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,…

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…

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…

Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and…

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…

This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a…

Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of…

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such…

Different definitions and tests of dyslexia can cause unfairness and make life difficult for people with dyslexia as well as for the professionals. In 2012, the Danish government decided to support the fight against dyslexia. The government issued a public tender for the development of "a standardized, electronically administered test of…

Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…

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)…

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…

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…

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…

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…