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MacKay, Elizabeth; Chen, Xi; Deacon, S. Hélène – Annals of Dyslexia, 2023
In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…
Descriptors: Foreign Countries, Immersion Programs, French, Reading Difficulties
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
Holopainen, Leena; Hoang, Nhi; Koch, Arno; Kofler, Doris – Annals of Dyslexia, 2020
Previous studies have showed that early problems with word decoding can lead to poor performance in text reading and comprehension and suggest that poor readers often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the…
Descriptors: Foreign Countries, Reading Difficulties, Finno Ugric Languages, German
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
Kuster, Sanne M.; van Weerdenburg, Marjolijn; Gompel, Marjolein; Bosman, Anna M. T. – Annals of Dyslexia, 2018
In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie…
Descriptors: Layout (Publications), Visual Aids, Dyslexia, Reading Rate
Inflectional Morphology and Dyslexia: Italian Children's Performance in a Nonword Pluralization Task
Vender, Maria; Mantione, Federica; Savazzi, Silvia; Delfitto, Denis; Melloni, Chiara – Annals of Dyslexia, 2017
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko's Wug…
Descriptors: Foreign Countries, Young Children, Dyslexia, Morphology (Languages)
Juul, Holger; Petersen, Dorthe Klint – Annals of Dyslexia, 2017
It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We…
Descriptors: Dyslexia, Comparative Analysis, Grade 3, Grade 5
van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
van Viersen, Sietske; de Bree, Elise H.; Kroesbergen, Evelyn H.; Slot, Esther M.; de Jong, Peter F. – Annals of Dyslexia, 2015
This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group,…
Descriptors: At Risk Persons, Resilience (Psychology), Dyslexia, Reading Skills
Holden, John G.; Greijn, Lieke T.; van Rooij, Marieke M. J. W.; Wijnants, Maarten L.; Bosman, Anna M. T. – Annals of Dyslexia, 2014
The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were modeled…
Descriptors: Foreign Countries, Dyslexia, Pronunciation, Reading Skills
Chung, Kevin K. H.; Lo, Jason C. M.; Ho, Connie S.-H.; Xiao, Xiaoyun; Chan, David W. – Annals of Dyslexia, 2014
This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52…
Descriptors: Morphology (Languages), Naming, Short Term Memory, Syntax
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
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
Meng, Xiangzhi; Cheng-Lai, Alice; Zeng, Biao; Stein, John F.; Zhou, Xiaolin – Annals of Dyslexia, 2011
The development of reading skills may depend to a certain extent on the development of basic visual perception. The magnocellular theory of developmental dyslexia assumes that deficits in the magnocellular pathway, indicated by less sensitivity in perceiving dynamic sensory stimuli, are responsible for a proportion of reading difficulties…
Descriptors: Visual Perception, Motion, Reading Skills, Dyslexia
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