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Showing 1 to 15 of 20 results Save | Export
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Genevieve McArthur; Amy Doust; Erin Banales; Serje Robidoux; Saskia Kohnen – Annals of Dyslexia, 2024
Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the "real world", many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities -- inattention,…
Descriptors: Comorbidity, Dyslexia, Correlation, Mental Health
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Dahl-Leonard, Katlynn; Hall, Colby; Capin, Philip; Solari, Emily J.; Demchak, Alisha; Therrien, William J. – Annals of Dyslexia, 2023
Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language…
Descriptors: Fidelity, Intervention, Elementary School Students, At Risk Students
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Keelor, Jennifer L.; Creaghead, Nancy A.; Silbert, Noah H.; Breit, Allison D.; Horowitz-Kraus, Tzipi – Annals of Dyslexia, 2023
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: (1) "silent read;" (2) "read aloud;" (3) "listen only;" (4)…
Descriptors: Assistive Technology, Reading Comprehension, Language Impairments, Elementary School Students
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Marks, Rebecca A.; Eggleston, Rachel L.; Sun, Xin; Yu, Chi-Lin; Zhang, Kehui; Nickerson, Nia; Hu, Xiao-Su; Kovelman, Ioulia – Annals of Dyslexia, 2022
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…
Descriptors: Morphology (Languages), Metalinguistics, Decoding (Reading), Vocabulary Development
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Ebrahimi, Leila; Pouretemad, Hamidreza; Stein, John; Alizadeh, Ebrahim; Khatibi, Ali – Annals of Dyslexia, 2022
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…
Descriptors: Reading Ability, Spatial Ability, Dyslexia, Visual Perception
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Giazitzidou, Sophia; Padeliadu, Susana – Annals of Dyslexia, 2022
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).…
Descriptors: Morphology (Languages), Reading Fluency, Dyslexia, Orthographic Symbols
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Parshina, Olga; Lopukhina, Anastasiya; Goldina, Sofya; Iskra, Ekaterina; Serebryakova, Margarita; Staroverova, Vladislava; Zdorova, Nina; Dragoy, Olga – Annals of Dyslexia, 2022
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…
Descriptors: Reading Processes, Dyslexia, At Risk Students, Elementary School Students
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Jeremy Miciak; Yusra Ahmed; Phil Capin; David J. Francis – Annals of Dyslexia, 2022
Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al., "Learning Disabilities Research & Practice,"…
Descriptors: Elementary School Students, English Language Learners, Reading Skills, Profiles
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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
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Verwimp, Cara; Vanden Bempt, Femke; Kellens, Silke; Economou, Maria; Vandermosten, Maaike; Wouters, Jan; Ghesquière, Pol; Vanderauwera, Jolijn – Annals of Dyslexia, 2020
Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid…
Descriptors: Dyslexia, Intervention, Disability Identification, At Risk Students
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Wong, Richard Kwok-Shing; Russak, Susie – Annals of Dyslexia, 2020
The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first…
Descriptors: Preschool Teachers, Kindergarten, English (Second Language), Second Language Instruction
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Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi – Annals of Dyslexia, 2020
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada.…
Descriptors: French, Dyslexia, English, Native Language
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Wang, Li-Chih; Liu, Duo; Xu, Zhengye – Annals of Dyslexia, 2019
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2)…
Descriptors: Dyslexia, Reading Ability, Foreign Countries, Elementary School Students
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Rothou, Kyriakoula M.; Padeliadu, Susana – Annals of Dyslexia, 2019
The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…
Descriptors: Greek, Dyslexia, Language Processing, Metalinguistics
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van der Kleij, S. W.; Segers, E.; Groen, M. A.; Verhoeven, L. – Annals of Dyslexia, 2019
The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at…
Descriptors: Dyslexia, Reading Fluency, Reading Skills, Accuracy
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