FN Thomson Reuters Web of Science™
VR 1.0
PT J
AU Horowitz-Kraus, T
Cicchino, N
Amiel, M
Holland, SK
Breznitz, Z
AF Horowitz-Kraus, Tzipi
Cicchino, Nicole
Amiel, Merav
Holland, Scott K.
Breznitz, Zvia
TI Reading improvement in English- and Hebrew-speaking children with
reading difficulties after reading acceleration training
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Fluency; Oral and silent reading; Reading Acceleration Program
ID WORD RECOGNITION; DYSLEXIC-CHILDREN; PHONOLOGICAL-CORE; SILENT;
COMPREHENSION; DISABILITY; READERS; SPEED; ORTHOGRAPHY; REMEDIATE
AB A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language.
C1 [Horowitz-Kraus, Tzipi; Cicchino, Nicole; Holland, Scott K.] Cincinnati Childrens Hosp Med Ctr, Pediat Neuroimaging Res Consortium, Cincinnati, OH 45229 USA.
[Amiel, Merav; Breznitz, Zvia] Univ Haifa, Edmond J Safra Brain Res Ctr Study Learning Disab, Fac Educ, IL-31999 Haifa, Israel.
RP Horowitz-Kraus, T (reprint author), Cincinnati Childrens Hosp Med Ctr, Pediat Neuroimaging Res Consortium, 3333 Burnet Ave, Cincinnati, OH 45229 USA.
EM Tzipi.Horowitz-Kraus@cchmc.org
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NR 61
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2014
VL 64
IS 3
BP 183
EP 201
DI 10.1007/s11881-014-0093-4
PG 19
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AS5XA
UT WOS:000344338700001
PM 24919641
ER
PT J
AU Holden, JG
Greijn, LT
van Rooij, MMJW
Wijnants, ML
Bosman, AMT
AF Holden, John G.
Greijn, Lieke T.
van Rooij, Marieke M. J. W.
Wijnants, Maarten L.
Bosman, Anna M. T.
TI Dyslexic and skilled reading dynamics are self-similar
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Lognormal; Power-law scaling; Response time distributions;
Self-organization of cognitive performance; Speeded word naming
ID DEVELOPMENTAL DYSLEXIA; NAMING SPEED; CHILDREN; DEFICITS; RETARDATION;
IDENTIFICATION; DISTRIBUTIONS; PERCEPTION; ATTENTION; ABILITY
AB 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 and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants' response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group's aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution's success at describing the participants' pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia.
C1 [Holden, John G.; van Rooij, Marieke M. J. W.] Univ Cincinnati, Dept Psychol, Cincinnati, OH 45221 USA.
[Greijn, Lieke T.; Wijnants, Maarten L.; Bosman, Anna M. T.] Radboud Univ Nijmegen, Dept Special Educ, NL-6500 HE Nijmegen, Netherlands.
RP Holden, JG (reprint author), Univ Cincinnati, Dept Psychol, POB 210376, Cincinnati, OH 45221 USA.
EM john.holden@uc.edu
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NR 62
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2014
VL 64
IS 3
BP 202
EP 221
DI 10.1007/s11881-014-0094-3
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AS5XA
UT WOS:000344338700002
PM 25079036
ER
PT J
AU Chung, KKH
Lo, JCM
Ho, CSH
Xiao, XY
Chan, DW
AF Chung, Kevin K. H.
Lo, Jason C. M.
Ho, Connie S. -H.
Xiao, Xiaoyun
Chan, David W.
TI Syntactic and discourse skills in Chinese adolescent readers with
dyslexia: a profiling study
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adolescent readers; Chinese language; Discourse skills; Dyslexia;
Syntactic skills
ID SHORT-TERM-MEMORY; WORKING-MEMORY; MORPHOLOGICAL AWARENESS;
DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL AWARENESS; READING-COMPREHENSION;
COGNITIVE PROFILES; TEXT COMPREHENSION; INDIVIDUAL-DIFFERENCES;
CHARACTER-RECOGNITION
AB 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 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.
C1 [Chung, Kevin K. H.; Lo, Jason C. M.] Hong Kong Inst Educ, Dept Special Educ & Counselling, Tai Po, Hong Kong, Peoples R China.
[Ho, Connie S. -H.; Xiao, Xiaoyun] Univ Hong Kong, Pok Fu Lam, Hong Kong, Peoples R China.
[Chan, David W.] Chinese Univ Hong Kong, Sha Tin, Hong Kong, Peoples R China.
RP Chung, KKH (reprint author), Hong Kong Inst Educ, Dept Special Educ & Counselling, 10 Lo Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM kevin@ied.edu.hk
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NR 95
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2014
VL 64
IS 3
BP 222
EP 247
DI 10.1007/s11881-014-0095-2
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AS5XA
UT WOS:000344338700003
PM 25288036
ER
PT J
AU Hachmann, WM
Bogaerts, L
Szmalec, A
Woumans, E
Duyck, W
Job, R
AF Hachmann, Wibke M.
Bogaerts, Louisa
Szmalec, Arnaud
Woumans, Evy
Duyck, Wouter
Job, Remo
TI Short-term memory for order but not for item information is impaired in
developmental dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Domain specificity; Reading; Serial order
processing; Short-term memory
ID IMMEDIATE SERIAL-RECALL; ATTENTION SPAN DEFICIT; WORKING-MEMORY; READING
DISABILITIES; CHILDREN; AWARENESS; SEQUENCE; MODEL; REPRESENTATIONS;
RECOGNITION
AB Recent findings suggest that people with dyslexia experience difficulties with the learning of serial order information during the transition from short- to long-term memory (Szmalec et al. Journal of Experimental Psychology: Learning, Memory, & Cognition 37(5): 1270-1279, 2011). At the same time, models of short-term memory increasingly incorporate a distinction of order and item processing (Majerus et al. Cognition 107: 395-419, 2008). The current study is aimed to investigate whether serial order processing deficiencies in dyslexia can be traced back to a selective impairment of short-term memory for serial order and whether this impairment also affects processing beyond the verbal domain. A sample of 26 adults with dyslexia and a group of age and IQ-matched controls participated in a 2 x 2 x 2 experiment in which we assessed short-term recognition performance for order and item information, using both verbal and nonverbal material. Our findings indicate that, irrespective of the type of material, participants with dyslexia recalled the individual items with the same accuracy as the matched control group, whereas the ability to recognize the serial order in which those items were presented appeared to be affected in the dyslexia group. We conclude that dyslexia is characterized by a selective impairment of short-term memory for serial order, but not for item information, and discuss the integration of these findings into current theoretical views on dyslexia and its associated dysfunctions.
C1 [Hachmann, Wibke M.; Job, Remo] Univ Trento, Dept Psychol & Cognit Sci, I-38068 Rovereto, TN, Italy.
[Bogaerts, Louisa; Szmalec, Arnaud; Woumans, Evy; Duyck, Wouter] Univ Ghent, Dept Expt Psychol, B-9000 Ghent, Belgium.
[Szmalec, Arnaud] Catholic Univ Louvain, Louvain, Belgium.
RP Hachmann, WM (reprint author), Univ Trento, Dept Psychol & Cognit Sci, Corso Bettini 31, I-38068 Rovereto, TN, Italy.
EM wibkehachmann@gmx.net
CR Andries C., 2009, GLETSCHR TEST GEVORD
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NR 61
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2014
VL 64
IS 2
BP 121
EP 136
DI 10.1007/s11881-013-0089-5
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AN2GN
UT WOS:000340402500001
PM 24488229
ER
PT J
AU Al Dahhan, N
Georgiou, GK
Hung, R
Munoz, D
Parrila, R
Kirby, JR
AF Al Dahhan, Noor
Georgiou, George K.
Hung, Rickie
Munoz, Douglas
Parrila, Rauno
Kirby, John R.
TI Eye movements of university students with and without reading
difficulties during naming speed tasks
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adults; Dyslexia; Eye movements; Rapid automatized naming; Reading
fluency
ID PHONOLOGICAL AWARENESS; ORTHOGRAPHIC KNOWLEDGE; RAN; DYSLEXIA;
ACQUISITION; PARAFOVEAL; DISABILITY; HYPOTHESIS; PREDICTION; CHILDREN
AB Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186-202, 1974, and two more developed by Compton, The Journal of Special Education 37:81-94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS-reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades.
C1 [Al Dahhan, Noor; Munoz, Douglas; Kirby, John R.] Queens Univ, Kingston, ON, Canada.
[Georgiou, George K.; Hung, Rickie; Parrila, Rauno] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada.
RP Georgiou, GK (reprint author), Univ Alberta, Dept Educ Psychol, 6-102 Educ North, Edmonton, AB T6G 2G5, Canada.
EM georgiou@ualberta.ca
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NR 46
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2014
VL 64
IS 2
BP 137
EP 150
DI 10.1007/s11881-013-0090-z
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AN2GN
UT WOS:000340402500002
PM 24723032
ER
PT J
AU Wolff, U
AF Wolff, Ulrika
TI RAN as a predictor of reading skills, and vice versa: results from a
randomised reading intervention
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Intervention; Phoneme awareness; RAN; Reading speed
ID DOUBLE-DEFICIT HYPOTHESIS; NAMING-SPEED; PHONOLOGICAL AWARENESS;
DYSLEXIA; FLUENCY; CHILDREN; ORTHOGRAPHIES; DISABILITIES; INSTRUCTION;
OUTCOMES
AB 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 children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.
C1 Univ Gothenburg, S-40530 Gothenburg, Sweden.
RP Wolff, U (reprint author), Univ Gothenburg, Box 300, S-40530 Gothenburg, Sweden.
EM ulrika.wolff@ped.gu.se
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NR 47
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2014
VL 64
IS 2
BP 151
EP 165
DI 10.1007/s11881-014-0091-6
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AN2GN
UT WOS:000340402500003
PM 24803174
ER
PT J
AU Suarez-Coalla, P
Ramos, S
Alvarez-Canizo, M
Cuetos, F
AF Suarez-Coalla, Paz
Ramos, Sara
Alvarez-Canizo, Marta
Cuetos, Fernando
TI Orthographic learning in dyslexic Spanish children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Orthographic representations; Reading; Self-teaching
hypothesis
ID SELF-TEACHING HYPOTHESIS; READING ACQUISITION; BEGINNING READERS;
DISABLED READERS; WORD; EXPERIENCE; CONTEXT; REPRESENTATIONS; ACCURACY;
EXPOSURE
AB Reading fluency is one of the basic processes of learning to read. Children begin to develop fluency when they are able to form orthographic representations of words, which provide direct, smooth, and fast reading. Dyslexic children of transparent orthographic systems are mainly characterized by poor reading fluency (Cuetos & Suarez-Coalla 2009; Spinelli, De Luca, Di Filippo, Mancini, Martelli, & Zoccolotti, 2005; Wimmer, 1993). Therefore, the main problem for these children could be the difficulty in developing orthographic representations of the words they read. The aim of this study was to test the ability of dyslexic Spanish-speaking children (whose native language is Spanish) to develop orthographic representations and determine if the context helps them. For this, two experiments were conducted with a group of 100 children, 7-12 years of age. The groups were comprised of 20 dyslexics, 40 chronological age-matched controls and 40 reading level-matched controls. In the first experiment, eight unfamiliar words (four short and four long) were presented six times within the context of a story. In the second experiment, eight pseudowords were presented on a computer and the children had to read them aloud. In both experiments, the reading and articulation times of experimental and control stimuli were compared, before and after the training. Children without dyslexia showed a decrease of the influence of length of word on reading speed, indicating a lexical reading, while for dyslexic children, the influence of length remained unchanged. These results appeared when the stimuli were presented in the context of a story as well as when presented in isolation. In short, our results describe that dyslexic children of transparent orthographic systems have problems in developing orthographic representations of words.
C1 [Suarez-Coalla, Paz; Alvarez-Canizo, Marta; Cuetos, Fernando] Univ Oviedo, Oviedo 33003, Asturias, Spain.
[Ramos, Sara] Speech Therapy Ctr, ABC Logopedia, Asturias, Spain.
RP Suarez-Coalla, P (reprint author), Univ Oviedo, Pza Feijoo S-N, Oviedo 33003, Asturias, Spain.
EM suarezpaz@uniovi.es
RI Cuetos, Fernando/B-4337-2011
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NR 47
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2014
VL 64
IS 2
BP 166
EP 181
DI 10.1007/s11881-014-0092-5
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AN2GN
UT WOS:000340402500004
PM 25056668
ER
PT J
AU Laasonen, M
Vare, J
Oksanen-Hennah, H
Leppamaki, S
Tani, P
Harno, H
Hokkanen, L
Pothos, E
Cleeremans, A
AF Laasonen, Marja
Vare, Jenni
Oksanen-Hennah, Henna
Leppamaki, Sami
Tani, Pekka
Harno, Hanna
Hokkanen, Laura
Pothos, Emmanuel
Cleeremans, Axel
TI Project DyAdd: Implicit learning in adult dyslexia and ADHD
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE ADHD; AGL; Dyslexia; Implicit learning; SRT
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; DEFICIT HYPERACTIVITY
DISORDER; PHONOLOGICAL REPRESENTATIONS HYPOTHESIS; FOCAL CEREBELLAR
LESIONS; REACTION-TIME-TASK; UTAH RATING-SCALE; DEVELOPMENTAL DYSLEXIA;
ARTIFICIAL GRAMMAR; READING-DISABILITY; PSYCHIATRIC-DISORDERS
AB In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18-55 years) with dyslexia (n = 36) or with attention deficit/hyperactivity disorder (ADHD, n = 22) and in controls (n = 35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.
C1 [Laasonen, Marja; Vare, Jenni; Oksanen-Hennah, Henna; Hokkanen, Laura] Univ Helsinki, Inst Behav Sci, Div Cognit & Neuropsychol, FIN-00014 Helsinki, Finland.
[Laasonen, Marja] Univ Helsinki, Cent Hosp, Dept Phoniatr, FIN-00014 Helsinki, Finland.
[Oksanen-Hennah, Henna] Univ Helsinki, Cent Hosp, Dept Child Neurol, FIN-00014 Helsinki, Finland.
[Leppamaki, Sami; Tani, Pekka] Univ Helsinki, Cent Hosp, Clin Neuropsychiat, Dept Psychiat, FIN-00014 Helsinki, Finland.
[Harno, Hanna] Univ Helsinki, Cent Hosp, Dept Neurol, FIN-00014 Helsinki, Finland.
[Pothos, Emmanuel] City Univ London, Dept Psychol, London EC1V 0HB, England.
[Cleeremans, Axel] Univ Libre Brussels, Consciousness Cognit & Computat Grp, Brussels, Belgium.
RP Laasonen, M (reprint author), Univ Helsinki, Inst Behav Sci, Div Cognit & Neuropsychol, POB 9,Siltavuorenpenger 1, FIN-00014 Helsinki, Finland.
EM marja.laasonen@helsinki.fi
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NR 125
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2014
VL 64
IS 1
BP 1
EP 33
DI 10.1007/s11881-013-0083-y
PG 33
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AD3GU
UT WOS:000333127100001
PM 24162872
ER
PT J
AU Tamboer, P
Vorst, HCM
Oort, FJ
AF Tamboer, Peter
Vorst, Harrie C. M.
Oort, Frans J.
TI Identifying dyslexia in adults: an iterative method using the predictive
value of item scores and self-report questions
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adult dyslexia; Classification; Criterion; Cross validation; Item
scores; Self-report
ID DEVELOPMENTAL DYSLEXIA; SPEECH-PERCEPTION; HIGHER-EDUCATION; STUDENTS;
GENETICS; DEFICIT
AB Methods for identifying dyslexia in adults vary widely between studies. Researchers have to decide how many tests to use, which tests are considered to be the most reliable, and how to determine cut-off scores. The aim of this study was to develop an objective and powerful method for diagnosing dyslexia. We took various methodological measures, most of which are new compared to previous methods. We used a large sample of Dutch first-year psychology students, we considered several options for exclusion and inclusion criteria, we collected as many cognitive tests as possible, we used six independent sources of biographical information for a criterion of dyslexia, we compared the predictive power of discriminant analyses and logistic regression analyses, we used both sum scores and item scores as predictor variables, we used self-report questions as predictor variables, and we retested the reliability of predictions with repeated prediction analyses using an adjusted criterion. We were able to identify 74 dyslexic and 369 non-dyslexic students. For 37 students, various predictions were too inconsistent for a final classification. The most reliable predictions were acquired with item scores and self-report questions. The main conclusion is that it is possible to identify dyslexia with a high reliability, although the exact nature of dyslexia is still unknown. We therefore believe that this study yielded valuable information for future methods of identifying dyslexia in Dutch as well as in other languages, and that this would be beneficial for comparing studies across countries.
C1 [Tamboer, Peter; Vorst, Harrie C. M.] Univ Amsterdam, Dept Psychol, Fac Social & Behav Sci, NL-1018 XA Amsterdam, Netherlands.
[Oort, Frans J.] Univ Amsterdam, Dept Educ Res, Fac Social & Behav Sci, NL-1018 VZ Amsterdam, Netherlands.
RP Tamboer, P (reprint author), Univ Amsterdam, Dept Psychol, Fac Social & Behav Sci, Weesperpl 4 Room 213, NL-1018 XA Amsterdam, Netherlands.
EM petertamboer@zonnet.nl
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NR 19
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2014
VL 64
IS 1
BP 34
EP 56
DI 10.1007/s11881-013-0085-9
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AD3GU
UT WOS:000333127100002
PM 24362924
ER
PT J
AU Pattamadilok, C
Nelis, A
Kolinsky, R
AF Pattamadilok, Chotiga
Nelis, Aubeline
Kolinsky, Regine
TI How does reading performance modulate the impact of orthographic
knowledge on speech processing? A comparison of normal readers and
dyslexic adults
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Automaticity; Dyslexia; Metaphonology; Orthographic effects;
Orthographic knowledge; Speech processing
ID AUDITORY WORD RECOGNITION; SPOKEN LANGUAGE; CONSISTENCY; PERCEPTION;
ACTIVATION; FRENCH; TASKS; SEGMENTATION; ORGANIZATION; INFORMATION
AB Studies on proficient readers showed that speech processing is affected by knowledge of the orthographic code. Yet, the automaticity of the orthographic influence depends on task demand. Here, we addressed this automaticity issue in normal and dyslexic adult readers by comparing the orthographic effects obtained in two speech processing tasks that are or not sensitive to strategies developed by participants. Our finding showed that while participants' performance in a metaphonological task, which is known to be strategy prone, was affected by their orthographic knowledge regardless of the childhood diagnosis of dyslexia or of their actual reading-related skills, this latter factor significantly modulated the orthographic influence found in a more natural speech recognition task. The finding supports the claim that while any individuals who know a reading code are able to resort to their orthographic knowledge when they process speech, a more profound modification of the speech processing system by the orthographic code takes place only in readers who have reached a certain level of reading expertise.
C1 [Pattamadilok, Chotiga] Aix Marseille Univ, CNRS UMR 7309, Lab Parole & Langage, F-13100 Aix En Provence, France.
[Kolinsky, Regine] Fonds Rech Sci FRS FNRS, B-1000 Brussels, Belgium.
[Nelis, Aubeline; Kolinsky, Regine] Univ Libre Bruxelles, ULB Neurosci Inst, Ctr Res Cognit & Neurosci CRNC, Unite Rech Neurosci Cognit UNESCOG, B-1050 Brussels, Belgium.
RP Pattamadilok, C (reprint author), Aix Marseille Univ, CNRS UMR 7309, Lab Parole & Langage, 5 Av Pasteur, F-13100 Aix En Provence, France.
EM chotiga.pattamadilok@lpl-aix.fr
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NR 51
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2014
VL 64
IS 1
BP 57
EP 76
DI 10.1007/s11881-013-0086-8
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AD3GU
UT WOS:000333127100003
PM 24352886
ER
PT J
AU Geiser, E
Kjelgaard, M
Christodoulou, JA
Cyr, A
Gabrieli, JDE
AF Geiser, Eveline
Kjelgaard, Margaret
Christodoulou, Joanna A.
Cyr, Abigail
Gabrieli, John D. E.
TI Auditory temporal structure processing in dyslexia: processing of
prosodic phrase boundaries is not impaired in children with dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Children; Dyslexia; Grouping; Phrase boundary; Prosody; Rhythm; Syntax;
Timing
ID LANGUAGE IMPAIRMENT; DEVELOPMENTAL DYSLEXIA; AMBIGUOUS SENTENCES;
YOUNG-CHILDREN; SPEECH; COMPREHENSION; INFANTS; MUSIC; CUES; AMBIGUITIES
AB Reading disability in children with dyslexia has been proposed to reflect impairment in auditory timing perception. We investigated one aspect of timing perception-temporal grouping-as present in prosodic phrase boundaries of natural speech, in age-matched groups of children, ages 6-8 years, with and without dyslexia. Prosodic phrase boundaries are characterized by temporal grouping of functionally related speech elements and can facilitate syntactic processing of speech. For example, temporary syntactic ambiguities, such as early-closure structures, are processed faster when prosodic phrase boundaries are present. We examined children's prosodic facilitation by measuring their efficiency of sentence processing for temporary syntactic ambiguities spoken with (facilitating) versus without (neutral) prosodic phrase boundaries. Both groups of children benefited similarly from prosodic facilitation, displaying faster reaction times in facilitating compared to neutral prosody. These findings indicate that the use of prosodic phrase boundaries for speech processing is not impaired in children with dyslexia.
C1 [Geiser, Eveline; Kjelgaard, Margaret; Christodoulou, Joanna A.; Cyr, Abigail; Gabrieli, John D. E.] MIT, McGovern Inst, Cambridge, MA 02139 USA.
[Kjelgaard, Margaret; Christodoulou, Joanna A.] MGH Inst Hlth Profess, Boston, MA USA.
