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Wijnants, M. L.; Hasselman, F.; Cox, R. F. A.; Bosman, A. M. T.; Van Orden, G. – Annals of Dyslexia, 2012
The background noise of response times is often overlooked in scientific inquiries of cognitive performances. However, it is becoming widely acknowledged in psychology, medicine, physiology, physics, and beyond that temporal patterns of variability constitute a rich source of information. Here, we introduce two complexity measures (1/f scaling and…
Descriptors: Reading Fluency, Dyslexia, Naming, Reaction Time
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Daigle, Daniel; Berthiaume, Rachel; Plisson, Anne; Demont, Elisabeth – Annals of Dyslexia, 2012
Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language…
Descriptors: Dyslexia, French, Longitudinal Studies, Language Processing
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Deacon, S. Helene; Cook, Kathryn; Parrila, Rauno – Annals of Dyslexia, 2012
We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n = 31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to…
Descriptors: Dyslexia, College Students, Questionnaires, Reading Fluency
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Tops, Wim; Callens, Maaike; Lammertyn, Jan; Van Hees, Valerie; Brysbaert, Marc – Annals of Dyslexia, 2012
An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the…
Descriptors: Dyslexia, Disability Identification, College Students, Indo European Languages
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Elbro, Carsten; Daugaard, Hanne Trebbien; Gellert, Anna S. – Annals of Dyslexia, 2012
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of…
Descriptors: Dyslexia, Second Languages, Language Proficiency, Reading Ability
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Binks-Cantrell, Emily; Joshi, R. Malatesha; Washburn, Erin K. – Annals of Dyslexia, 2012
Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty,…
Descriptors: Measures (Individuals), Literacy, Language, Reading Instruction
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Goldfus, Carol – Annals of Dyslexia, 2012
This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the…
Descriptors: Knowledge Base for Teaching, Reading Teachers, Beginning Reading, English (Second Language)
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Wright, Craig M.; Conlon, Elizabeth G.; Dyck, Murray – Annals of Dyslexia, 2012
The aim of this study was to investigate the theory that visual magnocellular deficits seen in groups with dyslexia are linked to reading via the mechanisms of visual attention. Visual attention was measured with a serial search task and magnocellular function with a coherent motion task. A large group of children with dyslexia (n = 70) had slower…
Descriptors: Dyslexia, Visual Perception, Attention, Children
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Chik, Pakey Pui-man; Ho, Connie Suk-han; Yeung, Pui-sze; Wong, Yau-kai; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Lo, Lap-yan – Annals of Dyslexia, 2012
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…
Descriptors: Dyslexia, Reading Skills, Reading Comprehension, Thinking Skills
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Irannejad, Shahrzad; Savage, Robert – Annals of Dyslexia, 2012
This study investigated whether children with dyslexia differed in their performance on reading, phonological, rapid naming, motor, and cerebellar-related tasks and automaticity measures compared to reading age (RA)-matched and chronological age (CA)-matched control groups. Participants were 51 children attending mainstream English elementary…
Descriptors: Children, Dyslexia, Neurological Impairments, Intelligence Quotient
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Avdyli, Rrezarta; Cuetos, Fernando – Annals of Dyslexia, 2012
Albanian is an Indo-European language with a shallow orthography, in which there is an absolute correspondence between graphemes and phonemes. We aimed to know reading strategies used by Albanian disabled children during word and pseudoword reading. A pool of 114 Kosovar reading disabled children matched with 150 normal readers aged 6 to 11 years…
Descriptors: Indo European Languages, Reading Difficulties, Reading Strategies, Children
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Suarez-Coalla, Paz; Cuetos, Fernando – Annals of Dyslexia, 2012
Cross-linguistic studies suggest that the orthographic system determines the reading performance of dyslexic children. In opaque orthographies, the fundamental feature of developmental dyslexia is difficulty in reading accuracy, whereas slower reading speed is more common in transparent orthographies. The aim of the current study was to examine…
Descriptors: Reading Strategies, Dyslexia, Spanish, Reaction Time
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Kast, Monika; Baschera, Gian-Marco; Gross, Markus; Jancke, Lutz; Meyer, Martin – Annals of Dyslexia, 2011
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based…
Descriptors: Spelling Instruction, Computer Assisted Instruction, Dyslexia, Computer Software
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Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle – Annals of Dyslexia, 2011
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related…
Descriptors: Reading, Kindergarten, Grade 1, Elementary School Students
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Jimenez-Fernandez, Gracia; Vaquero, Joaquin M. M.; Jimenez, Luis; Defior, Sylvia – Annals of Dyslexia, 2011
Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling abilities. The absence of other high level cognitive deficits in the dyslexic population has led some authors to propose that non-strategical processes like implicit learning could be impaired in this…
Descriptors: Reading Difficulties, Learning Disabilities, Dyslexia, Word Recognition
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