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Ren, Xiaoyu; Li, Jie; Liu, Jinqiu; Liu, Duo; Zhao, Jing – Annals of Dyslexia, 2023
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…
Descriptors: Foreign Countries, Visual Perception, Attention Span, Dyslexia
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
Bae, Han Suk; Yin, Li; Joshi, R. Malatesha – Annals of Dyslexia, 2019
The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Cultural Differences
Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
Washburn, Erin K.; Binks-Cantrell, Emily S.; Joshi, R. Malatesha; Martin-Chang, Sandra; Arrow, Alison – Annals of Dyslexia, 2016
The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in…
Descriptors: Preservice Teachers, Knowledge Level, Teacher Education Programs, Foreign Countries
Aro, Mikko; Björn, Piia Maria – Annals of Dyslexia, 2016
The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Preservice Teachers
Purvis, Caralyn J.; McNeill, Brigid C.; Everatt, John – Annals of Dyslexia, 2016
Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study…
Descriptors: Foreign Countries, Preservice Teachers, Metalinguistics, Literacy Education
Zhao, Jing; Joshi, R. Malatesha; Dixon, L. Quentin; Huang, Liyan – Annals of Dyslexia, 2016
The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to…
Descriptors: Knowledge Level, Elementary School Teachers, Language Teachers, English (Second Language)
Stark, Hannah L.; Snow, Pamela C.; Eadie, Patricia A.; Goldfeld, Sharon R. – Annals of Dyslexia, 2016
This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as…
Descriptors: Foreign Countries, Native Language Instruction, Reading Instruction, Early Childhood Education
RAN as a Predictor of Reading Skills, and Vice Versa: Results from a Randomised Reading Intervention
Wolff, Ulrika – Annals of Dyslexia, 2014
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…
Descriptors: Foreign Countries, Reading Skills, Naming, Early Reading
van Otterloo, Sandra G.; van der Leij, Aryan – Annals of Dyslexia, 2009
Children (5 and 6 years old, n = 30) at familial risk of dyslexia received a home-based intervention that focused on phoneme awareness and letter knowledge in the year prior to formal reading instruction. The children were compared to a no-training at-risk control group (n = 27), which was selected a year earlier. After training, we found a small…
Descriptors: Intervention, Phonemes, Dyslexia, Foreign Countries
de Jong, Peter F.; Vrielink, Lidy Oude – Annals of Dyslexia, 2004
One explanation for the relationship between serial rapid naming (SRN) and reading is that SRN affects the temporal proximity of the phonological activation of the letters in a word, which, in turn, influences the acquisition of orthographic knowledge. To test this hypothesis, a group of Dutch first grade children was trained in the rapid serial…
Descriptors: Grade 1, Beginning Reading, Reading Instruction, Foreign Countries
Thaler, Verena; Ebner, Eva Maria; Wimmer, Heinz; Landerl, Karin – Annals of Dyslexia, 2004
The outcome of a training study attempting to increase German speaking poor readers' reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for high-frequency onset clusters. A sample of 20 dysfluent readers (8 to 11 years) received a …
Descriptors: Word Recognition, Reading Fluency, Reading Instruction, German