[Christodoulou, Joanna A.] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
RP Geiser, E (reprint author), MIT, McGovern Inst, 77 Massachusetts Ave, Cambridge, MA 02139 USA.
EM egeiser@mit.edu
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NR 71
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2014
VL 64
IS 1
BP 77
EP 90
DI 10.1007/s11881-013-0087-7
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AD3GU
UT WOS:000333127100004
PM 24338429
ER
PT J
AU Callens, M
Tops, W
Stevens, M
Brysbaert, M
AF Callens, Maaike
Tops, Wim
Stevens, Michael
Brysbaert, Marc
TI An exploratory factor analysis of the cognitive functioning of
first-year bachelor students with dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Cognitive test battery; Diagnostic protocol; Dyslexia; Exploratory
factor analysis; Higher education
ID DOUBLE-DEFICIT HYPOTHESIS; EARLY READING ACQUISITION; SHORT-TERM-MEMORY;
DEVELOPMENTAL DYSLEXIA; HIGHER-EDUCATION; WORKING-MEMORY; PHONOLOGICAL
AWARENESS; PROCESSING SKILLS; COLLEGE-STUDENTS; NAMING SPEED
AB An increasing number of students with dyslexia register in higher education. As a consequence, information on their pattern of strengths and weaknesses is essential to construct adequate assessment and diagnostic protocols. In a sample of 100 first-year bachelor students with dyslexia and 100 control students, a large pool of cognitive skills were tested using a variety of tests. When we applied an exploratory factor analysis to scores, a model with ten factors fitted the data best. Effect sizes were used to express the processing costs of students with dyslexia. The factors related to reading, spelling, flashed orthography, phonology, naming, math, and reading fluency resulted in large effect sizes. A factor combining all measures for crystallized IQ had a medium effect size. The subtests for fluid intelligence were divided in two separate constructs. Relationships between all subtest scores are visualized and interpreted in a general theoretical and practical framework.
C1 [Callens, Maaike; Tops, Wim; Stevens, Michael; Brysbaert, Marc] Univ Ghent, Dept Expt Psychol, B-9000 Ghent, Belgium.
[Tops, Wim] Thomas More Univ Coll, Ctr Expertise, B-2018 Antwerp, Belgium.
RP Callens, M (reprint author), Univ Ghent, Dept Expt Psychol, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
EM maaike.callens@ugent.be
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NR 97
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2014
VL 64
IS 1
BP 91
EP 119
DI 10.1007/s11881-013-0088-6
PG 29
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA AD3GU
UT WOS:000333127100005
PM 24510507
ER
PT J
AU Bell, SM
McCallum, RS
Ziegler, M
Davis, CA
Coleman, M
AF Bell, Sherry Mee
McCallum, R. Steve
Ziegler, Mary
Davis, C. A.
Coleman, MariBeth
TI Development and validation of an assessment of adult educators' reading
instructional knowledge
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adult basic education; Adult instruction; Assessment; Components of
reading; Instructor knowledge; Professional development; Research-based
principles
ID LOW-LITERACY; PRESERVICE; TEACHERS; PERCEPTIONS; READERS
AB The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.
C1 [Bell, Sherry Mee; McCallum, R. Steve; Ziegler, Mary; Coleman, MariBeth] Univ Tennessee, Knoxville, TN 37996 USA.
[Davis, C. A.] Georgia So Univ, Statesboro, GA 30460 USA.
RP Bell, SM (reprint author), Univ Tennessee, Bailey Educ Complex 204, Knoxville, TN 37996 USA.
EM sbell1@utk.edu; mccallum@utk.edu; mziegler@utk.edu;
adavis@georgiasouthern.edu; mbc@utk.edu
CR Alamprese J., 2001, FOCUS BASICS CONNECT, V5
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NR 44
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2013
VL 63
IS 3-4
BP 187
EP 200
DI 10.1007/s11881-012-0079-z
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 226IH
UT WOS:000325028300001
PM 23152145
ER
PT J
AU Mitchell, AM
Brady, SA
AF Mitchell, Alison M.
Brady, Susan A.
TI The effect of vocabulary knowledge on novel word identification
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Exception words; Fourth-grade slump; Novel words; Oral language;
Top-down effects on reading; Vocabulary knowledge; Word identification
ID SELF-TEACHING HYPOTHESIS; READING-COMPREHENSION; CHILDREN; SKILLS;
GROWTH; INTERVENTION; RECOGNITION; ACQUISITION; LANGUAGE
AB The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students' receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope.
C1 [Mitchell, Alison M.] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32310 USA.
[Brady, Susan A.] Univ Rhode Isl, Kingston, RI 02881 USA.
[Brady, Susan A.] Haskins Labs Inc, New Haven, CT USA.
RP Mitchell, AM (reprint author), Florida State Univ, Florida Ctr Reading Res, 2010 Levy Ave,Suite 100, Tallahassee, FL 32310 USA.
EM amitchell@fcrr.org
CR Biemiller A, 2005, Teaching and Learning Vocabulary: Bringing Research to Practice, P223
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NR 49
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2013
VL 63
IS 3-4
BP 201
EP 216
DI 10.1007/s11881-013-0080-1
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 226IH
UT WOS:000325028300002
PM 23456304
ER
PT J
AU Guan, CQ
Ye, FF
Meng, WJ
Leong, CK
AF Guan, Connie Qun
Ye, Feifei
Meng, Wanjin
Leong, Che Kan
TI Are poor Chinese text comprehenders also poor in written composition?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Genres of Chinese written composition; Linguistic tasks; Text
comprehension; Working memory
ID WORKING-MEMORY; MORPHOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIA;
INDIVIDUAL-DIFFERENCES; SYNTACTIC AWARENESS; COMPONENT SKILLS; CHILDREN;
LANGUAGE; READERS; INTERVENTION
AB We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks-morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)-were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies should ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables.
C1 [Guan, Connie Qun] Univ Sci & Technol Beijing, Beijing 100083, Peoples R China.
[Guan, Connie Qun] Florida State Univ, Tallahassee, FL 32306 USA.
[Ye, Feifei] Univ Pittsburgh, Pittsburgh, PA USA.
[Meng, Wanjin] China Natl Inst Educ Sci, Dept Psychol & Special Educ, Beijing 100088, Peoples R China.
[Leong, Che Kan] Univ Saskatchewan, Dept Educ Psychol & Special Educ, Saskatoon, SK S7N 0X1, Canada.
[Leong, Che Kan] Chinese Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
RP Meng, WJ (reprint author), China Natl Inst Educ Sci, Dept Psychol & Special Educ, Beijing 100088, Peoples R China.
EM qunguan81@163.com; feifei.ye@pitt.edu; wanjinmeng@yahoo.com;
chekan.leong@usask.ca
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NR 64
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2013
VL 63
IS 3-4
BP 217
EP 238
DI 10.1007/s11881-013-0081-0
PG 22
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 226IH
UT WOS:000325028300003
PM 23666849
ER
PT J
AU Luque, JL
Lopez-Zamora, M
Alvarez, CJ
Bordoy, S
AF Luque, Juan L.
Lopez-Zamora, Miguel
Alvarez, Carlos J.
Bordoy, Soraya
TI Beyond decoding deficit: inhibitory effect of positional syllable
frequency in dyslexic Spanish children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Lexical access; Reading processes; Speed deficit; Syllable
ID VISUAL WORD RECOGNITION; DEVELOPMENTAL DYSLEXIA; READING ACQUISITION;
NAMING-SPEED; TRANSPARENT ORTHOGRAPHY; PHONOLOGICAL AWARENESS; BEGINNING
READERS; HYPOTHESIS; FRENCH; DISABILITY
AB This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1-33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs. low) and syllable frequency (high vs. low). It has been repeatedly found that words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors: the so-called inhibitory effect of positional frequency syllable (Carreiras et al., J Mem Lang 32:766-780, 1993). We hypothesized that dyslexic readers would show a stronger inhibitory effect than normal readers because they are slower decoders and they may also be slower at the activation and inhibition of word representations that are competing (i.e., syllabic candidates). Results indicated an interaction between word and syllable frequency (i.e., a strong inhibitory effect was found in the low-frequency word condition). According to our hypothesis, the inhibitory effect size was almost three times bigger in dyslexics than in the normal readers. This difference shows an alteration, not a developmental lag. Interestingly, the inhibitory effect size did not interact with school grade. Thus, reading experience did not impact the lexical processes involved on the inhibitory effect. Our outcomes showed how activation and/or inhibition of lexical processes can contribute to the lack of speed beyond decoding deficit.
C1 [Luque, Juan L.; Lopez-Zamora, Miguel; Bordoy, Soraya] Univ Malaga, E-29071 Malaga, Spain.
[Alvarez, Carlos J.] NEUROCOG Project, San Cristobal la Laguna, Spain.
[Alvarez, Carlos J.] Univ La Laguna, E-38207 San Cristobal la Laguna, Spain.
[Luque, Juan L.] Univ Malaga, Dept Psicol Evolut & Educ, E-29071 Malaga, Spain.
RP Luque, JL (reprint author), Univ Malaga, Dept Psicol Evolut & Educ, Campus Teatinos, E-29071 Malaga, Spain.
EM juan.luque@uma.es
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NR 52
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2013
VL 63
IS 3-4
BP 239
EP 252
DI 10.1007/s11881-013-0082-z
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 226IH
UT WOS:000325028300004
PM 23780714
ER
PT J
AU Rakhlin, N
Cardoso-Martins, C
Kornilov, SA
Grigorenko, EL
AF Rakhlin, Natalia
Cardoso-Martins, Claudia
Kornilov, Sergey A.
Grigorenko, Elena L.
TI Spelling well despite developmental language disorder: what makes it
possible?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Comorbidity; Developmental dyslexia; Developmental language disorder;
Phonemic awareness; Rapid automatized naming
ID DOUBLE-DEFICIT HYPOTHESIS; PHONOLOGICAL AWARENESS; READING-DISABILITY;
DYSLEXIC-CHILDREN; PHONEME AWARENESS; MEMORY DEFICITS; WORKING-MEMORY;
IMPAIRMENT SLI; NAMING-SPEED; FOLLOW-UP
AB The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.
C1 [Rakhlin, Natalia; Kornilov, Sergey A.; Grigorenko, Elena L.] Yale Univ, Ctr Child Study, New Haven, CT 06519 USA.
[Cardoso-Martins, Claudia] Univ Fed Minas Gerais, Dept Psychol, Belo Horizonte, MG, Brazil.
[Kornilov, Sergey A.] Univ Connecticut, Storrs, CT USA.
[Kornilov, Sergey A.; Grigorenko, Elena L.] Haskins Labs Inc, New Haven, CT USA.
[Kornilov, Sergey A.; Grigorenko, Elena L.] Moscow MV Lomonosov State Univ, Moscow, Russia.
[Grigorenko, Elena L.] Columbia Univ, New York, NY USA.
RP Grigorenko, EL (reprint author), Yale Univ, Ctr Child Study, 230 South Frontage Rd, New Haven, CT 06519 USA.
EM natalia.rakhlin@yale.edu; cardosomartins.c@gmail.com;
sergey.kornilov@yale.edu; elena.grigorenko@yale.edu
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NR 89
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2013
VL 63
IS 3-4
BP 253
EP 273
DI 10.1007/s11881-013-0084-x
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 226IH
UT WOS:000325028300005
PM 23860907
ER
PT J
AU Lallier, M
Donnadieu, S
Valdois, S
AF Lallier, Marie
Donnadieu, Sophie
Valdois, Sylviane
TI Developmental dyslexia: exploring how much phonological and visual
attention span disorders are linked to simultaneous auditory processing
deficits
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dichotic listening; Dyslexia; Phonology; Simultaneous processing; Visual
attention span
ID SPEECH-PERCEPTION; READING DISABILITIES; STREAM SEGREGATION; CHILDREN;
LANGUAGE; ADULTS; PERFORMANCE; LATERALIZATION; IMPAIRMENT; SEQUENCES
AB The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality.
C1 [Lallier, Marie] Basque Ctr Cognit Brain & Language, Donostia San Sebastian 20009, Spain.
[Donnadieu, Sophie; Valdois, Sylviane] CNRS, UMR 5105, Lab Psychol & NeuroCognit, Grenoble, France.
[Donnadieu, Sophie] Univ Savoie, Chambery, France.
[Valdois, Sylviane] Ctr Natl Rech Sci, Paris, France.
RP Lallier, M (reprint author), Basque Ctr Cognit Brain & Language, Paseo Mikeletegi 69,2nd Floor, Donostia San Sebastian 20009, Spain.
EM m.lallier@bcbl.eu
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NR 68
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2013
VL 63
IS 2
BP 97
EP 116
DI 10.1007/s11881-012-0074-4
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 166RQ
UT WOS:000320575200001
PM 22829423
ER
PT J
AU Doignon-Camus, N
Seigneuric, A
Perrier, E
Sisti, A
Zagar, D
AF Doignon-Camus, Nadege
Seigneuric, Alix
Perrier, Emeline
Sisti, Aurelie
Zagar, Daniel
TI Evidence for a preserved sensitivity to orthographic redundancy and an
impaired access to phonological syllables in French developmental
dyslexics
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Orthographic redundancy; Reading units; Syllable
ID VISUAL WORD RECOGNITION; ILLUSORY CONJUNCTIONS; NORMAL READERS; READING
ACQUISITION; BEGINNING READERS; LEXICAL STORAGE; CHILDREN; DEFICIT;
UNITS; HYPOTHESIS
AB To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in dyslexics, we utilized the illusory conjunction paradigm to investigate the nature of reading units in French dyslexic and control children matched in reading age. In control children, reading units were defined by both orthographic redundancy and phonological syllable information. In dyslexics, however, reading units were defined only by orthographic redundancy. Therefore, despite their impairment in reading acquisition, developmental dyslexics have the ability to encode and exploit letter frequency co-occurrences. In contrast, their access to phonological syllables from letters was impaired, suggesting that their phonological deficit extends to large grain-size phonological units.
C1 [Doignon-Camus, Nadege] Univ Strasbourg, LINC, UMR 7237, CNRS, F-67087 Strasbourg, France.
[Seigneuric, Alix] Univ Paris 13, UTRPP EA 4403, Paris, France.
[Perrier, Emeline; Sisti, Aurelie] Univ Lyon 1, ISTR, F-69365 Lyon, France.
[Zagar, Daniel] Univ Bourgogne, Dijon, France.
RP Doignon-Camus, N (reprint author), Univ Strasbourg, LINC, UMR 7237, CNRS, 21 Rue Becquerel, F-67087 Strasbourg, France.
EM doignon@unistra.fr
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NR 84
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2013
VL 63
IS 2
BP 117
EP 132
DI 10.1007/s11881-012-0075-3
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 166RQ
UT WOS:000320575200002
PM 22815106
ER
PT J
AU Youman, M
Mather, N
AF Youman, Martha
Mather, Nancy
TI Dyslexia laws in the USA
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia eligibility; Dyslexia identification; Dyslexia laws; Dyslexia
legislation; Dyslexia treatments
ID PHONOLOGICAL AWARENESS; KNOWLEDGE; CHILDREN
AB Throughout the various states of the USA, the appropriate identification of dyslexia and the timely provision of interventions are characterized by variability and inconsistency. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, and the provision of equal access to students who are diagnosed with dyslexia. The majority of states, however, have not developed such laws and guidelines. The purposes of this article are to review the present status and content of these dyslexia laws, highlight some differences among the laws and regulations across states, and suggest strategies for initiating such laws.
C1 [Youman, Martha; Mather, Nancy] Univ Arizona, Coll Educ, Dept Psychoeduc & Disabil Studies, Tucson, AZ 85721 USA.
RP Mather, N (reprint author), Univ Arizona, Coll Educ, Dept Psychoeduc & Disabil Studies, Tucson, AZ 85721 USA.
EM myouman@email.arizona.edu; nmather@email.arizona.edu
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NR 33
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2013
VL 63
IS 2
BP 133
EP 153
DI 10.1007/s11881-012-0076-2
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 166RQ
UT WOS:000320575200003
PM 23086699
ER
PT J
AU Du, WC
Kelly, S
AF Du, Wenchong
Kelly, Steve W.
TI Implicit sequence learning in dyslexia: a within-sequence comparison of
first- and higher-order information
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Implicit learning; Sequence learning; Serial reaction time
task
ID REACTION-TIME-TASK; DEVELOPMENTAL DYSLEXIA; WORKING-MEMORY; CHILDREN;
DEFICITS; ADULTS; DEPENDENCIES; 3RD-ORDER; 2ND-ORDER; ATTENTION
AB The present study examines implicit sequence learning in adult dyslexics with a focus on comparing sequence transitions with different statistical complexities. Learning of a 12-item deterministic sequence was assessed in 12 dyslexic and 12 non-dyslexic university students. Both groups showed equivalent standard reaction time increments when the sequence was unexpectedly changed, suggesting that learning of the sequence took place. However, a novel analysis comparing transitions of differing complexity within the learning blocks indicated that dyslexic participants were impaired only for higher-order but not first-order sequence learning. No difference was found in the explicit awareness contribution between the two groups and this was found not to correlate with reaction time performance. This result suggests that statistical complexity of the sequence may account for intact and impaired learning performance in dyslexia.
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RP Kelly, S (reprint author), Univ Strathclyde, Sch Psychol Sci & Hlth, Glasgow G1 1QE, Lanark, Scotland.
EM steve.kelly@strath.ac.uk
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NR 58
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2013
VL 63
IS 2
BP 154
EP 170
DI 10.1007/s11881-012-0077-1
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 166RQ
UT WOS:000320575200004
PM 22996058
ER
PT J
AU Schiff, R
Katzir, T
Shoshan, N
AF Schiff, Rachel
Katzir, Tami
Shoshan, Noa
TI Reading accuracy and speed of vowelized and unvowelized scripts among
dyslexic readers of Hebrew: the road not taken
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Hebrew script; Transparency; Unvowelized;
Vowelized
ID DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL SKILLS; WORD RECOGNITION;
ACQUISITION; CHILDREN; ORTHOGRAPHY; AWARENESS; LANGUAGES; DEFICITS;
ENGLISH
AB The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end of the reading acquisition process. An additional purpose was to investigate the role of vowelization in the reading ability of unvowelized script among readers with dyslexia in an attempt to assess whether vowelization plays a mediating role for reading speed of unvowelized scripts. The present study found no significant differences in reading accuracy and speed between vowelized and unvowelized scripts among fourth-grade readers with dyslexia. The reading speed of fourth-graders with dyslexia was similar to typically developing second-graders for both the vowelized and unvowelized words. However, fourth-grade children with dyslexia performed lower than the typically developing second-graders in the reading accuracy of vowelized script. Furthermore, for readers with dyslexia, accuracy in reading both vowelized and unvowelized words mediated the reading speed of unvowelized scripts. These results may be a sign that Hebrew-speaking children with dyslexia have severe difficulties that prevent them from developing strategies for more efficient reading.
C1 [Schiff, Rachel; Shoshan, Noa] Bar Ilan Univ, Sch Educ, IL-52900 Ramat Gan, Israel.
[Schiff, Rachel; Shoshan, Noa] Bar Ilan Univ, Haddad Ctr Dyslexia & Reading Disorders, IL-52900 Ramat Gan, Israel.
[Katzir, Tami] Univ Haifa, Edmond J Safra Brain Res Ctr, IL-31999 Haifa, Israel.
[Katzir, Tami] Univ Haifa, Dept Learning Disabil & Special Educ, IL-31999 Haifa, Israel.
[Schiff, Rachel] Bar Ilan Univ, Haddad Ctr Dyslexia & Reading Disorders, Sch Educ, IL-52900 Ramat Gan, Israel.
RP Schiff, R (reprint author), Bar Ilan Univ, Haddad Ctr Dyslexia & Reading Disorders, Sch Educ, IL-52900 Ramat Gan, Israel.
EM rschiff@mail.biu.ac.il
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NR 61
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2013
VL 63
IS 2
BP 171
EP 185
DI 10.1007/s11881-012-0078-0
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 166RQ
UT WOS:000320575200005
PM 23239241
ER
PT J
AU Berninger, VW
Lee, YL
Abbott, RD
Breznitz, Z
AF Berninger, Virginia W.
Lee, Yen-Ling
Abbott, Robert D.
Breznitz, Zvia
TI Teaching children with dyslexia to spell in a reading-writers' workshop
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Integrated reading-writing instruction; Morphological awareness
instruction for dyslexia; Orthographic strategies instruction for
dyslexia; Phonological decoding instruction for dyslexia; Rapid
accelerated program for reading fluency
ID WORKING-MEMORY ARCHITECTURE; SUBJECT-VERB AGREEMENT; DEVELOPMENTAL
DYSLEXIA; LEARNING-DISABILITIES; MULTIPLE-CONNECTIONS; WRITING
DISABILITIES; EXECUTIVE FUNCTIONS; EARLY INTERVENTION; PHONOLOGICAL
LOOP; WRITTEN LANGUAGE
AB To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n = 12) or B (n = 12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.
C1 [Berninger, Virginia W.; Lee, Yen-Ling; Abbott, Robert D.] Univ Washington, Seattle, WA 98195 USA.
[Breznitz, Zvia] Univ Haifa, Edmond J Safra Brain Res Ctr Study Learning Disab, IL-31905 Haifa, Israel.
RP Berninger, VW (reprint author), Univ Washington, 322 Miller,Box 353600, Seattle, WA 98195 USA.
EM vwb@u.washington.edu; yenlinglee@gmail.com
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NR 99
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2013
VL 63
IS 1
SI SI
BP 1
EP 24
DI 10.1007/s11881-011-0054-0
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 104NZ
UT WOS:000316002500001
PM 21845501
ER
PT J
AU Olson, RK
Hulslander, J
Christopher, M
Keenan, JM
Wadsworth, SJ
Willcutt, EG
Pennington, BF
DeFries, JC
AF Olson, Richard K.
