyslexia, 2021
A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing…
Descriptors: Dyslexia, Reading Difficulties, Children, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Dawson, Kara; Zhu, Jiawen; Ritzhaupt, Albert D.; Antonenko, Pavlo; Saunders, Kendra; Wang, Jiahui; Lombardino, Linda – Annals of Dyslexia, 2021
The purpose of this study was to examine the application of the multimedia and modality principles on cued-recall, recognition, and mental effort of college students with and without dyslexia. The study used a Multimedia (Image Present vs. Image Absent) × Modality (Narration vs. Onscreen Text) × Dyslexia (Dyslexia vs. Non-Dyslexia) 3-way factorial…
Descriptors: Multimedia Instruction, Instructional Effectiveness, Learning Modalities, Student Satisfaction
Peer reviewed Peer reviewed
Direct linkDirect link
Rivero-Contreras, Miriam; Engelhardt, Paul E.; Saldaña, David – Annals of Dyslexia, 2021
Easy-to-read guidelines recommend visual support and lexical simplification to facilitate text processing, but few empirical studies confirm a positive effect from these recommendations in individuals with dyslexia. This study examined the influence of the visual support and lexical simplification on sentence processing through eye movements at…
Descriptors: Eye Movements, Sentences, Reading Processes, Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Elgendi, Mariem M.; Stewart, Sherry H.; MacKay, Elizabeth J.; Deacon, S. Hélène – Annals of Dyslexia, 2021
Reading difficulties have been associated with problems in psychological functioning, including challenges in both anxiety and self-efficacy. This study was designed to determine whether such psychological functioning problems are specific to the academic sphere or more global. First-year undergraduate students with and without a history of…
Descriptors: Psychological Patterns, Reading Difficulties, Anxiety, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Li-Chih; Li, Xiaomin; Chung, Kevin Kien Hoa – Annals of Dyslexia, 2021
The influence of test anxiety on academic difficulties has been investigated in typically developing students, but the mechanism underlying the influence remains unclear, especially for those with specific learning disabilities (SpLDs). This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties…
Descriptors: Test Anxiety, Metacognition, Foreign Countries, Young Adults
Peer reviewed Peer reviewed
Direct linkDirect link
Georgiou, George K.; Martinez, Dalia; Vieira, Ana Paula Alves; Guo, Kan – Annals of Dyslexia, 2021
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33…
Descriptors: Orthographic Symbols, Dyslexia, Meta Analysis, Effect Size
Peer reviewed Peer reviewed
Direct linkDirect link
Jiménez, Juan E.; Gutiérrez, Nuria; de León, Sara C. – Annals of Dyslexia, 2021
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the…
Descriptors: Fidelity, Response to Intervention, Kindergarten, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Yixun; Hui, Yi; Li, Hong; Liu, Xiangping – Annals of Dyslexia, 2021
The present study investigated whether and to what extent children with dyslexia utilize visual and phonetic strategies in character learning. A paired associate learning paradigm was used in two experiments to train children's pronunciation-orthography associations of novel words, with a recall task 1 week later for retention. Experiment 1…
Descriptors: Elementary School Students, Grade 5, Mandarin Chinese, Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Deng, Qinli; Tong, Shelley Xiuli – Annals of Dyslexia, 2021
This study examined whether, and if so how, L1 and L2 segmental and suprasegmental phonological awareness is longitudinally related to L1 and L2 reading comprehension difficulties among Hong Kong Chinese-English bilingual children. Using a regression approach, we identified five types of comprehenders, i.e., 11 poor-Chinese/average-English…
Descriptors: Foreign Countries, Suprasegmentals, Phonological Awareness, Bilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Young-Suk Grace; Petscher, Yaacov – Annals of Dyslexia, 2021
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Martinez-Lincoln, Amanda; Barnes, Marcia A.; Clemens, Nathan H. – Annals of Dyslexia, 2021
Although many students benefit from evidence-based reading comprehension interventions, not all students will exhibit adequate response. Moderation analysis provides a statistical approach to examine for whom and under what conditions interventions are most effective. Conducted within a parent project, which investigated the effects of an…
Descriptors: Learner Engagement, Reading Comprehension, Middle School Students, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Earle, F. Sayako; Del Tufo, Stephanie N. – Annals of Dyslexia, 2021
Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in…
Descriptors: Reading Difficulties, Reading Comprehension, Developmental Disabilities, Language Impairments
Peer reviewed Peer reviewed
Direct linkDirect link
Collins, Alyson A.; Lindström, Esther R.; Sandbank, Micheal – Annals of Dyslexia, 2021
This study investigated the dependability of reading comprehension scores across different text genres and response formats for readers with varied language knowledge. Participants included 78 fourth-graders in an urban elementary school. A randomized and counterbalanced 3 × 2 study design investigated three response formats (open-ended,…
Descriptors: Reading Comprehension, Reading Tests, Response Style (Tests), Scores
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Miao; Geva, Esther; D'Angelo, Nadia; Koh, Poh Wee; Chen, Xi; Gottardo, Alexandra – Annals of Dyslexia, 2021
This study examined the sources of reading comprehension difficulties in English language learners (ELLs). The characteristics of ELL poor comprehenders were compared to their English as a first language (EL1) peers. Participants included 124 ELLs who spoke Chinese as an L1 and 79 EL1 students. Using a regression technique based on age, non-verbal…
Descriptors: Reading Comprehension, Chinese, Native Language, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Wagner, Richard K.; Beal, Bethany; Zirps, Fotena A.; Spencer, Mercedes – Annals of Dyslexia, 2021
Many individuals with poor reading comprehension have levels of reading comprehension that are consistent with deficits in their ability to decode the words on the page. However, there are individuals who are poor at reading comprehension despite being adequate at decoding. This phenomenon is referred to as specific reading comprehension deficit…
Descriptors: Reading Comprehension, Reading Difficulties, Decoding (Reading), Incidence
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  37