Hulslander, Jacqueline
Christopher, Micaela
Keenan, Janice M.
Wadsworth, Sally J.
Willcutt, Erik G.
Pennington, Bruce F.
DeFries, John C.
TI Genetic and environmental influences on writing and their relations to
language and reading
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Environment; Genes; Language; Reading; Sex differences; Twins; Writing
ID MULTIPLE-REGRESSION ANALYSIS; INDIVIDUAL-DIFFERENCES; TWIN DATA;
GENDER-DIFFERENCES; WORD RECOGNITION; DISABILITIES; COMPREHENSION;
ABILITIES; SPEED; SEX
AB Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and vocabulary), and three different reading skills (word recognition, spelling, and reading comprehension). Substantial genetic influence was found on two of the writing measures, writing samples and handwriting copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for Vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures writing fluency and handwriting copy), but there were also significant independent genetic influences between copy and samples and between fluency and samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for copy and samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading.
C1 [Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Wadsworth, Sally J.; Willcutt, Erik G.; DeFries, John C.] Univ Colorado, Inst Behav Genet, Dept Psychol & Neurosci, Boulder, CO 80309 USA.
[Keenan, Janice M.; Pennington, Bruce F.] Univ Denver, Dept Psychol, Denver, CO 80208 USA.
RP Olson, RK (reprint author), Univ Colorado, Inst Behav Genet, Dept Psychol & Neurosci, Box 345, Boulder, CO 80309 USA.
EM Richard.Olson@Colorado.EDU
CR Berninger VW, 2002, J LEARN DISABIL-US, V35, P39, DOI 10.1177/002221940203500104
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NR 44
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2013
VL 63
IS 1
SI SI
BP 25
EP 43
DI 10.1007/s11881-011-0055-z
PG 19
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 104NZ
UT WOS:000316002500002
PM 21842316
ER
PT J
AU Hooper, SR
Costa, LJC
McBee, M
Anderson, KL
Yerby, DC
Childress, A
Knuth, SB
AF Hooper, Stephen R.
Costa, Lara-Jeane C.
McBee, Matthew
Anderson, Kathleen L.
Yerby, Donna Carlson
Childress, Amy
Knuth, Sean B.
TI A written language intervention for at-risk second grade students: a
randomized controlled trial of the process assessment of the learner
lesson plans in a tier 2 response-to-intervention (RtI) model
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE PAL lesson plans; Response-to-intervention in written language; RtI;
Writing intervention moderators; Writing subtypes; Written language;
written language intervention in elementary school
ID REGULATED STRATEGY-DEVELOPMENT; ELEMENTARY-SCHOOL-CHILDREN; WRITING
INSTRUCTION; MULTIPLE-CONNECTIONS; EXPRESSION; DISABILITIES; WRITERS;
METAANALYSIS; PERFORMANCE; SUBTYPES
AB In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n = 70). A typical group also was included (n = 67). The writing intervention comprised Lesson Sets 4 and 7 from the Process Assessment of the Learner (PAL), and was conducted via small groups (three to six students) twice a week for 12 weeks in accordance with a response-to-intervention Tier 2 model. The primary outcome was the Wechsler Individual Achievement Test-II Written Expression Scale. Results indicated modest support for the PAL lesson plans, with an accelerated rate of growth in writing skills following treatment. There were no significant moderator effects, although there was evidence that the most globally impaired students demonstrated a more rapid rate of growth following treatment. These findings suggest the need for ongoing examination of evidence-based treatments in writing for young elementary students.
C1 [Hooper, Stephen R.] Univ N Carolina, Sch Med, Carolina Inst Dev Disabil, Dept Psychiat, Chapel Hill, NC 27599 USA.
[Hooper, Stephen R.] Univ N Carolina, Sch Med, Carolina Inst Dev Disabil, Dept Psychol, Chapel Hill, NC 27599 USA.
[Hooper, Stephen R.] Univ N Carolina, Sch Med, Carolina Inst Dev Disabil, Dept Pediat, Chapel Hill, NC 27599 USA.
[Hooper, Stephen R.] Univ N Carolina, Sch Med, Carolina Inst Dev Disabil, Dept Educ, Chapel Hill, NC 27599 USA.
[Costa, Lara-Jeane C.; Childress, Amy; Knuth, Sean B.] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA.
[McBee, Matthew] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC 27599 USA.
[Anderson, Kathleen L.; Yerby, Donna Carlson] Univ N Carolina, Carolina Inst Dev Disabil, Sch Med, Chapel Hill, NC 27599 USA.
RP Hooper, SR (reprint author), Univ N Carolina, Sch Med, Carolina Inst Dev Disabil, Dept Psychiat, CB 7255, Chapel Hill, NC 27599 USA.
EM Stephen.hooper@cdl.unc.edu
RI Costa, Lara-Jeane/I-1923-2013
OI Costa, Lara-Jeane/0000-0002-2552-7728
CR Baker SK, 2009, EXCEPT CHILDREN, V75, P303
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NR 54
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2013
VL 63
IS 1
SI SI
BP 44
EP 64
DI 10.1007/s11881-011-0056-y
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 104NZ
UT WOS:000316002500003
PM 21837551
ER
PT J
AU Harris, KR
Graham, S
AF Harris, Karen R.
Graham, Steve
TI "An adjective is a word hanging down from a noun": Learning to write and
students with learning disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Learning disabilities; Self-regulated strategy development; Strategies
instruction; Writing; Writing instruction
ID REGULATED STRATEGY-DEVELOPMENT; COGNITIVE-BEHAVIOR MODIFICATION;
INTERVENTION RESEARCH; INSTRUCTION; PERFORMANCE; METAANALYSIS
AB By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.
C1 [Harris, Karen R.; Graham, Steve] Vanderbilt Univ, Dept Special Educ, Nashville, TN 37069 USA.
RP Harris, KR (reprint author), Vanderbilt Univ, Dept Special Educ, Nashville, TN 37069 USA.
EM Karen.Harris@vanderbilt.edu
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NR 60
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2013
VL 63
IS 1
SI SI
BP 65
EP 79
DI 10.1007/s11881-011-0057-x
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 104NZ
UT WOS:000316002500004
PM 21993603
ER
PT J
AU Fitzgerald, J
AF Fitzgerald, Jill
TI Constructing instruction for struggling writers: what and how
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Composing; Struggling writers; Theory
ID LEARNING-DISABILITIES; WRITING INSTRUCTION; PRIOR KNOWLEDGE;
PERSPECTIVE; TEXT; LITERACY; STUDENTS; COMPREHENSION; METAANALYSIS;
PERFORMANCE
AB To respond to the articles in the current issue, I begin with an amalgamated conception of a transactional universe of reciprocal reading and composing processes that includes cognitive and social processes. Next, I situate the four studies in the current issue according to their epistemological emphases in the transactional conception. Three focal epistemological questions are framed as a way of situating each study: (a) what knowledge or processes do researchers emphasize most in the universe of composing processes? (b) Where do the researchers think that knowledge or those processes reside(s)? (c) How does one get or create that knowledge or those processes? Next, beneficial contributions to the field from the four studies are highlighted, and finally, future research directions are suggested.
C1 [Fitzgerald, Jill] MetaMetrics, Graham, NC 27253 USA.
[Fitzgerald, Jill] Univ North Carolina Chapel Hill Emeritus, Graham, NC 27253 USA.
RP Fitzgerald, J (reprint author), MetaMetrics, 8565 Nicholson Farm Lane, Graham, NC 27253 USA.
EM jfitzgerald@lexile.com
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NR 73
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2013
VL 63
IS 1
SI SI
BP 80
EP 95
DI 10.1007/s11881-011-0063-z
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 104NZ
UT WOS:000316002500005
PM 22160769
ER
PT J
AU Avdyli, R
Cuetos, F
AF Avdyli, Rrezarta
Cuetos, Fernando
TI Reading difficulties in Albanian
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Albanian; Reading difficulties; Reading errors; Transparent orthography
ID DEVELOPMENTAL DYSLEXIA; FILM SUBTITLES; TRANSPARENT ORTHOGRAPHY; WORD
IDENTIFICATION; LANGUAGE; SPANISH; LENGTH; ACQUISITION; CHILDREN;
ENGLISH
AB 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 old were tested. They had to read 120 stimuli varied in lexicality, frequency, and length. The results in terms of reading accuracy as well as in reading times show that both groups were affected by lexicality and length effects. In both groups, length and lexicality effects were significantly modulated by school year being greater in early grades and later diminish in length and just the opposite in lexicality. However, the reading difficulties group was less accurate and slower than the control group across all school grades. Analyses of the error patterns showed that phonological errors, when the letter replacement leading to new nonwords, are the most common error type in both groups, although as grade rises, visual errors and lexicalizations increased more in the control group than the reading difficulties group. These findings suggest that Albanian normal children use both routes (lexical and sublexical) from the beginning of reading despite of the complete regularity of Albanian, while children with reading difficulties start using sublexical reading and the lexical reading takes more time to acquire, but finally both routes are functional.
C1 [Avdyli, Rrezarta; Cuetos, Fernando] Univ Oviedo, Fac Psicol, Oviedo 33003, Spain.
RP Avdyli, R (reprint author), Univ Oviedo, Fac Psicol, Plaza Feijoo S-N, Oviedo 33003, Spain.
EM rrezartaavdyli@yahoo.es
RI Cuetos, Fernando/B-4337-2011
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NR 43
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2012
VL 62
IS 3
BP 137
EP 152
DI 10.1007/s11881-012-0069-1
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 002PB
UT WOS:000308543100001
PM 22739980
ER
PT J
AU Binks-Cantrell, E
Joshi, RM
Washburn, EK
AF Binks-Cantrell, Emily
Joshi, R. Malatesha
Washburn, Erin K.
TI Validation of an instrument for assessing teacher knowledge of basic
language constructs of literacy
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Reading; Survey; Teacher education; Teacher knowledge; Validation
ID CHILDREN
AB 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, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis. Such analyses showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. The implications for professional development of in-service teachers as well as preservice teacher education are also discussed.
C1 [Binks-Cantrell, Emily; Joshi, R. Malatesha] Texas A&M Univ, College Stn, TX 77843 USA.
[Washburn, Erin K.] SUNY Binghamton, Sch Educ, Binghamton, NY 13902 USA.
RP Binks-Cantrell, E (reprint author), Texas A&M Univ, MS 4232 TLAC, College Stn, TX 77843 USA.
EM aggieemily@tamu.edu; mjoshi@tamu.edu; washburn@binghamton.edu
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NR 43
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2012
VL 62
IS 3
BP 153
EP 171
DI 10.1007/s11881-012-0070-8
PG 19
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 002PB
UT WOS:000308543100002
PM 22843431
ER
PT J
AU Elbro, C
Daugaard, HT
Gellert, AS
AF Elbro, Carsten
Daugaard, Hanne Trebbien
Gellert, Anna S.
TI Dyslexia in a second language?-a dynamic test of reading acquisition may
provide a fair answer
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Diagnosis; Dynamic testing; Dyslexia; Learning to decode; Second
language learners; Vocabulary
ID 2ND-LANGUAGE LEARNERS; SIMPLE VIEW; SKILLS; CHILDREN; COMPREHENSION;
VOCABULARY; ENGLISH; 1ST-LANGUAGE; PROFICIENCY; PREDICTORS
AB 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 dyslexia in the second language learners varied widely depending on the measure of reading. In order to reduce language and schooling confounds, a dynamic test of acquisition of basic decoding ability was developed. In the dynamic test, participants are taught three novel letters and to synthesise the letter sounds into new words. Results from the study indicated that the dynamic test provided results in accordance with the current IDA definition of dyslexia, while significantly reducing the influence second language vocabulary and amount of schooling. With the dynamic measure, the same cut-off point between dyslexic and non-dyslexic performance appeared valid in both native language speakers and second language learners.
C1 [Elbro, Carsten; Daugaard, Hanne Trebbien; Gellert, Anna S.] Univ Copenhagen, Ctr Reading Res, DK-2300 Copenhagen S, Denmark.
RP Elbro, C (reprint author), Univ Copenhagen, Ctr Reading Res, 120 Njalsgade, DK-2300 Copenhagen S, Denmark.
EM ce@hum.ku.dk
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NR 36
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2012
VL 62
IS 3
BP 172
EP 185
DI 10.1007/s11881-012-0071-7
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 002PB
UT WOS:000308543100003
PM 22815103
ER
PT J
AU Tops, W
Callens, M
Lammertyn, J
Van Hees, V
Brysbaert, M
AF Tops, Wim
Callens, Maaike
Lammertyn, Jan
Van Hees, Valerie
Brysbaert, Marc
TI Identifying students with dyslexia in higher education
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adult dyslexia; Classification; Cross validation; Diagnosis; Higher
education; Prediction
ID DEVELOPMENTAL DYSLEXIA; SELECTIVE METAANALYSIS; READING DISABILITIES;
PROCESSING DEFICITS; DISABLED READERS; ADULT DYSLEXICS
AB 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 percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model.
C1 [Tops, Wim] Univ Ghent, Dept Expt Psychol, B-9000 Ghent, Belgium.
RP Tops, W (reprint author), Univ Ghent, Dept Expt Psychol, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
EM wim.tops@ugent.be
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NR 44
TC 8
Z9 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2012
VL 62
IS 3
BP 186
EP 203
DI 10.1007/s11881-012-0072-6
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 002PB
UT WOS:000308543100004
PM 22815104
ER
PT J
AU Goldfus, C
AF Goldfus, Carol
TI Knowledge foundations for beginning reading teachers in EFL
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Beginning reading; English as a foreign language (EFL); Phonemic
awareness; Spelling; Structure of language; Teacher knowledge
ID EARLY LITERACY; LANGUAGE; PERCEPTIONS; INSTRUCTION; PRESERVICE
AB 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 structure of language, spelling rules, and academic terminology in both groups.
C1 Levinsky Coll Educ, Grad Sch Adv Degrees, IL-91481 Tel Aviv, Israel.
RP Goldfus, C (reprint author), Levinsky Coll Educ, Grad Sch Adv Degrees, POB 48130, IL-91481 Tel Aviv, Israel.
EM carolg@levinsky.ac.il
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NR 42
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD OCT
PY 2012
VL 62
IS 3
BP 204
EP 221
DI 10.1007/s11881-012-0073-5
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 002PB
UT WOS:000308543100005
PM 22815105
ER
PT J
AU Suarez-Coalla, P
Cuetos, F
AF Suarez-Coalla, Paz
Cuetos, Fernando
TI Reading strategies in Spanish developmental dyslexics
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Reading strategies; Transparent orthographies;
Word naming
ID VISUAL WORD RECOGNITION; AGE-OF-ACQUISITION; TRANSPARENT ORTHOGRAPHY;
SEMANTIC VARIABLES; SURFACE DYSLEXIA; EYE-MOVEMENT; CHILDREN; LENGTH;
FREQUENCY; DEFICIT
AB 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 the extent to which different variables of words affect reaction times and articulation times in developmental dyslexics. A group of 19 developmental dyslexics of different ages and an age-matched group of 19 children without reading disabilities completed a word naming task. The children were asked to read 100 nouns that differed in length, frequency, age of acquisition, imageability, and orthographic neighborhood. The stimuli were presented on a laptop computer, and the responses were recorded using DMDX software. We conducted analyses of mixed-effects models to determine which variables influenced reading times in dyslexic children. We found that word naming skills in dyslexic children are affected predominantly by length, while in non-dyslexics children the principal variable is the age of acquisition, a lexical variable. These findings suggest that Spanish-speaking developmental dyslexics use a sublexical procedure for reading words, which is reflected in slower speed when reading long words. In contrast, normal children use a lexical strategy, which is frequently observed in readers of opaque languages.
C1 [Suarez-Coalla, Paz; Cuetos, Fernando] Univ Oviedo, Fac Psicol, Oviedo 33003, Spain.
RP Suarez-Coalla, P (reprint author), Univ Oviedo, Fac Psicol, Plaza Feijoo S-N, Oviedo 33003, Spain.
EM suarezpaz@uniovi.es
RI Cuetos, Fernando/B-4337-2011
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NR 47
TC 7
Z9 7
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2012
VL 62
IS 2
BP 71
EP 81
DI 10.1007/s11881-011-0064-y
PG 11
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 949WR
UT WOS:000304608200001
PM 22215384
ER
PT J
AU Daigle, D
Berthiaume, R
Plisson, A
Demont, E
AF Daigle, Daniel
Berthiaume, Rachel
Plisson, Anne
Demont, Elisabeth
TI Graphophonological processes in dyslexic readers of French: A
longitudinal study of the explicitness effect of tasks
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Grapheme; Longitudinal study; Reading; Syllable; Task effect
ID VISUAL WORD RECOGNITION; PHONOLOGICAL AWARENESS; READING DEVELOPMENT;
DUAL-ROUTE; CHILDREN; UNITS; IDENTIFICATION; PREDICTORS; ABILITIES;
SKILLS
AB 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 and graphophonological processes based on correspondences between the oral and the written language. In this study, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in the degree of cognitive constraint associated with the task (CC- vs CC+). Twenty 11 year-old dyslexic students were compared with younger normal-readers of the same reading level (RA, n = 26) and to normal-readers of the same age (CA, n = 24). Two variables were considered in the analyses: accuracy and response latency. Results show that dyslexic readers do process written items at the graphophonological level. Also, results indicate main effects of task (CC- vs CC+), time (T1 vs T2), and group (DYS vs RA vs CA). In general, dyslexic participants' performances are comparable to those of RA and differ from those of CA.
C1 [Daigle, Daniel; Berthiaume, Rachel; Plisson, Anne] Univ Montreal, Dept Didact, Montreal, PQ H3C 3J7, Canada.
[Demont, Elisabeth] Univ Strasbourg, Fac Psychol, F-67000 Strasbourg, France.
RP Daigle, D (reprint author), Univ Montreal, Dept Didact, CP 6128,Succursale Ctr Ville, Montreal, PQ H3C 3J7, Canada.
EM daniel.daigle@umontreal.ca; rachel.berthiaume@umontreal.ca;
anne.plisson@umontreal.ca; elisabeth.demont@unistra.fr
CR Adam M. J., 1990, BEGINNING READ THINK
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NR 62
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2012
VL 62
IS 2
BP 82
EP 99
DI 10.1007/s11881-012-0066-4
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 949WR
UT WOS:000304608200002
PM 22441904
ER
PT J
AU Wijnants, ML
Hasselman, F
Cox, RFA
Bosman, AMT
Van Orden, G
AF Wijnants, M. L.
Hasselman, F.
Cox, R. F. A.
Bosman, A. M. T.
Van Orden, G.
TI An interaction-dominant perspective on reading fluency and dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Reading fluency; Recurrence quantification
analysis; Self-organization; 1/f noise
ID RECURRENCE PLOTS; HUMAN COGNITION; 1/F NOISE; DEVELOPMENTAL DYSLEXIA;
PHONOLOGICAL DEFICIT; DYNAMICS; VARIABILITY; COMPLEXITY; BRAIN;
COORDINATION
AB 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 recurrence quantification analysis) that employ background noise as metrics of reading fluency. These measures gauge the extent of interdependence across, rather than within, cognitive components. In this study, we investigated dyslexic and non-dyslexic word-naming performance in beginning readers and observed that these complexity metrics differentiate reliably between dyslexic and average response times and correlate strongly with the severity of the reading impairment. The direction of change in the introduced metrics suggests that developmental dyslexia resides from dynamical instabilities in the coordination among the many components necessary to read, which could explain why dyslexic readers score below average on so many distinct tasks and modalities.
C1 [Wijnants, M. L.; Hasselman, F.; Bosman, A. M. T.] Radboud Univ Nijmegen, Inst Behav Sci, NL-6500 Nijmegen, Netherlands.
[Cox, R. F. A.] Univ Groningen, Dept Dev Psychol, Groningen, Netherlands.
[Van Orden, G.] Univ Cincinnati, CAP Ctr Cognit Act & Percept, Cincinnati, OH USA.
RP Wijnants, ML (reprint author), Radboud Univ Nijmegen, Inst Behav Sci, POB 9104, NL-6500 Nijmegen, Netherlands.
EM m.wijnants@pwo.ru.nl
RI Hasselman, Fred/C-5603-2011; Bosman, Anna/C-9697-2012; Wijnants,
Maarten/C-3170-2014
OI Hasselman, Fred/0000-0003-1384-8361; Wijnants,
Maarten/0000-0002-7372-6932
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NR 88
TC 20
Z9 20
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2012
VL 62
IS 2
BP 100
EP 119
DI 10.1007/s11881-012-0067-3
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 949WR
UT WOS:000304608200003
PM 22460607
ER
PT J
AU Deacon, SH
Cook, K
Parrila, R
AF Deacon, S. Helene
Cook, Kathryn
Parrila, Rauno
TI Identifying high-functioning dyslexics: is self-report of early reading
problems enough?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Compensated dyslexics; High-functioning dyslexics; Reading ability;
Recruitment
ID LEARNING-DISABILITIES; CHILDHOOD DIAGNOSES; ADULT DYSLEXICS; STUDENTS;
DEFINITION; PREVALENCE; AWARENESS; SKILLS; GIRLS; BOYS
AB 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 that of two other groups of university students: one with a recent diagnosis (diagnosed; n = 20) and one with no self-reported reading acquisition problems (comparison group; n = 33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.
C1 [Deacon, S. Helene; Cook, Kathryn] Dalhousie Univ, Dept Psychol, Life Sci Ctr, Halifax, NS B3H 4R2, Canada.
[Parrila, Rauno] Univ Alberta, Dept Educ Psychol, Edmonton, AB T6G 2G5, Canada.
RP Deacon, SH (reprint author), Dalhousie Univ, Dept Psychol, Life Sci Ctr, POB 15000, Halifax, NS B3H 4R2, Canada.
EM sdeacon@dal.ca
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NR 39
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUL
PY 2012
VL 62
IS 2
BP 120
EP 134
DI 10.1007/s11881-012-0068-2
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 949WR
UT WOS:000304608200004
PM 22446966
ER
PT J
AU Chik, PPM
Ho, CSH
Yeung, PS
Wong, YK
Chan, DWO
Chung, KKH
Lo, LY
AF 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
TI Contribution of discourse and morphosyntax skills to reading
comprehension in Chinese dyslexic and typically developing children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Chinese; Discourse skills; Dyslexia; Morphosyntax skills; Reading
comprehension
ID VERBAL WORKING-MEMORY; DEVELOPMENTAL DYSLEXIA; INDIVIDUAL-DIFFERENCES;
TEXT COMPREHENSION; COMPONENT SKILLS; SYNTACTIC AWARENESS; SPELLING
PERFORMANCE; LANGUAGE IMPAIRMENT; DISABLED CHILDREN; WORD-RECOGNITION
AB 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 children performed significantly less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system.
C1 [Ho, Connie Suk-han; Yeung, Pui-sze; Wong, Yau-kai] Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China.
[Chik, Pakey Pui-man] Chinese Univ Hong Kong, Fac Educ, Shatin, Hong Kong, Peoples R China.
[Chan, David Wai-ock] Chinese Univ Hong Kong, Fac Educ, Dept Educ Psychol, Hong Kong, Hong Kong, Peoples R China.
[Chung, Kevin Kien-hoa] Hong Kong Inst Educ, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China.
[Lo, Lap-yan] Hong Kong Shue Yan Univ, Dept Counselling & Psychol, Hong Kong, Hong Kong, Peoples R China.
RP Ho, CSH (reprint author), Univ Hong Kong, Dept Psychol, Pokfulam Rd, Hong Kong, Hong Kong, Peoples R China.
EM pakeychik@cuhk.edu.hk; shhoc@hkucc.hku.hk; patcyy@hkucc.hku.hk;
herrick@hku.hk; davechan@e.cuhk.edu.hk; kevin@ied.edu.hk; lylo@hksyu.edu
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NR 82
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2012
VL 62
IS 1
BP 1
EP 18
DI 10.1007/s11881-010-0045-6
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 900KP
UT WOS:000300886200001
PM 20835783
ER
PT J
AU Irannejad, S
Savage, R
AF Irannejad, Shahrzad
Savage, Robert
TI Is a cerebellar deficit the underlying cause of reading disabilities?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Balance automaticity; Cerebellar deficit; Dyslexia; Phonological
deficit; Reading disability; Reading-level design
ID WARTENBERG PENDULUM TEST; EXERCISE-BASED TREATMENT; DEVELOPMENTAL
DYSLEXIA; PHONOLOGICAL AWARENESS; LEVEL DESIGN; SENSORIMOTOR
IMPAIRMENTS; POOR READERS; MOTOR SKILL; CHILDREN; DIFFICULTIES
AB 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 schools in Quebec. All participants completed measures of IQ, word and nonword reading fluency, elision, nonword decoding, rapid naming, bead threading, peg moving, toe tapping, postural stability, and muscle tone. Results from both group contrasts and analyses at the individual case level did not provide support for claims of motor-cerebellar involvement in either typical or atypical reading acquisition. Results were more consistent with a phonological core process account of both typical reading and reading difficulty. Phonological deficits for children with dyslexia compared to RA-matched controls were, however, only evident in group contrasts. Findings thus also have important implications for identifying at-risk readers among their same-aged peers.
C1 [Irannejad, Shahrzad] McGill Univ, OSD, Montreal, PQ H3A 1Y2, Canada.
[Savage, Robert] McGill Univ, Fac Educ & Counseling Psychol, Montreal, PQ H3A 1Y2, Canada.
RP Irannejad, S (reprint author), McGill Univ, OSD, 3600 McTavish St,Room 3100,Brown Student Serv Bld, Montreal, PQ H3A 1Y2, Canada.
EM shahrzad.irannejad@mcgill.ca; robert.savage@mcgill.ca
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NR 89
TC 5
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2012
VL 62
IS 1
BP 22
EP 52
DI 10.1007/s11881-011-0060-2
PG 31
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 900KP
UT WOS:000300886200002
PM 22160801
ER
PT J
AU Wright, CM
Conlon, EG
Dyck, M
AF Wright, Craig M.
Conlon, Elizabeth G.
Dyck, Murray
TI Visual search deficits are independent of magnocellular deficits in
dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Visual attention; Visual search
ID DEVELOPMENTAL DYSLEXIA; READING-DISABILITY; CONTRAST SENSITIVITY;
VISUOSPATIAL ATTENTION; MONOCULAR OCCLUSION; POOR READERS; NAMING SPEED;
CHILDREN; ADULTS; MOTION
AB 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 serial search times than a control group of typical readers. However, the effect size was small (eta (p) (2) = 0.05) indicating considerable overlap between the groups. When the dyslexia sample was split into those with or without a magnocellular deficit, there was no difference in visual search reaction time between either group and controls. The data suggest that magnocellular sensitivity and visual spatial attention weaknesses are independent of one another. They also provide more evidence of heterogeneity in response to psychophysical tasks in groups with dyslexia. Alternative explanations for poor performance on visual attention tasks are proposed along with avenues for future research.
C1 [Wright, Craig M.; Conlon, Elizabeth G.; Dyck, Murray] Griffith Univ, Griffith Hlth Inst, Behav Basis Hlth Res Grp, Gold Coast, Qld, Australia.
[Wright, Craig M.] Understanding Minds, Mermaid Beach, Qld, Australia.
RP Wright, CM (reprint author), Griffith Univ, Griffith Hlth Inst, Behav Basis Hlth Res Grp, Gold Coast, Qld, Australia.
EM c.wright@griffith.edu.au
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NR 86
TC 4
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD APR
PY 2012
VL 62
IS 1
BP 53
EP 69
DI 10.1007/s11881-011-0061-1
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 900KP
UT WOS:000300886200003
PM 22090158
ER
PT J
AU Meng, XZ
Cheng-Lai, A
Zeng, B
Stein, JF
Zhou, XL
AF Meng, Xiangzhi
Cheng-Lai, Alice
Zeng, Biao
Stein, John F.
Zhou, Xiaolin
TI Dynamic visual perception and reading development in Chinese school
children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Chinese; Developmental dyslexia; Dynamic visual perception;
Magnocellular pathway; Orthographic processing
ID PHONOLOGICAL AWARENESS; CONTRAST SENSITIVITY; DYSLEXIC-CHILDREN;
MAGNOCELLULAR PATHWAY; VISIBLE PERSISTENCE; PRESCHOOL-CHILDREN;
SPATIAL-FREQUENCY; MOTION; SKILLS; ATTENTION
AB 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 experienced by dyslexics. Using a task that measures coherent motion detection threshold, this study examined the relationship between dynamic visual perception and reading development in Chinese children. Experiment 1 compared the performance of 27 dyslexics and their age- and IQ-matched controls in the coherent motion detection task and in a static pattern perception task. Results showed that only in the former task did the dyslexics have a significantly higher threshold than the controls, suggesting that Chinese dyslexics, like some of their Western counterparts, may have deficits in magnocellular pathway. Experiment 2 examined whether dynamic visual processing affects specific cognitive processes in reading. One hundred fifth-grade children were tested on visual perception and reading-related tasks. Regression analyses found that the motion detection threshold accounted for 11% and 12%, respectively, variance in the speed of orthographic similarity judgment and in the accuracy of picture naming after IQ and vocabulary size were controlled. The static pattern detection threshold could not account for any variance. It is concluded that reading development in Chinese depends to a certain extent on the development of dynamic visual perception and its underlying neural pathway and that the impact of visual development can be specifically related to orthographic processing in reading Chinese.
C1 [Meng, Xiangzhi; Zeng, Biao; Zhou, Xiaolin] Peking Univ, Dept Psychol, Beijing 100871, Peoples R China.
[Meng, Xiangzhi; Cheng-Lai, Alice] Peking Univ, Joint PekingU PolyU Ctr Child Dev & Learning, Beijing 100871, Peoples R China.
[Cheng-Lai, Alice] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Hong Kong, Peoples R China.
[Stein, John F.] Univ Oxford, Univ Lab Physiol, Oxford, England.
RP Zhou, XL (reprint author), Peking Univ, Dept Psychol, Beijing 100871, Peoples R China.
EM xz104@pku.edu.cn
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NR 89
TC 9
Z9 10
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2011
VL 61
IS 2
BP 161
EP 176
DI 10.1007/s11881-010-0049-2
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 850TB
UT WOS:000297220900001
PM 21240572
ER
PT J
AU Kast, M
Baschera, GM
Gross, M
Jancke, L
Meyer, M
AF Kast, Monika
Baschera, Gian-Marco
Gross, Markus
Jaencke, Lutz
Meyer, Martin
TI Computer-based learning of spelling skills in children with and without
dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Acquiring spelling skills; Associative learning; Developmental dyslexia;
Learning curves; Multisensory learning
ID DEVELOPMENTAL DYSLEXIA; READING DISABILITIES; NORMAL READERS;
DISCRIMINATION; PERCEPTION; FRAMEWORK; FREQUENCY; AWARENESS; CORTEX;
MEMORY
AB 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 student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.
C1 [Baschera, Gian-Marco; Gross, Markus] ETH, Inst Computat Sci, CH-8092 Zurich, Switzerland.
[Kast, Monika; Jaencke, Lutz; Meyer, Martin] Univ Zurich, Dept Neuropsychol, Zurich, Switzerland.
[Kast, Monika] Univ Zurich, Inst Neuropsychol, CH-8050 Zurich, Switzerland.
RP Baschera, GM (reprint author), ETH, Inst Computat Sci, Haldeneggsteig 4 Weinbergstr, CH-8092 Zurich, Switzerland.
EM monika.kast@inf.ethz.ch; gianba@inf.ethz.ch
RI Jancke, Lutz/C-3792-2009; Jancke, Lutz/D-2910-2013
OI Jancke, Lutz/0000-0002-8115-4890; Jancke, Lutz/0000-0003-2110-9067
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NR 64
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2011
VL 61
IS 2
BP 177
EP 200
DI 10.1007/s11881-011-0052-2
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 850TB
UT WOS:000297220900002
PM 21562919
ER
PT J
AU Ladd, M
Martin-Chang, S
Levesque, K
AF Ladd, Megan
Martin-Chang, Sandra
Levesque, Kyle
TI Parents' reading-related knowledge and children's reading acquisition
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Children's reading acquisition; Reading-related knowledge; Teachers'
reading-related knowledge
ID EARLY LITERACY SKILLS; PRINT EXPOSURE; TEACHERS; COMPREHENSION;
VOCABULARY; KINDERGARTEN; STUDENTS; GROWTH; PRESCHOOLERS; ASSOCIATIONS
AB 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 knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy.
C1 [Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle] Concordia Univ, Dept Educ, Montreal, PQ H3G 1M8, Canada.
RP Martin-Chang, S (reprint author), Concordia Univ, Dept Educ, 1455 Maisonneuve Blvd W, Montreal, PQ H3G 1M8, Canada.
EM m_ladd@education.concordia.ca; smartinc@education.concordia.ca;
kyle.levesque@dal.ca
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NR 46
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2011
VL 61
IS 2
BP 201
EP 222
DI 10.1007/s11881-011-0053-1
PG 22
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 850TB
UT WOS:000297220900003
PM 21678121
ER
PT J
AU Woodcock, S
Vialle, W
AF Woodcock, Stuart
Vialle, Wilma
TI Are we exacerbating students' learning disabilities? An investigation of
preservice teachers' attributions of the educational outcomes of
students with learning disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Attribution theory; Learning disabilities; Preservice teachers
ID DISABLED CHILDREN; ACHIEVEMENT-MOTIVATION; CLASSROOM; FAILURE;
INTERVENTION; CONSEQUENCES; ADOLESCENTS; SUCCESS; ANGER
AB While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were surveyed using vignettes and Likert-scale questions, to ascertain their responses to students with and without LD. It was found that preservice primary school general education teachers held a negative attribution style towards students with LD. Preservice primary teachers perceived students with LD as a lacking ability in comparison to others in the class. Recommendations for research and training programmes conclude the paper.
C1 [Woodcock, Stuart; Vialle, Wilma] Univ Wollongong, Fac Educ, Wollongong, NSW 2522, Australia.
RP Woodcock, S (reprint author), Univ Wollongong, Fac Educ, Northfields Ave, Wollongong, NSW 2522, Australia.
EM stuartw@uow.edu.au
RI Woodcock, Stuart/C-4193-2012
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NR 60
TC 8
Z9 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2011
VL 61
IS 2
BP 223
EP 241
DI 10.1007/s11881-011-0058-9
PG 19
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 850TB
UT WOS:000297220900004
PM 21887592
ER
PT J
AU Primor, L
Pierce, ME
Katzir, T
AF Primor, Liron
Pierce, Margaret E.
Katzir, Tami
TI Predicting reading comprehension of narrative and expository texts among
Hebrew-speaking readers with and without a reading disability
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Narrative and expository texts; Reading comprehension; Reading
disability
ID SIMPLE VIEW; WORKING-MEMORY; SKILLS; CHILDREN; LANGUAGE; ABILITY;
FLUENCY; YOUNG; REPRESENTATION; DIFFICULTIES
AB The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.
C1 [Primor, Liron; Katzir, Tami] Univ Haifa, Edmond J Safra Brain Res Ctr Study Learning Disab, Dept Learning Disabil, IL-31905 Haifa, Israel.
[Primor, Liron; Katzir, Tami] Univ Haifa, Dept Special Educ, IL-31905 Haifa, Israel.
[Pierce, Margaret E.] Univ Massachusetts, Sch Educ, Amherst, MA 01003 USA.
RP Katzir, T (reprint author), Univ Haifa, Edmond J Safra Brain Res Ctr Study Learning Disab, Dept Learning Disabil, IL-31905 Haifa, Israel.
EM katzirta@gmail.com
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NR 83
TC 5
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2011
VL 61
IS 2
BP 242
EP 268
DI 10.1007/s11881-011-0059-8
PG 27
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 850TB
UT WOS:000297220900005
PM 21993604
ER
PT J
AU Le Jan, G
Le Bouquin-Jeannes, R
Costet, N
Troles, N
Scalart, P
Pichancourt, D
Faucon, G
Gombert, JE
AF Le Jan, Guylaine
Le Bouquin-Jeannes, Regine
Costet, Nathalie
Troles, Nolwenn
Scalart, Pascal
Pichancourt, Dominique
Faucon, Gerard
Gombert, Jean-Emile
TI Multivariate predictive model for dyslexia diagnosis
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Diagnosis; Dyslexia; Logistic regression; Multivariate analysis;
Predictive model
ID LOGISTIC-REGRESSION ANALYSIS; SMALL DATA SETS; DEVELOPMENTAL DYSLEXIA;
READING DIFFICULTIES; MONOCULAR OCCLUSION; SPEECH SOUNDS; CHILDREN;
DISCRIMINATION; DISABILITIES; PERCEPTION
AB Dyslexia is a specific disorder of language development that mainly affects reading. Etiological researches have led to multiple hypotheses which induced various diagnosis methods and rehabilitation treatments so that many different tests are used by practitioners to identify dyslexia symptoms. Our purpose is to determine a subset of the most efficient ones by integrating them into a multivariate predictive model. A set of screening tasks that are the most commonly used and representative of the different cognitive aspects of dyslexia was proposed to 78 children from elementary school (mean age = 9 years +/- 7 months) exempt from identified reading difficulties and to 35 dyslexic children attending a specialized consultation for dyslexia. We proposed a multi-step procedure: within each category, we first selected the most representative tasks using principal component analysis and then we implemented logistic regression models on the preselected variables. Spelling and reading tasks were considered separately. The model with the best predictive performance includes eight variables from four categories of tasks and classifies correctly 94% of the children. The sensitivity (91%) and the specificity (95%) are both high. Forty minutes are necessary to complete the test.
C1 [Le Jan, Guylaine; Le Bouquin-Jeannes, Regine; Costet, Nathalie; Faucon, Gerard] INSERM, U642, F-35000 Rennes, France.
[Le Jan, Guylaine; Le Bouquin-Jeannes, Regine; Costet, Nathalie; Faucon, Gerard] Univ Rennes 1, LTSI, F-35000 Rennes, France.
[Troles, Nolwenn; Gombert, Jean-Emile] Univ Rennes 2, CRPCC, F-35000 Rennes, France.
[Scalart, Pascal] IRISA ENSSAT, F-22305 Lannion, France.
[Pichancourt, Dominique] Ctr Hosp Lannion Trestel, Serv MPR Pediat, F-22660 Trevou Treguignec, France.
RP Le Bouquin-Jeannes, R (reprint author), INSERM, U642, F-35000 Rennes, France.
EM Regine.Le-Bouquin-Jeannes@univ-rennes1.fr
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NR 49
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 1
EP 20
DI 10.1007/s11881-010-0038-5
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500001
PM 20680527
ER
PT J
AU Washburn, EK
Joshi, RM
Cantrell, EB
AF Washburn, Erin K.
Joshi, R. Malatesha
Cantrell, Emily Binks
TI Are preservice teachers prepared to teach struggling readers?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Language; Literacy; Teacher education; Teacher knowledge
ID CANONICAL CORRELATION-ANALYSIS; EARLY LITERACY; READING-INSTRUCTION;
KNOWLEDGE; CHILDREN; EDUCATION; DYSLEXIA; PERCEPTIONS; DISABILITY;
CLASSROOM
AB Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.
C1 [Washburn, Erin K.; Joshi, R. Malatesha] Texas A&M Univ, College Stn, TX 77843 USA.
[Cantrell, Emily Binks] Drury Univ, Springfield, MO USA.
RP Washburn, EK (reprint author), Texas A&M Univ, 4232 TAMU TLAC, College Stn, TX 77843 USA.
EM ewashburn02@gmail.com
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NR 70
TC 15
Z9 15
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 21
EP 43
DI 10.1007/s11881-010-0040-y
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500002
PM 20686931
ER
PT J
AU Schiff, R
Schwartz-Nahshon, S
Nagar, R
AF Schiff, Rachel
Schwartz-Nahshon, Sarit
Nagar, Revital
TI Effect of phonological and morphological awareness on reading
comprehension in Hebrew-speaking adolescents with reading disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Morphological awareness; Phonological awareness; Reading comprehension;
Reading disorder
ID VARIABLE-DIFFERENCE MODEL; ENGLISH-LANGUAGE-LEARNERS; DEVELOPMENTAL
DYSLEXIA; DERIVATIONAL MORPHOLOGY; TRANSPARENT ORTHOGRAPHY; POOR
READERS; CHILDREN; REPRESENTATION; ACQUISITION; KNOWLEDGE
AB This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.
C1 [Schiff, Rachel] Bar Ilan Univ, Sch Educ, Haddad Ctr Dyslexia & Reading Disorders, IL-52900 Ramat Gan, Israel.
[Nagar, Revital] Bar Ilan Univ, EFL Unit, IL-52900 Ramat Gan, Israel.
[Schwartz-Nahshon, Sarit] Minist Educ, Jerusalem, Israel.
[Schiff, Rachel] Bar Ilan Univ, Haddad Ctr Res Dyslexia, IL-52900 Ramat Gan, Israel.
RP Schiff, R (reprint author), Bar Ilan Univ, Sch Educ, Haddad Ctr Dyslexia & Reading Disorders, IL-52900 Ramat Gan, Israel.
EM rschiff@mail.biu.ac.il
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NR 91
TC 8
Z9 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 44
EP 63
DI 10.1007/s11881-010-0046-5
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500003
PM 20927619
ER
PT J
AU Shany, M
Share, DL
AF Shany, Michal
Share, David L.
TI Subtypes of reading disability in a shallow orthography: a double
dissociation between accuracy-disabled and rate-disabled readers of
Hebrew
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Accuracy; Double-dissociation; Dyslexia; Hebrew; Rate; Subtypes
ID EMPIRICALLY DERIVED SUBGROUPS; DEVELOPMENTAL DYSLEXIA; LITERACY
ACQUISITION; PHONOLOGICAL-CORE; CHILDREN; PERSPECTIVE; DEFICIT;
DEFINITION; HYPOTHESIS; LANGUAGES
AB Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, 1993) have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading disability sub-typing beyond English in which fluency rather than accuracy is the key discriminator of developmental and individual differences in reading ability. The present study investigated the viability of an accuracy/fluency-based typology in a regular orthography, pointed Hebrew. We sought evidence of true or "hard" accuracy/rate subtypes in the strict (double dissociation) sense of selective impairment on only one dimension in the presence of normal levels of performance on the other dimension. In a nationally representative sample of fourth graders, we were able to identify a specific accuracy-disabled sub-group as well as an equally specific rate-disabled subgroup. Validating this subdivision, we show that the nature of reading performance in these subgroups and their converging cognitive/linguistic profiles are unique and distinctive on variables other than the measures used to define them. While the rate-specific disability appeared to reflect a general deficit in speed of processing affecting reading rate, and rapid automatized naming of print-related material, the accuracy-only disability subgroup displayed selective deficits in phonological awareness and morphological knowledge. Biosocial, demographic, and instructional factors, furthermore, did not explain the sub-group differences. It appears that both these subtypes are equally prevalent each counting close to 10% of the population.
C1 [Shany, Michal; Share, David L.] Univ Haifa, Edmond J Safra Brain Res Ctr Learning Disabil, Dept Learning Disabil, IL-31905 Haifa, Israel.
RP Shany, M (reprint author), Univ Haifa, Edmond J Safra Brain Res Ctr Learning Disabil, Dept Learning Disabil, IL-31905 Haifa, Israel.
EM shany.michal7@gmail.com; dshare@construct.haifa.ac.il
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NR 68
TC 7
Z9 7
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 64
EP 84
DI 10.1007/s11881-010-0047-4
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500004
PM 21108026
ER
PT J
AU Jimenez-Fernandez, G
Vaquero, JMM
Jimenez, L
Defior, S
AF Jimenez-Fernandez, Gracia
Vaquero, Joaquin M. M.
Jimenez, Luis
Defior, Sylvia
TI Dyslexic children show deficits in implicit sequence learning, but not
in explicit sequence learning or contextual cueing
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Automatization; Dyslexia; Intentional learning; Reading disabilities;
Unconscious learning
ID DEVELOPMENTAL DYSLEXIA; READING ALOUD; POOR READERS; DUAL-ROUTE; ADULTS;
TASK; PERFORMANCE; ATTENTION; DISSOCIATION; SENSITIVITY
AB 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 population. Most studies have addressed this issue by using sequence learning tasks, but so far the results have not been conclusive. We test this hypothesis by comparing the performance of dyslexic children and good readers in both implicit and explicit versions of the sequence learning task, as well as in another implicit learning task not involving sequential information. The results showed that dyslexic children failed to learn the sequence when they were not informed about its presence (implicit condition). In contrast, they learned without significant differences in relation to the good readers group when they were encouraged to discover the sequence and to use it in order to improve their performance (explicit condition). Moreover, we observed that this implicit learning deficit was not extended to other forms of non-sequential, implicit learning such as contextual cueing. In this case, both groups showed similar implicit learning about the information provided by the visual context. These results help to clarify previous contradictory data, and they are discussed in relation to how the implicit sequence learning deficit could contribute to the understanding of dyslexia.
C1 [Vaquero, Joaquin M. M.] Univ Granada, Dept Psicol Expt & Fisiol Comportamiento, Fac Psicol, E-18071 Granada, Spain.
[Jimenez-Fernandez, Gracia; Defior, Sylvia] Univ Granada, Dept Psicol Evolut & Educ, E-18071 Granada, Spain.
[Jimenez, Luis] Univ Santiago de Compostela, Dept Psicol Social Basica & Metodol, Santiago De Compostela, Spain.
RP Vaquero, JMM (reprint author), Univ Granada, Dept Psicol Expt & Fisiol Comportamiento, Fac Psicol, Campus Univ Cartuja S-N, E-18071 Granada, Spain.
EM joaquinm@ugr.es
RI Jimenez, Luis/C-6050-2011; Defior, Sylvia/H-2906-2013
OI Jimenez, Luis/0000-0002-0763-4220; Defior, Sylvia/0000-0002-2786-3485
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NR 58
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 85
EP 110
DI 10.1007/s11881-010-0048-3
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500005
PM 21082295
ER
PT J
AU O'Brien, BA
Wolf, M
Miller, LT
Lovett, MW
Morris, R
AF O'Brien, Beth A.
Wolf, Maryanne
Miller, Lynne T.
Lovett, Maureen W.
Morris, Robin
TI Orthographic processing efficiency in developmental dyslexia: an
investigation of age and treatment factors at the sublexical level
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Fluency; Intervention; Orthographic processing
ID WORD FORM AREA; NAMING-SPEED; READING FLUENCY; STRUGGLING READERS;
BEGINNING READERS; SPELLING SKILLS; VISUAL-SEARCH; PRINTED WORD;
CHILDREN; ATTENTION
AB Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated orthographic processing speed and accuracy by children identified with dyslexia that were enrolled in an intensive, fluency-based intervention using a timed visual search task as a tool to measure orthographic recognition. Results indicate both age and treatment effects, and delineate a link between rapid letter naming and efficient orthographic recognition. Orthographic efficiency was related to reading speed for passages, but not spelling performance. The role of orthographic learning in reading fluency and remediation is discussed.
C1 [O'Brien, Beth A.] Univ Cincinnati, Sch Educ, CECH, Cincinnati, OH 45221 USA.
[Wolf, Maryanne; Miller, Lynne T.] Tufts Univ, Medford, MA 02155 USA.
[Lovett, Maureen W.] Hosp Sick Children, Toronto, ON M5G 1X8, Canada.
[Morris, Robin] Georgia State Univ, Atlanta, GA 30303 USA.
RP O'Brien, BA (reprint author), Univ Cincinnati, Sch Educ, CECH, Edwards 1,POB 210105, Cincinnati, OH 45221 USA.
EM obrienba@uc.edu
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NR 112
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 111
EP 135
DI 10.1007/s11881-010-0050-9
PG 25
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500006
PM 21213077
ER
PT J
AU Leong, C
Loh, K
Ki, W
Tse, S
AF Leong, Che Kan
Loh, Ka Yee
Ki, Wing Wah
Tse, Shek Kam
TI Enhancing orthographic knowledge helps spelling production in
eight-year-old Chinese children at risk for dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Bujian sensitivity hypothesis; Chinese children at risk for dyslexia;
Enhancing orthographic (bujian) knowledge
ID GESCHWIND-MEMORIAL-LECTURE; DEVELOPMENTAL DYSLEXIA; READ CHINESE;
MORPHOLOGICAL AWARENESS; DYSGRAPHIC PATIENT; SEMANTIC RADICALS;
ACQUISITION; CHARACTERS; LANGUAGE; ERRORS
AB We investigated the effects of enhancing orthographic knowledge on the spelling of Chinese characters and words in 131 eight-year-old Chinese children at risk for dyslexia. The traditional approach (37 children) emphasizing memory and repeated writing was the control condition. The analytic and synthetic approach (ASA, 33 children) stressed insight into character structure. The integrated analytic and synthetic approach added to ASA self-correction and metacognitive activities (INA, 61 children). The children were first asked to write down as many words as possible associated with pictures of home, school, and community; the correctly written words formed the baseline information. The children were then instructed by their classroom teachers in six especially designed short texts and assessed in eight measurable bujian or radical tasks subserving three constructs: morpheme completion, bujian analysis and synthesis and bujian compounding. Multivariate analyses of variance showed that the children in the INA condition outperformed those in the other conditions in three of the measurable bujian tasks. A confirmatory factor analysis verified the stability of the eight tasks and their clustering into three constructs. From these results, we tentatively propose a "bujian sensitivity hypothesis" as a means of helping young Chinese children at risk for spelling disorders.
C1 [Leong, Che Kan] Univ Saskatchewan, Dept Educ Psychol & Special Educ, Saskatoon, SK S7N 0X1, Canada.
[Leong, Che Kan] Chinese Univ Hong Kong, Dept Educ Psychol, Hong Kong, Hong Kong, Peoples R China.
[Loh, Ka Yee; Ki, Wing Wah; Tse, Shek Kam] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
RP Leong, C (reprint author), Univ Saskatchewan, Dept Educ Psychol & Special Educ, 28 Campus Dr, Saskatoon, SK S7N 0X1, Canada.
EM chekan.leong@usask.ca; ekyloh@hkucc.hku.hk; hraskww@hkucc.hku.hk;
sktse@hkucc.hku.hk
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NR 90
TC 2
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2011
VL 61
IS 1
BP 136
EP 160
DI 10.1007/s11881-011-0051-3
PG 25
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 778VQ
UT WOS:000291737500007
PM 21373979
ER
PT J
AU Maionchi-Pino, N
Magnan, A
Ecalle, J
AF Maionchi-Pino, Norbert
Magnan, Annie
Ecalle, Jean
TI The nature of the phonological processing in French dyslexic children:
evidence for the phonological syllable and linguistic features' role in
silent reading and speech discrimination
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Phonological processing; Reading; Syllable; Syllable
frequency; Voicing
ID DEVELOPMENTAL DYSLEXIA; BEGINNING READERS; POOR READERS; PERCEPTION;
DEFICIT; LANGUAGE; REPRESENTATIONS; DISABILITIES; ACQUISITION; AWARENESS
AB This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable's role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing, mode or place of articulation, or syllable structure. Results suggest that DY children underperform controls with a 'speed-accuracy' deficit. However, DY children exhibit some similar processing than those highlighted in controls. As in CA and RL controls, DY children have difficulties in processing two sounds that only differ in voicing, and preferentially process obstruent rather than fricative sounds, and more efficiently process CV than CCV syllables. In Experiment 2, we used a modified version of the Col,, Magnan, and Grainger's (Applied Psycholinguistics 20:507-532, 1999) paradigm. Results show that DY children underperform CA controls but outperform RL controls. However, as in CA and RL controls, data reveal that DY children are able to use phonological procedures influenced by initial syllable frequency. Thus, DY children process syllabically high-frequency syllables but phonemically process low-frequency syllables. They also exhibit lexical and syllable frequency effects. Consequently, results provide evidence that DY children performances can be accounted for by laborious phonological syllable-based procedures and also degraded phonological representations.
C1 [Maionchi-Pino, Norbert; Magnan, Annie; Ecalle, Jean] EMC, Lab Etud Mecanismes Cognitifs, F-69500 Bron, France.
[Maionchi-Pino, Norbert; Magnan, Annie; Ecalle, Jean] Univ Lyon 2, Lyon, France.
RP Maionchi-Pino, N (reprint author), EMC, Lab Etud Mecanismes Cognitifs, 5 Ave Pierre Mendes France, F-69500 Bron, France.
EM norbert.maionchi-pino@univ-lyon2.fr; annie.magnan@univ-lyon2.fr;
ecalle.jean@wanadoo.fr
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NR 66
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 123
EP 150
DI 10.1007/s11881-010-0036-7
PG 28
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700001
PM 20533097
ER
PT J
AU Snellings, P
van der Leij, A
Blok, H
de Jong, PF
AF Snellings, Patrick
van der Leij, Aryan
Blok, Henk
de Jong, Peter F.
TI Reading fluency and speech perception speed of beginning readers with
persistent reading problems: the perception of initial stop consonants
and consonant clusters
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Children; Dyslexia; Language; Language learning; Processing speed;
Reading disability; Reading fluency; Speech perception
ID DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL AWARENESS; PROCESSING DEFICITS;
LANGUAGE IMPAIRMENT; REGULAR ORTHOGRAPHY; POOR READERS; CHILDREN;
DISCRIMINATION; IDENTIFICATION; ENGLISH
AB This study investigated the role of speech perception accuracy and speed in fluent word decoding of reading disabled (RD) children. A same-different phoneme discrimination task with natural speech tested the perception of single consonants and consonant clusters by young but persistent RD children. RD children were slower than chronological age (CA) controls in recognizing identical sounds, suggesting less distinct phonemic categories. In addition, after controlling for phonetic similarity Tallal's (Brain Lang 9:182-198, 1980) fast transitions account of RD children's speech perception problems was contrasted with Studdert-Kennedy's (Read Writ Interdiscip J 15:5-14, 2002) similarity explanation. Results showed no specific RD deficit in perceiving fast transitions. Both phonetic similarity and fast transitions influenced accurate speech perception for RD children as well as CA controls.
C1 [Snellings, Patrick] Univ Amsterdam, Dept Psychol, NL-1018 WB Amsterdam, Netherlands.
[van der Leij, Aryan; Blok, Henk; de Jong, Peter F.] Univ Amsterdam, Dept Educ, NL-1018 WB Amsterdam, Netherlands.
RP Snellings, P (reprint author), Univ Amsterdam, Dept Psychol, Roeterstr 15, NL-1018 WB Amsterdam, Netherlands.
EM p.snellings@uva.nl
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NR 56
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 151
EP 174
DI 10.1007/s11881-010-0039-4
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700002
PM 20652455
ER
PT J
AU Donfrancesco, R
Iozzino, R
Caruso, B
Ferrante, L
Mugnaini, D
Talamo, A
Miano, S
Dimitri, A
Masi, G
AF Donfrancesco, Renato
Iozzino, Roberto
Caruso, Barbara
Ferrante, Laura
Mugnaini, Daniele
Talamo, Alessandra
Miano, Silvia
Dimitri, Andrea
Masi, Gabriele
TI Is season of birth related to developmental dyslexia?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Academic achievement; Children; Cognitive development; Learning
disabilities; Prevention
ID READING-DISABILITY; DISORDER
AB Different moderators/mediators of risk are involved in developmental dyslexia (DD), but data are inconsistent. We explored the prevalence of season of birth and its association with gender and age of school entry in an Italian sample of dyslexic children compared to an Italian normal control group. The clinical sample included 498 children (345 boys, mean age 10.3 +/- 2.1 years) with DD, the control sample 1,276 children (658 boys, mean age 10.8 +/- 2.2 years) from four elementary schools from the same urban area, and with the same socio-economic status level. A prevalence of birth in autumn was found among children with DD compared to controls (34% versus 24%, p < 0.0001). Children with DD were more frequently males (p < 0.0001) and had a lower mean age of school entry (p < 0.0001). Regarding the distribution of ages, 11.4% of children with DD, but none of the subjects in the control group, started school before 5.7 years. Therefore, greater risk of DD was related to age of school entry (OR = 2.72), gender (OR = 2.16), and season of birth (OR = 1.21). Significant interactions between boys with DD born in autumn, and correct school of entry (OR = 2.56) were joint predictors of higher risk of DD. The association between birth in autumn and DD may be explained by the earlier age of school entry, which may be a critical element in the youngest children with DD or at risk to DD. Whether Italian school policy is oriented to anticipate the school entry, a closer detection of early learning disorders and associated risk factors (familial load, specific language disorders, and attention deficit hyperactivity disorder) should be warranted.
C1 [Masi, Gabriele] IRCCS Stella Maris, Sci Inst Child Neurol & Psychiat, I-56018 Pisa, Italy.
[Donfrancesco, Renato; Caruso, Barbara; Ferrante, Laura] La Scarpetta Hosp, ASL RM A, Child Neuropsychiat Dept, Rome, Italy.
[Iozzino, Roberto] ASL RM A, Ctr Learning Disorders, Rome, Italy.
[Mugnaini, Daniele] A Meyer Childrens Hosp, Florence, Italy.
[Talamo, Alessandra] Univ Roma La Sapienza, St Andrea Hosp, Sch Med 2, Dept Neurosci Mental Hlth & Sensory Funct NESMOS, Rome, Italy.
[Miano, Silvia] Univ Roma La Sapienza, S Andrea Hosp, Sleep Dis Ctr, Dept Paediat, Rome, Italy.
[Dimitri, Andrea] Univ Roma Tor Vergata, Nestor Lab, Rome, Italy.
RP Masi, G (reprint author), IRCCS Stella Maris, Sci Inst Child Neurol & Psychiat, Via Giacinti 2, I-56018 Pisa, Italy.
EM gabriele.masi@inpe.unipi.it
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NR 21
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 175
EP 182
DI 10.1007/s11881-010-0037-6
PG 8
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700003
PM 20680528
ER
PT J
AU Goodwin, AP
Ahn, S
AF Goodwin, Amanda P.
Ahn, Soyeon
TI A meta-analysis of morphological interventions: effects on literacy
achievement of children with literacy difficulties
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Learning disabilities; Literacy achievement; Morphological intervention;
Reading disabilities; Reading instruction
ID READING-DISABLED CHILDREN; DERIVING WORD MEANINGS; AWARENESS; STUDENTS;
INSTRUCTION; DYSLEXIA; SKILLS; KNOWLEDGE; ENGLISH; DISABILITIES
AB This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement ((d) over bar =0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ((d) over bar =0.49), morphological awareness ((d) over bar =0.40), vocabulary ((d) over bar =0.40), reading comprehension ((d) over bar =0.24), and spelling ((d) over bar =0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.
C1 [Goodwin, Amanda P.] Vanderbilt Univ, Peabody Coll, Dept Teaching & Learning, Nashville, TN 37203 USA.
[Ahn, Soyeon] Univ Miami, Dept Educ & Psychol Studies, Coral Gables, FL 33124 USA.
RP Goodwin, AP (reprint author), Vanderbilt Univ, Peabody Coll, Dept Teaching & Learning, Nashville, TN 37203 USA.
EM amanda.p.goodwin@vanderbilt.edu; s.ahn@miami.edu
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NR 73
TC 29
Z9 29
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 183
EP 208
DI 10.1007/s11881-010-0041-x
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700004
PM 20799003
ER
PT J
AU Stothers, M
Klein, PD
AF Stothers, Margot
Klein, Perry D.
TI Perceptual organization, phonological awareness, and reading
comprehension in adults with and without learning disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adults; Dyslexia; Nonverbal LD; Perceptual organization; Phonological
awareness; Reading comprehension
ID WORKING-MEMORY CAPACITY; SHORT-TERM-MEMORY; RIGHT-HEMISPHERE;
DEVELOPMENTAL DYSLEXIA; CEREBRAL HEMISPHERES; COLLEGE-STUDENTS; LANGUAGE
COMPREHENSION; COGNITIVE ASSESSMENT; PROCESSING DEFICITS; CHILDHOOD
DIAGNOSES
AB It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study's findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.
C1 [Stothers, Margot] Univ Western Ontario, Fac Hlth Sci, London, ON, Canada.
[Klein, Perry D.] Univ Western Ontario, Fac Educ, London, ON, Canada.
RP Stothers, M (reprint author), Univ Western Ontario, Fac Hlth Sci, London, ON, Canada.
EM mstothe2@uwo.ca
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NR 139
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 209
EP 237
DI 10.1007/s11881-010-0042-9
PG 29
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700005
PM 20838941
ER
PT J
AU Martin, J
Cole, P
Leuwers, C
Casalis, S
Zorman, M
Sprenger-Charolles, L
AF Martin, Jennifer
Cole, Pascale
Leuwers, Christel
Casalis, Severine
Zorman, Michel
Sprenger-Charolles, Liliane
TI Reading in French-speaking adults with dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adults with dyslexia; Orthographic transparency; Reading procedures
ID PHONOLOGICAL PROCESSING ABILITIES; VISUAL WORD RECOGNITION; LEVEL-MATCH
DESIGNS; SHORT-TERM-MEMORY; DEVELOPMENTAL DYSLEXIA; DUAL-ROUTE;
CHILDHOOD DIAGNOSES; SKILLED READERS; NAMING-SPEED; CHILDREN
AB This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming (RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed to account for these results, including one related to the transparency of orthographic systems.
C1 [Martin, Jennifer; Cole, Pascale] Univ Aix Marseille 1, CNRS, Cognit Psychol Lab, F-13331 Marseille 3, France.
[Martin, Jennifer] Univ Geneva, Expt Psycholinguist Lab, Geneva, Switzerland.
[Leuwers, Christel] Univ Savoie, Letters Literature & Soc Lab, Chambery, France.
[Casalis, Severine] Univ Lille 3, URECA Lab, Lille, France.
[Zorman, Michel] Univ Grenoble, Educ Sci Lab Grenoble, Grenoble, France.
[Sprenger-Charolles, Liliane] Univ Paris 05, CNRS, Percept Psychol Lab, F-75270 Paris, France.
RP Cole, P (reprint author), Univ Aix Marseille 1, CNRS, Cognit Psychol Lab, Pole 3C Batiment 9 Case D,3 Pl Victor Hugo, F-13331 Marseille 3, France.
EM Pascale.Cole@univ-provence.fr
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NR 108
TC 10
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 238
EP 264
DI 10.1007/s11881-010-0043-8
PG 27
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700006
PM 20872102
ER
PT J
AU Harlaar, N
Cutting, L
Deater-Deckard, K
DeThorne, LS
Justice, LM
Schatschneider, C
Thompson, LA
Petrill, SA
AF Harlaar, Nicole
Cutting, Laurie
Deater-Deckard, Kirby
DeThorne, Laura S.
Justice, Laura M.
Schatschneider, Chris
Thompson, Lee A.
Petrill, Stephen A.
TI Predicting individual differences in reading comprehension: a twin study
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Environment; Genetics; Reading comprehension; Simple View; Twins
ID ENVIRONMENTAL-INFLUENCES; GENETIC INFLUENCES; WORD RECOGNITION; LITERACY
DEVELOPMENT; LANGUAGE-DEVELOPMENT; SIMPLE VIEW; SKILLS; DISABILITIES;
VOCABULARY; DEPENDENCE
AB We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence for a genetic basis to the "Simple View" of reading.
C1 [Harlaar, Nicole] Mind Res Network, Albuquerque, NM USA.
[Cutting, Laurie] Vanderbilt Univ, Vanderbilt Kennedy Ctr, Nashville, TN USA.
[Cutting, Laurie] Johns Hopkins Univ, Johns Hopkins Sch Med, Baltimore, MD USA.
[Cutting, Laurie] Haskins Labs Inc, New Haven, CT 06511 USA.
[Deater-Deckard, Kirby] Virginia Polytech Inst & State Univ, Dept Psychol, Blacksburg, VA 24061 USA.
[DeThorne, Laura S.] Univ Illinois, Dept Speech & Hearing, Champaign, IL 61820 USA.
[Justice, Laura M.] Ohio State Univ, Sch Teaching & Learning, Columbus, OH 43210 USA.
[Schatschneider, Chris] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA.
[Thompson, Lee A.] Case Western Reserve Univ, Dept Psychol, Cleveland, OH 44106 USA.
[Petrill, Stephen A.] Ohio State Univ, Dept Human Dev & Family Sci, Columbus, OH 43210 USA.
RP Harlaar, N (reprint author), Mind Res Network, Albuquerque, NM USA.
EM nicoleharlaar@gmail.com
RI Petrill, Stephen/J-3040-2013; 江, 鈺麒/G-1379-2014
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NR 64
TC 17
Z9 18
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2010
VL 60
IS 2
BP 265
EP 288
DI 10.1007/s11881-010-0044-7
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 679II
UT WOS:000284154700007
PM 20814768
ER
PT J
AU Meisinger, EB
Bloom, JS
Hynd, GW
AF Meisinger, Elizabeth B.
Bloom, Juliana S.
Hynd, George W.
TI Reading fluency: implications for the assessment of children with
reading disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Assessment; Dyslexia; Phonological processing; Rapid naming; Reading
disability; Reading fluency
ID CURRICULUM-BASED MEASUREMENT; REMEDIATED POOR READERS;
DIFFICULT-TO-REMEDIATE; LEARNING-DISABILITIES; COGNITIVE PROFILES;
DISABLED-CHILDREN; PHONOLOGICAL-CORE; DISCREPANCY; DEFINITION; DYSLEXIA
AB The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the underidentification of children with reading disabilities.
C1 [Meisinger, Elizabeth B.] Univ Memphis, Memphis, TN 38152 USA.
[Bloom, Juliana S.] Childrens Hosp Philadelphia, Philadelphia, PA 19104 USA.
[Hynd, George W.] Arizona State Univ, Phoenix, AZ USA.
RP Meisinger, EB (reprint author), Univ Memphis, Memphis, TN 38152 USA.
EM bmsinger@memphis.edu
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NR 74
TC 10
Z9 10
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 1
EP 17
DI 10.1007/s11881-009-0031-z
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900001
PM 20033795
ER
PT J
AU Ise, E
Schulte-Korne, G
AF Ise, Elena
Schulte-Koerne, Gerd
TI Spelling deficits in dyslexia: evaluation of an orthographic spelling
training
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Intervention; Spelling disability; Spelling training;
Transparent orthography
ID LONG-TERM OUTCOMES; DEVELOPMENTAL DYSLEXIA; READING PROBLEMS;
PHONOLOGICAL AWARENESS; ELEMENTARY-SCHOOL; WORD RECOGNITION;
SECONDARY-SCHOOL; GERMAN CHILDREN; ENGLISH; ACQUISITION
AB Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students ( grade 5 and 6). In study 1, ten children ( treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control group (n=4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting of a treatment group (n=13) and a delayed treatment control group (n=14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeated-measures analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control group. Statistical analyses also showed significant improvements in reading ( study 1) and in a measure of participants' knowledge of orthographic spelling rules ( study 2). The findings indicate that an orthographic spelling training enhances reading and spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language like German.
C1 [Ise, Elena; Schulte-Koerne, Gerd] Univ Munich, Dept Child & Adolescent Psychiat, D-80336 Munich, Germany.
RP Schulte-Korne, G (reprint author), Univ Munich, Dept Child & Adolescent Psychiat, Pettenkoferstr 8A, D-80336 Munich, Germany.
EM Gerd.Schulte-Koerne@med.uni-muenchen.de
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NR 70
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 18
EP 39
DI 10.1007/s11881-010-0035-8
PG 22
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900002
PM 20352378
ER
PT J
AU Torgesen, JK
Wagner, RK
Rashotte, CA
Herron, J
Lindamood, P
AF Torgesen, Joseph K.
Wagner, Richard K.
Rashotte, Carol A.
Herron, Jeannine
Lindamood, Patricia
TI Computer-assisted instruction to prevent early reading difficulties in
students at risk for dyslexia: Outcomes from two instructional
approaches
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Computer-assisted instruction; Dyslexia; Early reading instruction;
Prevention of reading disabilities
ID DISABILITIES
AB The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.
C1 [Torgesen, Joseph K.; Wagner, Richard K.] Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA.
[Torgesen, Joseph K.; Wagner, Richard K.] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA.
[Rashotte, Carol A.] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA.
[Herron, Jeannine] Talking Fingers Inc, San Rafael, CA USA.
[Lindamood, Patricia] Lindamood Bell Learning Proc, San Luis Obispo, CA USA.
RP Torgesen, JK (reprint author), Florida State Univ, Florida Ctr Reading Res, Tallahassee, FL 32306 USA.
EM torgesen@fcrr.org; rkwagner@psy.fsu.edu; carol.rashotte@gmail.com;
herron@talkingfingers.com
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NR 38
TC 12
Z9 12
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 40
EP 56
DI 10.1007/s11881-009-0032-y
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900003
PM 20052566
ER
PT J
AU Calhoon, MB
Sandow, A
Hunter, CV
AF Calhoon, Mary Beth
Sandow, Alexia
Hunter, Charles V.
TI Reorganizing the instructional reading components: could there be a
better way to design remedial reading programs to maximize middle school
students with reading disabilities' response to treatment?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adolescent literacy; Fluency; Phonological decoding; Reading
comprehension; Remedial reading; Spelling
ID ASSISTED LEARNING-STRATEGIES; DEVELOPMENTAL DYSLEXIA; OLDER STUDENTS;
OUTCOMES; COMPREHENSION; ACHIEVEMENT; ACQUISITION; TEACHERS; READERS;
INTERVENTIONS
AB The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components ( phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules ( Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school ( sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the Gray Silent Reading Test, and Oral Reading Fluency passages were administered. Results showed that students in the Additive module outperformed students in the Alternating and Integrated modules on phonological decoding and spelling and students in the Integrated module on comprehension skills. Findings for the two oral reading fluency measures demonstrated a differential pattern of results across modules. Results are discussed in regards to the effect of the organization of each module on the responsiveness of middle school students with RD to instruction.
C1 [Calhoon, Mary Beth; Hunter, Charles V.] Georgia State Univ, Atlanta, GA 30303 USA.
[Sandow, Alexia] Couch Middle Sch, Atlanta, GA USA.
RP Calhoon, MB (reprint author), Georgia State Univ, Atlanta, GA 30303 USA.
EM mbcalhoon@gsu.edu
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NR 93
TC 10
Z9 10
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 57
EP 85
DI 10.1007/s11881-009-0033-x
PG 29
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900004
PM 20087694
ER
PT J
AU Durrwachter, U
Sokolov, AN
Reinhard, J
Klosinski, G
Trauzettel-Klosinski, S
AF Duerrwaechter, Ute
Sokolov, Alexander N.
Reinhard, Jens
Klosinski, Gunther
Trauzettel-Klosinski, Susanne
TI Word length and word frequency affect eye movements in dyslexic children
reading in a regular (German) orthography
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Developmental dyslexia; Eye movements; Regular orthography; Scanning
laser ophthalmoscope; Word frequency; Word length
ID PHONOLOGICAL REPRESENTATIONS HYPOTHESIS; DEVELOPMENTAL DYSLEXIA; ITALIAN
READERS; DIFFICULTIES; RECOGNITION; ACQUISITION; PATTERNS; DEFICITS;
ENGLISH; ORGANIZATION
AB We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children ( mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.
C1 [Sokolov, Alexander N.; Reinhard, Jens; Trauzettel-Klosinski, Susanne] Univ Tubingen, Low Vis Clin, D-72076 Tubingen, Germany.
[Sokolov, Alexander N.; Reinhard, Jens; Trauzettel-Klosinski, Susanne] Univ Tubingen, Res Lab, Ctr Ophthalmol, D-72076 Tubingen, Germany.
[Duerrwaechter, Ute; Klosinski, Gunther] Univ Tubingen, Dept Child & Adolescent Psychiat & Psychotherapy, D-72076 Tubingen, Germany.
RP Sokolov, AN (reprint author), Univ Tubingen, Low Vis Clin, Schleichstr 12-16, D-72076 Tubingen, Germany.
EM alexander.sokolov@klinikum.uni-tuebingen.de;
susanne.trauzettel-klosinski@uni-tuebingen.de
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NR 71
TC 7
Z9 7
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 86
EP 101
DI 10.1007/s11881-010-0034-9
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900005
PM 20225005
ER
PT J
AU Landi, N
Mencl, WE
Frost, SJ
Sandak, R
Pugh, KR
AF Landi, Nicole
Mencl, W. Einar
Frost, Stephen J.
Sandak, Rebecca
Pugh, Kenneth R.
TI An fMRI study of multimodal semantic and phonological processing in
reading disabled adolescents
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; fMRI; Performance; Phonology; Reading disability; Semantics
ID VISUAL WORD RECOGNITION; DEVELOPMENTAL DYSLEXIA; FUNCTIONAL
CONNECTIVITY; LANGUAGE-DEVELOPMENT; BRAIN MECHANISMS; ANGULAR GYRUS;
CHILDREN; CORTEX; DISRUPTION; ACTIVATION
AB Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI participants differed in performance in visually presented conditions, they did not differ significantly in the auditory condition, yet similar patterns of reduced activation were observed in these regions across conditions. These findings indicate a neurobiological marker in RD that is independent of task, modality, or performance. These findings are discussed in the context of current neurobiological models of RD.
C1 [Landi, Nicole] Yale Univ, Sch Med, Ctr Child Study, New Haven, CT 06520 USA.
[Landi, Nicole; Mencl, W. Einar; Frost, Stephen J.; Sandak, Rebecca; Pugh, Kenneth R.] Haskins Labs Inc, New Haven, CT USA.
[Pugh, Kenneth R.] Yale Univ, Sch Med, Dept Pediat, New Haven, CT 06520 USA.
RP Landi, N (reprint author), Yale Univ, Sch Med, Ctr Child Study, 230 S Frontage, New Haven, CT 06520 USA.
EM Nicole.landi@yale.edu
RI Landi, Nicole /P-2954-2014
OI Landi, Nicole /0000-0003-2890-2519
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NR 67
TC 7
Z9 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2010
VL 60
IS 1
BP 102
EP 121
DI 10.1007/s11881-009-0029-6
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 623SH
UT WOS:000279762900006
PM 20049657
ER
PT J
AU Miller, AC
Keenan, JM
AF Miller, Amanda C.
Keenan, Janice M.
TI How word decoding skill impacts text memory: The centrality deficit and
how domain knowledge can compensate
SO ANNALS OF DYSLEXIA
LA English
DT Article; Proceedings Paper
CT 14th Annual Meeting of the Society-for-the-Scientific-Study-of-Reading
CY JUL 12-14, 2007
CL Prague, CZECH REPUBLIC
SP Soc Sci Study Reading
DE Centrality; Comprehension; Memory for text; Prior knowledge; Reading
disability
ID READING-COMPREHENSION DIFFICULTIES; POOR READERS; CHILDREN; STORY;
INFORMATION; RETRIEVAL; ABILITY; RECALL; PROPOSITIONS; INFERENCES
AB We examined text memory in children with word reading deficits to determine how these difficulties impact representations of text meaning. We show that even though children with poor word decoding recall more central than peripheral information, they show a significantly bigger deficit relative to controls on central than on peripheral information. We call this the centrality deficit and argue that it is the consequence of insufficient cognitive resources for connecting ideas together due to these children's resources being diverted from comprehension to word decoding. We investigated a possible compensatory mechanism for making these connections. Because a text representation is a synthesis of text information and a reader's prior knowledge, we hypothesized that having knowledge of the passage topic might reduce or eliminate the centrality deficit. Our results support this knowledge compensation hypothesis: The centrality deficit was evident when poor readers did not have prior knowledge, but was eliminated when they did. This presents an exciting avenue to pursue for possible remediation of reading comprehension in children with word identification difficulties.
C1 [Miller, Amanda C.; Keenan, Janice M.] Univ Denver, Dept Psychol, Denver, CO 80208 USA.
RP Miller, AC (reprint author), Univ Denver, Dept Psychol, Denver, CO 80208 USA.
EM amille23@du.edu; jkeenan@du.edu
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NR 62
TC 9
Z9 9
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2009
VL 59
IS 2
BP 99
EP 113
DI 10.1007/s11881-009-0025-x
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 530YJ
UT WOS:000272628600001
PM 19475514
ER
PT J
AU Wilson, SB
Lonigan, CJ
AF Wilson, Shauna B.
Lonigan, Christopher J.
TI An evaluation of two emergent literacy screening tools for preschool
children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Emergent literacy; Individual Growth and Development Indicators;
Preschool; Revised Get Ready to Read; Screening tool
ID EARLY READING-SKILLS; PHONOLOGICAL SENSITIVITY; PREDICTIVE-VALIDITY;
ACQUISITION; ABILITIES; KNOWLEDGE; LANGUAGE
AB Children's reading success in early elementary school can be predicted from their emergent literacy skills. Consequently, there has been an increased focus on early childhood education as a means of identifying children at risk for later reading difficulty. Because diagnostic measures are impractical for this use, emergent literacy screening tools have been developed. In this study, 176 preschool children ranging in age from 42 to 55 months were administered the Revised Get Ready to Read! (GRTR-R), the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Results indicated that GRTR-R either matched or outperformed IGDIs in terms of test-retest reliability and concurrent validity.
C1 [Wilson, Shauna B.; Lonigan, Christopher J.] Florida State Univ, Dept Psychol, Tallahassee, FL 32306 USA.
RP Wilson, SB (reprint author), Florida State Univ, Dept Psychol, 1107 W Call St, Tallahassee, FL 32306 USA.
EM wilson@psy.fsu.edu; lonigan@psy.fsu.edu
CR ADAMS MJ, 1990, PSYCHOL METHODS, V4, P70
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NR 51
TC 5
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2009
VL 59
IS 2
BP 115
EP 131
DI 10.1007/s11881-009-0026-9
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 530YJ
UT WOS:000272628600002
PM 19834812
ER
PT J
AU Greenberg, D
Pae, HK
Morris, RD
Calhoon, MB
Nanda, AO
AF Greenberg, Daphne
Pae, Hye Kyeong
Morris, Robin D.
Calhoon, Mary Beth
Nanda, Alice O.
TI Measuring adult literacy students' reading skills using the Gray Oral
Reading Test
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Adult literacy assessment; GORT; Test result interpretation
AB There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.
C1 [Greenberg, Daphne; Calhoon, Mary Beth] Georgia State Univ, Dept Educ Psychol & Special Educ, Atlanta, GA 30302 USA.
[Pae, Hye Kyeong] Univ Cincinnati, Div Teacher Educ, Cincinnati, OH 45221 USA.
[Morris, Robin D.] Georgia State Univ, Dept Psychol, Atlanta, GA 30302 USA.
RP Greenberg, D (reprint author), Georgia State Univ, Dept Educ Psychol & Special Educ, POB 3979, Atlanta, GA 30302 USA.
EM dgreenberg@gsu.edu; hye.pae@uc.edu; robinmorris@gsu.edu;
mbcalhoon@gsu.edu; alicenanda@gmail.com
CR Anastasi A., 1997, PSYCHOL TESTING, V7th
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FREDERICK M, 1997, PEABODY INDIVIDUAL A
Greenberg D, 1997, J EDUC PSYCHOL, V89, P262
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HAMMILL DD, 1997, TEST LANGUAGE DEV IN
Kaplan E., 2001, BOSTON NAMING TEST
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KUTNER M, 2007, LITERACY EVERYDAY LI
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Woodcock R. W., 2001, WOODCOCKJOHNSON 3 TE
NR 26
TC 6
Z9 6
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2009
VL 59
IS 2
BP 133
EP 149
DI 10.1007/s11881-009-0027-8
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 530YJ
UT WOS:000272628600003
PM 19629705
ER
PT J
AU Wiseheart, R
Altmann, LJP
Park, H
Lombardino, LJ
AF Wiseheart, Rebecca
Altmann, Lori J. P.
Park, Heeyoung
Lombardino, Linda J.
TI Sentence comprehension in young adults with developmental dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Passives; Relative clauses; Sentence comprehension; Syntactic
deficits; Working memory
ID VERBAL WORKING-MEMORY; READING-DISABLED CHILDREN; DIGIT ORDERING TEST;
INDIVIDUAL-DIFFERENCES; SPOKEN SENTENCES; LANGUAGE; DEFICITS;
PERFORMANCE; IMPAIRMENT; CAPACITY
AB This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia. Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more poorly on tasks designed to assess the comprehension of syntactic structures that are especially taxing on WM (e.g., passives, sentences with relative clauses). Compared to their nondyslexic peers, individuals with dyslexia were significantly less accurate and marginally slower on passive sentences. For sentences containing relative clauses, the dyslexic group was also less accurate but did not differ in response times. Covarying WM and word reading in both analyses eliminated group differences showing that syntactic deficits in adults with dyslexia are constrained by both WM and word-reading ability. These findings support previous research showing that syntactic processing deficits are characteristic of dyslexia, even among high-achieving students.
C1 [Wiseheart, Rebecca; Altmann, Lori J. P.; Park, Heeyoung; Lombardino, Linda J.] Univ Florida, Gainesville, FL 32611 USA.
RP Wiseheart, R (reprint author), Univ Florida, 336 Dauer Hall,Box 117420, Gainesville, FL 32611 USA.
EM wisehart@ufl.edu
CR Altmann LJP, 2008, INT J LANG COMM DIS, V43, P55, DOI 10.1080/13682820701284522
Baddeley A. D., 1986, WORKING MEMORY
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Shaywitz SE, 2003, BIOL PSYCHIAT, V54, P25, DOI 10.1016/S0006-3223(03)01836-X
Shipley WC, 1940, J PSYCHOL, V9, P371
SMITH ST, 1989, APPL PSYCHOLINGUIST, V10, P429, DOI 10.1017/S0142716400009012
Smith-Spark JH, 2007, MEMORY, V15, P34, DOI 10.1080/09658210601043384
Smith-Spark JH, 2003, EUR J COGN PSYCHOL, V15, P567, DOI 10.1080/09541440340000024
STANOVICH KE, 1986, READ RES QUART, V21, P360, DOI 10.1598/RRQ.21.4.1
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Torgesen J., 1999, TEST WORD READING EF
Tunmer W., 1992, READING ACQUISITION, P175
TUNMER WE, 1987, BRIT J DEV PSYCHOL, V5, P25
TUNMER WE, 1988, READ RES QUART, V23, P134, DOI 10.2307/747799
Vellutino FR, 2004, J CHILD PSYCHOL PSYC, V45, P2, DOI 10.1046/j.0021-9630.2003.00305.x
Wagner R.K., 1999, CTOPP COMPREHENSIVE
Wechsler D., 1987, WECHSLER MEMORY SCAL
Wechsler D, 1997, WECHSLER ADULT INTEL, V3rd
Werheid K, 2002, ARCH CLIN NEUROPSYCH, V17, P547, DOI 10.1016/S0887-6177(01)00134-2
Wilkinson G.S., 1993, WIDE RANGE ACHIEVEME, V3
Woodcock R., 1987, WOODCOCK READING MAS
NR 57
TC 6
Z9 7
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2009
VL 59
IS 2
BP 151
EP 167
DI 10.1007/s11881-009-0028-7
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 530YJ
UT WOS:000272628600004
PM 19911285
ER
PT J
AU van Otterloo, SG
van der Leij, A
AF van Otterloo, Sandra G.
van der Leij, Aryan
TI Dutch home-based pre-reading intervention with children at familial risk
of dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Early intervention; Familial risk; Home-based intervention; Phoneme
awareness; Reading disabilities
ID READING-DISABILITY; PHONOLOGICAL AWARENESS; LITERACY ACQUISITION;
PHONEMIC AWARENESS; LETTER KNOWLEDGE; YOUNG-CHILDREN; FOLLOW-UP;
INSTRUCTION; KINDERGARTEN; METAANALYSIS
AB 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 effect on a composite score of phoneme awareness (d = 0.29) and a large effect on receptive letter knowledge (d = 0.88). In first grade, however, this did not result in beneficial effects for the experimental group in word reading and spelling. Results are compared to three former intervention studies in The Netherlands and comparable studies from Denmark and Australia.
C1 [van Otterloo, Sandra G.; van der Leij, Aryan] Univ Amsterdam, Dept Educ, NL-1090 GE Amsterdam, Netherlands.
RP van Otterloo, SG (reprint author), Univ Amsterdam, Dept Educ, POB 94208, NL-1090 GE Amsterdam, Netherlands.
EM S.G.vanOtterloo@uva.nl
CR BALL EW, 1991, READ RES QUART, V26, P49, DOI 10.1598/RRQ.26.1.3
Beck I., 1989, READING TODAY TOMORR
BORSTROM I, 1996, FORSTE LOESNING FONO
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Bradley L., 1985, RHYME REASON READING
BRUS BT, 1980, EEN MINUUT TEST VORM
Bus AG, 1999, J EDUC PSYCHOL, V91, P403, DOI 10.1037/0022-0663.91.3.403
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Campbell D. T., 1979, QUASI EXPT DESIGN
de Jong PF, 1999, J EDUC PSYCHOL, V91, P450, DOI 10.1037/0022-0663.91.3.450
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Borstrom I, 1997, DYSLEXIA: BIOLOGY, COGNITION AND INTERVENTION, P235
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ELEVELD MA, 2005, RISK DYSLEXIA PHONOL
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NR 60
TC 8
Z9 8
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2009
VL 59
IS 2
BP 169
EP 195
DI 10.1007/s11881-009-0030-0
PG 27
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 530YJ
UT WOS:000272628600005
PM 19898941
ER
PT J
AU Wilcke, A
Weissfuss, J
Kirsten, H
Wolfram, G
Boltze, J
Ahnert, P
AF Wilcke, A.
Weissfuss, J.
Kirsten, H.
Wolfram, G.
Boltze, J.
Ahnert, P.
TI The role of gene DCDC2 in German dyslexics
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE DCDC2; Genetics; Genetics of dyslexia; Germans; Subgroups;
Subgroup-specificity
ID SINGLE-BASE EXTENSION; DEVELOPMENTAL DYSLEXIA; SUSCEPTIBILITY GENE;
SPELLING DISABILITY; LINKAGE ANALYSIS; DOUBLECORTIN; KIAA0319;
CHROMOSOME-15; DESIGN; BRAIN
AB Dyslexia is a complex reading and writing disorder with a strong genetic component. In a German case-control cohort, we studied the influence of the suspected dyslexia-associated gene DCDC2. For the first time in a German cohort, we describe association of a 2445 basepair deletion, first identified in an American study. Evidence of association for three DCDC2 single nucleotide polymorphisms (rs807724, rs793862, rs807701), previously identified in German or American cohorts, was replicated. A haplotype of these polymorphisms showed evidence for association as well. Thus, our data further corroborate association of DCDC2 with dyslexia. Analysis of functional subgroups suggests association of investigated DCDC2 variants mainly with nondysphonetic, nonsevere, but probably dyseidetic (surface) dyslexia. Based on the presumed function of DCDC2, our findings point to a role of impaired neuronal migration in the etiology of the disease.
C1 [Wilcke, A.; Boltze, J.] Fraunhofer Inst Cell Therapy & Immunol, D-04103 Leipzig, Germany.
[Weissfuss, J.; Kirsten, H.; Ahnert, P.] Univ Leipzig, Inst Clin Immunol & Transfus Med, IKIT, Leipzig, Germany.
[Weissfuss, J.; Kirsten, H.; Ahnert, P.] Univ Leipzig, BBZ Ctr Biotechnol & Biomed, Leipzig, Germany.
[Wilcke, A.; Wolfram, G.; Ahnert, P.] Univ Leipzig, TRM Translat Ctr Regenerat Med, Leipzig, Germany.
[Ahnert, P.] Univ Leipzig, IMISE Inst Med Informat Stat & Epidemiol, Leipzig, Germany.
RP Wilcke, A (reprint author), Fraunhofer Inst Cell Therapy & Immunol, Perlickstr 1, D-04103 Leipzig, Germany.
EM arndt.wilcke@izi.fraunhofer.de
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NR 38
TC 32
Z9 33
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2009
VL 59
IS 1
BP 1
EP 11
DI 10.1007/s11881-008-0020-7
PG 11
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 445SI
UT WOS:000266071400001
PM 19238550
ER
PT J
AU Miller, P
Kupfermann, A
AF Miller, Paul
Kupfermann, Amirit
TI The role of visual and phonological representations in the processing of
written words by readers with diagnosed dyslexia: evidence from a
working memory task
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Dyslexia; Phonological coding; Reading strategy; Visual coding; Working
memory
ID SHORT-TERM-MEMORY; READING-DISABILITY; RETENTION; LANGUAGE; CODES; POOR;
SPAN
AB The aim of the study was to elucidate the nature and efficiency of the strategies that readers with phonological dyslexia use for temporary retention of written words in Working Memory (WM). Data was gathered through a paradigm whereby participants had to identify serially presented written (target) words from within larger word pools according to their presentation order, with word pools containing code-specific distracter (CSD) words and non-code-specific distracter (NCSD) words. Analyses focused on three aspects of performance: (1) false recognition of target words; (2) correct recognition of target words; and (3) retention of word presentation order. Participants were readers with diagnosed phonological dyslexia (n = 20, mean grade level = 9.05 [0.89]) and a control group of regular readers (n = 25, mean grade level = 9.00 [0.76]). Results provide direct evidence that the dyslexic readers and the regular readers used essentially different memory coding strategies for the temporary retention of written words, with the former predominantly relying on a visual strategy and the latter on a phonological strategy. Findings further pinpointed a notably impoverished ability of the dyslexic readers to retain word presentation order. The implication of these findings is discussed in relation to theories predicting the acquisition and mastery of reading.
C1 [Miller, Paul; Kupfermann, Amirit] Univ Haifa, IL-31905 Haifa, Israel.
RP Miller, P (reprint author), Univ Haifa, IL-31905 Haifa, Israel.
EM mpaul@construct.haifa.ac.il
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NR 53
TC 3
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2009
VL 59
IS 1
BP 12
EP 33
DI 10.1007/s11881-009-0021-1
PG 22
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 445SI
UT WOS:000266071400002
PM 19308736
ER
PT J
AU Cutting, LE
Materek, A
Cole, CAS
Levine, TM
Mahone, EM
AF Cutting, Laurie E.
Materek, April
Cole, Carolyn A. S.
Levine, Terry M.
Mahone, E. Mark
TI Effects of fluency, oral language, and executive function on reading
comprehension performance
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Executive function; Fluency; Oral language; Reading comprehension;
Reading disabilities
ID BEHAVIOR RATING INVENTORY; WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; POOR
COMPREHENDERS; WORD-RECOGNITION; COGNITIVE-PROCESSES; CHILDREN; SKILLS;
DEFICITS; READERS
AB Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.
C1 [Cutting, Laurie E.] Johns Hopkins Sch Med, Dept Neurol, Baltimore, MD USA.
[Cutting, Laurie E.; Cole, Carolyn A. S.; Levine, Terry M.; Mahone, E. Mark] Kennedy Krieger Inst, Baltimore, MD USA.
[Cole, Carolyn A. S.; Mahone, E. Mark] Johns Hopkins Sch Med, Dept Psychiat & Behav Sci, Baltimore, MD USA.
[Cutting, Laurie E.] Johns Hopkins Univ, Sch Educ, Baltimore, MD USA.
[Cutting, Laurie E.] Haskins Labs Inc, New Haven, CT 06511 USA.
[Materek, April] Loyola Coll, Baltimore, MD 21210 USA.
RP Cutting, LE (reprint author), Johns Hopkins Sch Med, Dept Neurol, Baltimore, MD USA.
EM cutting@kennedykrieger.org
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NR 77
TC 34
Z9 36
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2009
VL 59
IS 1
BP 34
EP 54
DI 10.1007/s11881-009-0022-0
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 445SI
UT WOS:000266071400003
PM 19396550
ER
PT J
AU Pavlidou, EV
Williams, JM
Kelly, LM
AF Pavlidou, Elpis V.
Williams, Joanne M.
Kelly, Louise M.
TI Artificial grammar learning in primary school children with and without
developmental dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Artificial grammar learning; Children; Developmental dyslexia; Implicit
learning
ID IMPLICIT ACQUISITION; ABSTRACT KNOWLEDGE; TACIT KNOWLEDGE;
WORKING-MEMORY; DEFICIT; AGE; INFORMATION; PATTERNS; SYSTEMS; READERS
AB This paper explores implicit learning in typically developing and primary school children (9-12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1-implicit instructions vs experiment 2-explicit instructions). Repeated measures analysis of variance (group x grammaticality x chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.
C1 [Pavlidou, Elpis V.; Williams, Joanne M.] Univ Edinburgh, Moray House Sch Educ, Edinburgh EH8 8AQ, Midlothian, Scotland.
[Kelly, Louise M.] Univ Edinburgh, Dept Psychol, Edinburgh EH8 8AQ, Midlothian, Scotland.
RP Pavlidou, EV (reprint author), Univ Edinburgh, Moray House Sch Educ, St Johns Land R 2-22B,Holyrood Rd, Edinburgh EH8 8AQ, Midlothian, Scotland.
EM elpida.pavlidou@education.ed.ac.uk; Joanne.williams@ed.ac.uk;
louise.kelly@ed.ac.uk
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NR 67
TC 13
Z9 13
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2009
VL 59
IS 1
BP 55
EP 77
DI 10.1007/s11881-009-0023-z
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 445SI
UT WOS:000266071400004
PM 19326218
ER
PT J
AU Frost, SJ
Landi, N
Mencl, WE
Sandak, R
Fulbright, RK
Tejada, ET
Jacobsen, L
Grigorenko, EL
Constable, RT
Pugh, KR
AF Frost, Stephen J.
Landi, Nicole
Mencl, W. Einar
Sandak, Rebecca
Fulbright, Robert K.
Tejada, Eleanor T.
Jacobsen, Leslie
Grigorenko, Elena L.
Constable, R. Todd
Pugh, Kenneth R.
TI Phonological awareness predicts activation patterns for print and speech
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Functional MRI; Phonological awareness; Reading development; Superior
temporal gyrus
ID PREVENTING READING FAILURE; DEVELOPMENTAL DYSLEXIA;
KINDERGARTEN-CHILDREN; WORD RECOGNITION; BRAIN SYSTEMS; ORGANIZATION;
INSTRUCTION; FMRI; DISABILITIES; PERFORMANCE
AB Using fMRI, we explored the relationship between phonological awareness (PA), a measure of metaphonological knowledge of the segmental structure of speech, and brain activation patterns during processing of print and speech in young readers from 6 to 10 years of age. Behavioral measures of PA were positively correlated with activation levels for print relative to speech tokens in superior temporal and occipito-temporal regions. Differences between print-elicited activation levels in superior temporal and inferior frontal sites were also correlated with PA measures with the direction of the correlation depending on stimulus type: positive for pronounceable pseudowords and negative for consonant strings. These results support and extend the many indications in the behavioral and neurocognitive literature that PA is a major component of skill in beginning readers and point to a developmental trajectory by which written language engages areas originally shaped by speech for learners on the path toward successful literacy acquisition.
C1 [Frost, Stephen J.; Landi, Nicole; Mencl, W. Einar; Sandak, Rebecca; Fulbright, Robert K.; Jacobsen, Leslie; Grigorenko, Elena L.; Constable, R. Todd; Pugh, Kenneth R.] Haskins Labs Inc, New Haven, CT 06511 USA.
[Landi, Nicole] Univ Minnesota, Dept Educ Psychol, Minneapolis, MN 55455 USA.
[Fulbright, Robert K.; Constable, R. Todd] Yale Univ, Sch Med, Dept Diagnost Radiol, New Haven, CT 06510 USA.
[Jacobsen, Leslie] Yale Univ, Sch Med, Dept Psychiat, New Haven, CT 06510 USA.
[Grigorenko, Elena L.] Yale Univ, Ctr Child Study, New Haven, CT 06510 USA.
[Tejada, Eleanor T.; Pugh, Kenneth R.] Yale Univ, Sch Med, Dept Pediat, New Haven, CT 06510 USA.
RP Frost, SJ (reprint author), Haskins Labs Inc, 300 George St, New Haven, CT 06511 USA.
EM frosts@haskins.yale.edu
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NR 51
TC 20
Z9 21
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2009
VL 59
IS 1
BP 78
EP 97
DI 10.1007/s11881-009-0024-y
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 445SI
UT WOS:000266071400005
PM 19306061
ER
PT J
AU Hilte, M
Reitsma, P
AF Hilte, Maartje
Reitsma, Pieter
TI What type of computer-assisted exercise supports young less skilled
spellers in resolving problems in open and closed syllable words?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Children; Orthography; Reading; Spelling; Syllables; Training
ID DUTCH; DISABILITIES; ACQUISITION; PERFORMANCE; ORTHOGRAPHY; CONSISTENCY;
CHILDREN; READERS
AB Dutch bisyllabic words containing open and closed syllables are particularly difficult to spell for children. What kind of support in spelling exercises improves the spelling of these words the most? Two extensions of a commonly used dictation exercise were tested: less skilled spellers in grade 2 (n=50; 7 years and 10 months) either received explicit syllabic segmentation cues or received spelling cues by means of a visual preview. Comparisons between pre-, post-, and retention tests of spelling skill showed that extra syllabic cues did not show a significant improvement beyond normal spelling dictation and that visual preview was most effective as compared to the other types of training. The findings suggest that word-specific knowledge can effectively be improved by exposure to the correct letter pattern during exercises in spelling and seems to result in lasting improvement of word-specific orthographic representations, at least for 5 weeks.
C1 [Hilte, Maartje; Reitsma, Pieter] PI Res VU Amsterdam, NL-1115 ZH Duivendrecht, Netherlands.
RP Hilte, M (reprint author), PI Res VU Amsterdam, POB 366, NL-1115 ZH Duivendrecht, Netherlands.
EM sm.hilte@psy.vu.nl; p.reitsma@psy.vu.nl
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NR 34
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2008
VL 58
IS 2
BP 97
EP 114
DI 10.1007/s11881-008-0019-0
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 376LP
UT WOS:000261185400001
PM 18825500
ER
PT J
AU Huemer, S
Landerl, K
Aro, M
Lyytinen, H
AF Huemer (nee Hintikka), Sini
Landerl, Karin
Aro, Mikko
Lyytinen, Heikki
TI Training reading fluency among poor readers of German: many ways to the
goal
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Computer-assisted training; Consonant clusters; Dyslexia; Paired
reading; Reading fluency
ID DEVELOPMENTAL SURFACE DYSLEXIA; INITIAL CONSONANT CLUSTERS; PHONOLOGICAL
AWARENESS; SPELLING DIFFICULTIES; DISABLED-CHILDREN; WORD RECOGNITION;
ACQUISITION; LANGUAGE; DISABILITY; DEFICIT
AB Outcomes of two training programs aimed at improving reading speed for 39 German-speaking poor readers in grades 2 and 4 were evaluated. During a 6-week training period, a specific target for children in a computer group was to improve reading of word-initial consonant clusters by practice in associating an orthographic unit with a corresponding phonological unit. Children in a paired reading group read books with an adult tutor. The results showed that, in reading words in which the computer-trained sublexical items were included, both groups exhibited similar improvement. A post hoc analysis suggested that computer training was associated with better reading skills with respect to the trained sublexical items; however, this improvement did not show large generalization effects to the words with the sublexical items. The paired reading group showed a more rapid gain in global word reading fluency than the computer group. Neither of the groups improved their pseudoword reading.
C1 [Huemer (nee Hintikka), Sini; Aro, Mikko] Univ Jyvaskyla, Niilo Maki Inst, Jyvaskyla 40014, Finland.
[Huemer (nee Hintikka), Sini; Landerl, Karin] Salzburg Univ, A-5020 Salzburg, Austria.
[Landerl, Karin] Univ Tubingen, Tubingen, Germany.
RP Huemer, S (reprint author), Univ Jyvaskyla, Niilo Maki Inst, POB 35, Jyvaskyla 40014, Finland.
EM sini.huemer@nmi.fi
RI Aro, Mikko/C-3573-2015
OI Aro, Mikko/0000-0002-0545-0591
CR Baker S, 2000, READ RES QUART, V35, P494, DOI 10.1598/RRQ.35.4.3
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NR 68
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2008
VL 58
IS 2
BP 115
EP 137
DI 10.1007/s11881-008-0017-2
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 376LP
UT WOS:000261185400002
PM 18777137
ER
PT J
AU Corkett, J
Parrila, R
AF Corkett, Julie K.
Parrila, Rauno
TI Use of context in the word recognition process by adults with a
significant history of reading difficulties
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Context; Interactive; Lexical access; Modular; Post-lexical; Reading
difficulties; Word recognition
ID LEXICAL AMBIGUITY; SENTENCE CONTEXT; ACTIVATION; MODEL; RESOLUTION;
DYSLEXICS
AB We examined whether university students who report a significant history of reading difficulties (RD; n=24) differed from university students with no history of reading difficulties (NRD; n=31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition latencies. The results suggest that the RD participants' performance is context-sensitive and better explained by interactive models of language processing than by modular models.
C1 [Parrila, Rauno] Univ Alberta, Edmonton, AB T6G 2G5, Canada.
[Corkett, Julie K.] Nipissing Univ, N Bay, ON P1B 8L7, Canada.
RP Parrila, R (reprint author), Univ Alberta, 3-102A Educ N, Edmonton, AB T6G 2G5, Canada.
EM juliec@nipissingu.ca; rauno.parrila@ualberta.ca
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NR 34
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2008
VL 58
IS 2
BP 139
EP 161
DI 10.1007/s11881-008-0018-1
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 376LP
UT WOS:000261185400003
PM 18825501
ER
PT J
AU Semrud-Clikeman, M
Glass, K
AF Semrud-Clikeman, Margaret
Glass, Kimberly
TI Comprehension of humor in children with nonverbal learning disabilities,
reading disabilities, and without learning disabilities
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Humor; Nonverbal learning disability; Reading disability; Visual-spatial
ID CONCEPTUAL TEMPO; DAMAGED PATIENTS; LAUGHTER; COMPETENCE; APPRECIATION;
VALIDITY; FACES
AB The normal development of humor in children has been well documented with a predictable course that is tied to social, cognitive, and linguistic development in children. This study explored humor comprehension in children with nonverbal learning disabilities (NVLD). Children with NVLD were compared with children with reading disabilities and a comparison group of children with no learning disabilities to assess their comprehension of humor. The humor test was composed of a joke and cartoon section. No group differences in humor comprehension were found when the NVLD group was defined as having visual-spatial and visual reasoning deficits. However, when the NVLD group was divided into children with and without social perceptual difficulties as defined by a direct measure of social comprehension, significant group differences were found in the levels of humor comprehension. These results support the association of humor comprehension with social perception and lend tentative support to the hypothesis that children with NVLD may not be a homogenous group. Future study directions include further exploration into the nature of the association between humor comprehension and social perception as well as closer examination of the heterogeneity of NVLD.
C1 [Semrud-Clikeman, Margaret; Glass, Kimberly] Michigan State Univ, E Lansing, MI 48824 USA.
RP Semrud-Clikeman, M (reprint author), Michigan State Univ, E Lansing, MI 48824 USA.
EM semrudcl@msu.edu
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NR 55
TC 12
Z9 12
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2008
VL 58
IS 2
BP 163
EP 180
DI 10.1007/s11881-008-0016-3
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 376LP
UT WOS:000261185400004
PM 18726696
ER
PT J
AU Odegard, TN
Ring, J
Smith, S
Biggan, J
Black, J
AF Odegard, Timothy N.
Ring, Jeremiah
Smith, Stephanie
Biggan, John
Black, Jeff
TI Differentiating the neural response to intervention in children with
developmental dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE fMRI; multisensory intervention; phonological deficit; treatment
response
ID WORD FORM AREA; READING DISABILITIES; BRAIN ACTIVATION; FUSIFORM GYRUS;
REMEDIATION; SYSTEMS; INSTRUCTION; DISRUPTION; OUTCOMES; MATTER
AB Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55-64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.
C1 [Odegard, Timothy N.; Smith, Stephanie; Biggan, John] Univ Texas Arlington, Arlington, TX 76019 USA.
[Ring, Jeremiah; Black, Jeff] Texas Scottish Rite Hosp Children, Dallas, TX 75219 USA.
RP Odegard, TN (reprint author), Univ Texas Arlington, Arlington, TX 76019 USA.
EM odegard@uta.edu
CR AVRIT K, 2006, TAKE FLIGHT COMPREHE
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NR 37
TC 15
Z9 16
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2008
VL 58
IS 1
BP 1
EP 14
DI 10.1007/s11881-008-0014-5
PG 14
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 307RO
UT WOS:000256336200001
PM 18483867
ER
PT J
AU Chung, KKH
McBride-Chang, C
Wong, SL
Cheung, H
Penney, TB
Ho, CSH
AF Chung, Kevin K. H.
McBride-Chang, Catherine
Wong, SimpsonW. L.
Cheung, Him
Penney, Trevor B.
Ho, Connie S. -H.
TI The role of visual and auditory temporal processing for Chinese children
with developmental dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Chinese characters; Chinese children; developmental dyslexia; temporal
order judgement; temporal processing
ID DEFICIT HYPOTHESIS; MORPHOLOGICAL AWARENESS; READING DEVELOPMENT;
PHONEMIC AWARENESS; DISABLED-CHILDREN; POOR READERS; PERCEPTION;
ACQUISITION; SPEECH; SENSITIVITY
AB This study examined temporal processing in relation to Chinese reading acquisition and impairment. The performances of 26 Chinese primary school children with developmental dyslexia on tasks of visual and auditory temporal order judgement, rapid naming, visual-orthographic knowledge, morphological, and phonological awareness were compared with those of 26 reading level ability controls (RL) and 26 chronological age controls (CA). Dyslexic children performed worse than the CA group but similar to the RL group on measures of accurate processing of auditory and visual-order stimuli, rapid naming, morphological awareness, and phonological awareness and a minority performed worse on the two temporal processing tasks. However, hierarchical regression analyses revealed that visual but not auditory temporal processing contributed unique variance to Chinese character recognition even with other cognitive measures controlled, suggesting it may be as important a correlate of reading ability in Chinese as in alphabetic scripts.
C1 [Chung, Kevin K. H.] Hong Kong Inst Educ, Dept Educ Psychol Counselling & Learning Needs, Tai Po, Hong Kong, Peoples R China.
[McBride-Chang, Catherine; Cheung, Him] Chinese Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
[Wong, SimpsonW. L.] Univ Oxford, Oxford, England.
[Penney, Trevor B.] Natl Univ Singapore, Singapore 117548, Singapore.
[Ho, Connie S. -H.] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
RP Chung, KKH (reprint author), Hong Kong Inst Educ, Dept Educ Psychol Counselling & Learning Needs, 10 Ping Rd, Tai Po, Hong Kong, Peoples R China.
EM kevin@ied.edu.hk
RI Ho, Connie/D-4912-2009; Penney, Trevor/A-4554-2010
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NR 82
TC 36
Z9 38
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2008
VL 58
IS 1
BP 15
EP 35
DI 10.1007/s11881-008-0015-4
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 307RO
UT WOS:000256336200002
PM 18483866
ER
PT J
AU Lee, LW
AF Lee, Lay Wah
TI Development and validation of a reading-related assessment battery in
Malay for the purpose of dyslexia assessment
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE validation of reading-related tests; Malay language; dyslexia assessment
in Malay; phonological processing deficit; dyslexia and transparent
orthography
ID PHONOLOGICAL AWARENESS; LEARNING-DISABILITIES; ACQUISITION; HYPOTHESIS;
DEFICITS
AB Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English.
C1 Univ Sains Malaysia, Sch Educ Studies, George Town 11800, Malaysia.
RP Lee, LW (reprint author), Univ Sains Malaysia, Sch Educ Studies, George Town 11800, Malaysia.
EM lwah@usm.my
RI Lee, Lay Wah/E-2405-2012
OI Lee, Lay Wah/0000-0002-0684-7902
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NR 63
TC 10
Z9 10
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2008
VL 58
IS 1
BP 37
EP 57
DI 10.1007/s11881-007-0011-0
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 307RO
UT WOS:000256336200003
PM 18293088
ER
PT J
AU Hintikka, S
Landerl, K
Aro, M
Lyytinen, H
AF Hintikka, Sini
Landerl, Karin
Aro, Mikko
Lyytinen, Heikki
TI Training reading fluency: is it important to practice reading aloud and
is generalization possible?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE computer-assisted training; consonant clusters; dyslexia; generalization
effects; reading fluency
ID DEVELOPMENTAL SURFACE DYSLEXIA; INITIAL CONSONANT CLUSTERS;
SELF-TEACHING HYPOTHESIS; VISUAL WORD RECOGNITION; POOR READERS;
CHILDREN; ACQUISITION; ORTHOGRAPHY; LANGUAGE; DEFICIT
AB Outcomes of three different types of computerized training in sub-lexical items (word-initial consonant clusters) on reading speed for 39 German-speaking poor readers in Grades 2 and 3 were evaluated. A phonological-orthographic association group, a reading aloud group, and a combined group were compared in performance with an untrained control group. During short-term training, the intervention groups showed higher gains than the control group in reading speed of the trained sub-lexical items and of the words containing the trained segments. No differences were found between the intervention groups. In the development of pseudoword reading, the groups did not show differential improvements. The generalization effect to pseudoword reading was similar, whether the pseudowords contained the trained segment as a syllable or as a non-syllabic letter string. The gains induced by training were specific to the materials used in training and did not induce gains in general reading speed.
C1 [Hintikka, Sini; Aro, Mikko] Univ Jyvaskyla, Niilo Maki Inst, Jyvaskyla 40014, Finland.
[Hintikka, Sini; Landerl, Karin] Salzburg Univ, A-5020 Salzburg, Austria.
[Landerl, Karin] Univ Tubingen, Tubingen, Germany.
RP Hintikka, S (reprint author), Univ Jyvaskyla, Niilo Maki Inst, POB 35, Jyvaskyla 40014, Finland.
EM sini.hintikka@nmi.fi
RI Aro, Mikko/C-3573-2015
OI Aro, Mikko/0000-0002-0545-0591
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NR 60
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2008
VL 58
IS 1
BP 59
EP 79
DI 10.1007/s11881-008-0012-7
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 307RO
UT WOS:000256336200004
PM 18483869
ER
PT J
AU Serrano, F
Defior, S
AF Serrano, Francisca
Defior, Sylvia
TI Dyslexia speed problems in a transparent orthography
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE accuracy and speed problems; dyslexia; phonological deficit; transparent
orthographies
ID VISUAL WORD RECOGNITION; DEVELOPMENTAL DYSLEXIA; READING ACQUISITION;
PHONOLOGICAL AWARENESS; NAMING-SPEED; LANGUAGE; DEFICIT; SPANISH;
PERFORMANCE; UNIVERSAL
AB This study was intended to help clarify the nature of dyslexia in Spanish. A sample of 30 children, 8 to 16 years old, participated in this study. Dyslexic children were compared to two control groups, a chronological age-matched control group and a reading level-matched control group. Measures included nonword and pseudohomophone reading (phonological procedure), homophone choice (orthographic procedure), and phonological awareness tasks (syllabic, intrasyllabic, and phonemic level). For each task, accuracy (error percentage) and performance time were measured. Results showed a deficit in the dyslexic group on all the tasks, which was more evident when time was considered. With the results consistent with studies in other transparent orthographies such as Italian and German, speed problems seem to be more evident and relevant than accuracy problems in Spanish dyslexic children.
C1 [Serrano, Francisca; Defior, Sylvia] Univ Granada, Dpto Psicol Evolutiva & Educ, Fac Psicol, E-18071 Granada, Spain.
RP Serrano, F (reprint author), Univ Granada, Dpto Psicol Evolutiva & Educ, Fac Psicol, Campus Cartuja S-N, E-18071 Granada, Spain.
EM fdserran@ugr.es; sdefior@ugr.es
RI Serrano, Francisca/K-8216-2012; Defior, Sylvia/H-2906-2013
OI Defior, Sylvia/0000-0002-2786-3485
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NR 48
TC 33
Z9 39
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2008
VL 58
IS 1
BP 81
EP 95
DI 10.1007/s11881-008-0013-6
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 307RO
UT WOS:000256336200005
PM 18483868
ER
PT J
AU Anthony, JL
Williams, JM
McDonald, R
Francis, DJ
AF Anthony, Jason L.
Williams, Jeffrey M.
McDonald, Renee
Francis, David J.
TI Phonological processing and emergent literacy in younger and older
preschool children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE phonological awareness; phonological memory; rapid naming; emergent
literacy; phonological processing; children; reading; phonological
sensitivity; short-term memory; preschool
ID VARIABLE-DIFFERENCE MODEL; EARLY READING ACQUISITION; DEVELOPMENTAL
DYSLEXIA; DEFICIT HYPOTHESIS; SKILLED READERS; ABILITIES; AWARENESS;
SENSITIVITY; DISABILITIES; MEMORY
AB Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup, structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.
C1 [Anthony, Jason L.] Univ Texas Houston, Hlth Sci Ctr, Div Dev Pediat, Houston, TX 77030 USA.
[Williams, Jeffrey M.; Francis, David J.] Univ Houston, Dept Psychol, Houston, TX USA.
[McDonald, Renee] So Methodist Univ, Dept Psychol, University Pk, TX USA.
RP Anthony, JL (reprint author), Univ Texas Houston, Hlth Sci Ctr, Div Dev Pediat, 7000 Fannin St,Suite 2377, Houston, TX 77030 USA.
EM Jason.L.Anthony@uth.tmc.edu
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NR 45
TC 27
Z9 30
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2007
VL 57
IS 2
BP 113
EP 137
DI 10.1007/s11881-007-0008-8
PG 25
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 244ZS
UT WOS:000251904600001
PM 18058023
ER
PT J
AU Wadsworth, SJ
DeFries, JC
Olson, RK
Willcutt, EG
AF Wadsworth, Sally J. mmm
DeFries, John C.
Olson, Richard K.
Willcutt, Erik G.
TI Colorado longitudinal twin study of reading disability
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE longitudinal; twin; reading disability; cognitive ability; etiology;
genetic; stability
ID DEFICIT HYPERACTIVITY DISORDER; MULTIPLE-REGRESSION ANALYSIS;
LEARNING-DISABILITIES; INDIVIDUAL-DIFFERENCES; DEVELOPMENTAL DYSLEXIA;
GENDER-DIFFERENCES; CHILDREN; DIFFICULTIES; ABILITIES; ETIOLOGY
AB The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points.
C1 [Wadsworth, Sally J. mmm; DeFries, John C.; Olson, Richard K.; Willcutt, Erik G.] Univ Colorado, Inst Behav Genet, Boulder, CO 80309 USA.
RP Wadsworth, SJ (reprint author), Univ Colorado, Inst Behav Genet, 447 UCB, Boulder, CO 80309 USA.
EM Sally.Wadsworth@Colorado.edu; John.DeFries@Colorado.edu;
Richard.Olson@Colorado.edu; Erik.Willeutt@Colorado.edu
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NR 72
TC 23
Z9 24
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2007
VL 57
IS 2
BP 139
EP 160
DI 10.1007/s11881-007-0009-7
PG 22
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 244ZS
UT WOS:000251904600002
PM 18060583
ER
PT J
AU Farver, JM
Nakamoto, J
Lonigan, CJ
AF Farver, JoAnn M.
Nakamoto, Jonathan
Lonigan, Christopher J.
TI Assessing preschoolers' emergent literacy skills in English and Spanish
with the Get Ready to Read! screening tool
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Get Ready to Read! screener; English & Spanish; E-GRTR; S-GRTR; literacy
skills; early literacy; preschoolers; English language learners
ID PHONOLOGICAL PROCESSING ABILITIES; LANGUAGE LEARNERS; DEVELOPMENTAL
DYSLEXIA; PHONEMIC AWARENESS; YOUNG-CHILDREN; LOW-INCOME; INTERVENTION;
DISABILITIES; ACHIEVEMENT; ACQUISITION
AB This study investigated the ability of the English and Spanish versions of the Get Ready to Read! Screener (E-GRTR and S-GRTR) administered at the beginning of the preschool year to predict the oral language and phonological and print processing skills of Spanish-speaking English-language learners (ELLs) and English-only speaking children (EO) at the end of the year. The results revealed that the E-GRTR predicted the EO and ELL children's English emergent literacy skills and the ELL children's Spanish emergent literacy skills, and the S-GRTR predicted the ELL children's English and Spanish emergent literacy skills. For both groups, the E-GRTR and the S-GRTR were better at predicting children's print knowledge in English and Spanish compared to the other emergent literacy measures. The findings suggest that both screeners can be used effectively to assess preschool children's emergent literacy skills.
C1 [Farver, JoAnn M.; Nakamoto, Jonathan] Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA.
[Lonigan, Christopher J.] Florida State Univ, Tallahassee, FL 32306 USA.
RP Farver, JM (reprint author), Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA.
EM Farver@usc.edu
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NR 71
TC 4
Z9 4
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2007
VL 57
IS 2
BP 161
EP 178
DI 10.1007/s11881-007-0007-9
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 244ZS
UT WOS:000251904600003
PM 18008165
ER
PT J
AU Davies, R
Cuetos, F
Glez-Seijas, RM
AF Davies, Robert
Cuetos, Fernando
Glez-Seijas, Rosa Mary
TI Reading development and dyslexia in a transparent orthography: a survey
of Spanish children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Spanish; reading; development; dyslexia; frequency; length;
neighbourhood
ID VISUAL WORD RECOGNITION; LEXICAL ACCESS; GERMAN CHILDREN; LEVEL DESIGN;
FREQUENCY; ENGLISH; ACQUISITION; READERS; MODEL; CONSISTENCY
AB Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However, dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading speed, and the latter is influenced by specific knowledge about words.
C1 [Davies, Robert] Oxford Brookes Univ, Sch Social Sci & Law, Dept Psychol, Oxford OX3 0BP, England.
[Glez-Seijas, Rosa Mary] Univ A Coruna, Coruna, Galicia, Spain.
[Davies, Robert; Cuetos, Fernando] Univ Oviedo, Oviedo, Spain.
RP Davies, R (reprint author), Oxford Brookes Univ, Sch Social Sci & Law, Dept Psychol, Headington Campus, Oxford OX3 0BP, England.
EM R.Davies@brookes.ac.uk
RI Cuetos, Fernando/B-4337-2011
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NR 65
TC 36
Z9 38
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD DEC
PY 2007
VL 57
IS 2
BP 179
EP 198
DI 10.1007/s11881-007-0010-1
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 244ZS
UT WOS:000251904600004
PM 18041589
ER
PT J
AU Torppa, M
Tolvanen, A
Poikkeus, AM
Eklund, K
Lerkkanen, MK
Leskinen, E
Lyytinen, H
AF Torppa, Minna
Tolvanen, Asko
Poikkeus, Anna-Maija
Eklund, Kenneth
Lerkkanen, Marja-Kristiina
Leskinen, Esko
Lyytinen, Heikki
TI Reading development subtypes and their early characteristics
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE reading subtypes; familial dyslexia risk; language development; simple
view of reading
ID FAMILIAL RISK; LANGUAGE IMPAIRMENT; COMPREHENSION DIFFICULTIES;
PHONOLOGICAL AWARENESS; INDIVIDUAL-DIFFERENCES; REGULAR ORTHOGRAPHIES;
BEGINNING READERS; COMPONENT SKILLS; WORKING-MEMORY; SCHOOL-AGE
AB The present findings are drawn from the Jyvaskyla Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing reading development in the follow-up sample. The mixture modeling procedure resulted in five subtypes: (1) poor readers, (2) slow decoders, (3) poor comprehenders, (4) average readers, and (5) good readers. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and the controls, and they were overrepresented in slow decoders subtype. Differences between the subtypes were found in the early language and literacy skill development, as well as in the reading experiences of the reading subtypes.
C1 Univ Jyvaskyla, Dept Psychol, Jyvaskyla 40014, Finland.
Univ Jyvaskyla, Dept Teacher Educ, Jyvaskyla, Finland.
Univ Jyvaskyla, Dept Math & Stat, Jyvaskyla, Finland.
RP Torppa, M (reprint author), Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
EM Minna.Torppa@psyka.jyu.fi
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NR 82
TC 31
Z9 34
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2007
VL 57
IS 1
BP 3
EP 32
DI 10.1007/s11881-007-0003-0
PG 30
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 181BM
UT WOS:000247411800002
PM 17849214
ER
PT J
AU Vloedgraven, JMT
Verhoeven, L
AF Vloedgraven, Judith M. T.
Verhoeven, Ludo
TI Screening of phonological awareness in the early elementary grades: an
IRT approach
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE phonological awareness; item response theory; dimensionality; growth
ID REMEDIATED POOR READERS; DIFFICULT-TO-REMEDIATE; READING-DISABILITY;
PHONEMIC AWARENESS; DEVELOPMENTAL DYSLEXIA; PROCESSING ABILITIES;
PRESCHOOL-CHILDREN; ACQUISITION; LITERACY; INTERVENTION
AB The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis and analyses conducted within the framework of item response theory showed one latent ability to underlie the different sets of items, which nevertheless differed in difficulty. Analyses in terms of the children's ability further showed the phonological awareness measures to be sensitive to growth. The amount of information supplied by the different sets of items depended on the children's level of ability. The conclusion that it is possible to accurately monitor the development of children's phonological awareness in the early elementary grades appears to be justified, and this possibility opens up new perspectives for the early screening for reading problems and dyslexia.
C1 Radboud Univ Nijmegen, Dept Special Educ, NL-6500 HE Nijmegen, Netherlands.
RP Vloedgraven, JMT (reprint author), Radboud Univ Nijmegen, Dept Special Educ, POB 9104, NL-6500 HE Nijmegen, Netherlands.
EM J.Vloedgraven@pwo.ru.nl; L.Verhoeven@pwo.ru.nl
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NR 56
TC 21
Z9 21
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2007
VL 57
IS 1
BP 33
EP 50
DI 10.1007/s11881-007-0001-2
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 181BM
UT WOS:000247411800003
PM 17849215
ER
PT J
AU Leong, CK
Hau, KT
Tse, SK
Loh, KY
AF Leong, Che Kan
Hau, Kit Tai
Tse, Shek Kam
Loh, Ka Yee
TI Component skills of text comprehension in less competent Chinese
comprehenders
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE Chinese reading comprehension impairment; pseudoword reading; onset-rime
segmentation; RAN; verbal working memory
ID CHILDRENS READING-COMPREHENSION; WORKING-MEMORY DEFICITS; PHONOLOGICAL
AWARENESS; INDIVIDUAL-DIFFERENCES; POOR COMPREHENDERS; LANGUAGE
COMPREHENSION; WORD RECOGNITION; HONG-KONG; PREDICTORS; INFERENCE
AB The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders compared with 37 reading comprehension control students and 23 chronological age controls. It was hypothesized that the target students would perform poorly on these cognitive and linguistic tasks as compared with their controls. Furthermore, verbal working memory and pseudoword reading would explain a considerable amount of individual variation in Chinese text comprehension. RAN would have a nonsignificant role in text comprehension. Structural equation analyses and hierarchical multiple regression analyses generally upheld these hypotheses. Our findings support current literature of the role of verbal working memory in reading comprehension found in English. The results, however, suggest differential role of the constructs and the tasks in reading comprehension and provide some answers for comprehension impairment in Chinese students.
C1 Univ Saskatchewan, Dept Educ Psychol & Special Educ, Saskatoon, SK S7N 0X1, Canada.
Chinese Univ Hong Kong, Dept Educ Psychol, Shatin, Hong Kong, Peoples R China.
Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
RP Leong, CK (reprint author), Univ Saskatchewan, Dept Educ Psychol & Special Educ, 28 Campus Dr, Saskatoon, SK S7N 0X1, Canada.
EM chekan.leong@usask.ca; kthau@cuhk.edu.hk; sktse@hkucc.hku.hk;
ekyloh@hkucc.hku.hk
RI Loh, Elizabeth/E-9910-2010; Hau, Kit-Tai/K-2995-2013
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NR 72
TC 14
Z9 14
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2007
VL 57
IS 1
BP 75
EP 97
DI 10.1007/s11881-007-0004-z
PG 23
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 181BM
UT WOS:000247411800005
PM 17849217
ER
PT J
AU Bakker, DJ
Van Strien, JW
Licht, R
Smit-Glaude, SWD
AF Bakker, Dirk J.
Van Strien, Jan W.
Licht, Robert
Smit-Glaude, Sietsia W. D.
TI Cognitive brain potentials in kindergarten children with subtyped risks
of reading retardation
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE kindergarten children; children at-risk of reading problems;
ERP-validation of subtyped risks
ID DISABILITY DEPEND; ABILITIES; GUESSERS; DYSLEXIA; BOYS
AB Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia.
C1 Vrije Univ Amsterdam, Amsterdam, Netherlands.
Erasmus Univ, Rotterdam, Netherlands.
Sociaal Med Ctr Snouck van Loosen, Enkhuizen, Netherlands.
RP Bakker, DJ (reprint author), Beerstratenlaan 47, NL-2421 GN Nieuwkoop, Netherlands.
EM dirkjbak@planet.nl; vanstrien@fsw.eur.nl; r.licht@psy.vu.nl;
info@dyslexie.nu
RI Van Strien, Jan/A-1673-2008
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NR 28
TC 0
Z9 0
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD JUN
PY 2007
VL 57
IS 1
BP 99
EP 111
DI 10.1007/s11881-007-0005-y
PG 13
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 181BM
UT WOS:000247411800006
PM 17849218
ER
PT J
AU Olson, RK
AF Olson, Richard K.
TI Genes, environment, and dyslexia - The 2005 Norman Geschwind memorial
lecture
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE behavioral genetics; development; dyslexia; environment; genes; reading
disability; twins
AB This article presents an overview of some methods and results from our continuing studies of genetic and environmental influences on dyslexia, and on individual differences across the normal range that have been conducted over the past 25 years in the Colorado Learning Disabilities Research Center (CLDRC) and in related projects. CLDRC investigators compare the similarities of identical twin pairs who share all their genes and fraternal twins who share half their segregating genes to assess the balance of genetic, shared family environment, and nonshared environment influences on dyslexia and on individual differences across the normal range. We have learned that among the children we have studied in Colorado, group deficits in reading (dyslexia) and individual differences in reading across the normal range are primarily due to genetic influences, and these genetic influences are often shared with some of the same genetic influences on deficits and individual differences in language and ADHD. We have also learned from our molecular-genetic linkage studies that there are regions on several chromosomes likely to contain genes that influence dyslexia. Several specific genes within these regions have been tentatively identified through molecular-genetic association analyses, but much more research is needed to understand the pathways among specific genes, regions of noncoding DNA that regulate the activity of those genes, the brain, and dyslexia. I conclude with a discussion of our research on individual differences in early reading development, on the role of early learning constraints in dyslexia, and on how genetic influences are expressed through their interaction and correlation with the environment.
C1 Univ Colorado, Colorado Learning Disabil Res Ctr, Boulder, CO 80309 USA.
RP Olson, RK (reprint author), Univ Colorado, Colorado Learning Disabil Res Ctr, Boulder, CO 80309 USA.
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NR 82
TC 21
Z9 21
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 205
EP 238
DI 10.1007/s11881-006-0010-6
PG 34
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600003
PM 17849199
ER
PT J
AU Anthony, JL
Williams, JM
McDonald, R
Corbitt-Shindler, D
Carlson, CD
Francis, DJ
AF Anthony, Jason L.
Williams, Jeffrey M.
McDonald, Renee
Corbitt-Shindler, Deborah
Carlson, Coleen D.
Francis, David J.
TI Phonological processing and emergent literacy in Spanish-speaking
preschool children
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE emergent literacy; phonological awareness; phonological memory; RAN
AB Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children's ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.
C1 [Anthony, Jason L.] Univ Texas Houston, Hlth Sci Ctr, Div Dev Pediat, Houston, TX 77030 USA.
[Williams, Jeffrey M.; Carlson, Coleen D.; Francis, David J.] Univ Houston, Houston, TX 77004 USA.
[McDonald, Renee; Corbitt-Shindler, Deborah] So Methodist Univ, Dallas, TX 75275 USA.
RP Anthony, JL (reprint author), Univ Texas Houston, Hlth Sci Ctr, Div Dev Pediat, 7000 Fannin St,Suite 2377, Houston, TX 77030 USA.
EM Jason.L.Anthony@uth.tmc.edu
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NR 62
TC 17
Z9 17
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 239
EP 270
DI 10.1007/s11881-006-0011-5
PG 32
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600004
PM 17849200
ER
PT J
AU Bosman, AMT
Vonk, W
van Zwam, M
AF Bosman, Anna M. T.
Vonk, Wietske
van Zwam, Margriet
TI Spelling consistency affects reading in young Dutch readers with and
without dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE dyslexia; reading; resonance models; spelling; spelling consistency;
visual-word perception
ID VISUAL WORD RECOGNITION; FIXED-EFFECT FALLACY; DEVELOPMENTAL DYSLEXIA;
FEEDBACK CONSISTENCY; SEMANTIC AMBIGUITY; SOUND CONSISTENCY; LEXICAL
DECISION; FREQUENCY WORDS; VERTICAL-BAR; 2-WAY STREET
AB Lexical-decision studies with experienced English and French readers have shown that visual-word identification is not only affected by pronunciation inconsistency of a word (i.e., multiple ways to pronounce a spelling body), but also by spelling inconsistency (i.e., multiple ways to spell a pronunciation rime). The aim of this study was to compare the reading behavior of young Dutch readers with dyslexia to the behavior of readers without dyslexia. All students participated in a lexical-decision task in which we presented pronunciation-consistent words and pseudowords. Half of the pronunciation-consistent stimuli were spelling consistent and the other half were spelling inconsistent. All three reader groups, that is, students with dyslexia, age-match students, and reading-match students, read spelling-consistent words faster than spelling-inconsistent words. Overall reading speed of students with dyslexia was similar to that of reading-match students, and was substantially slower than that of age-match students. The results suggest that reading in students with or without dyslexia is similarly affected by spelling inconsistency. Subtle qualitative differences emerged, however, with respect to pseudoword identification. The conclusion was that the findings were best interpreted in terms of a recurrent-feedback model.
C1 [Bosman, Anna M. T.] Radboud Univ Nijmegen, Fac Social Sci, Dept Special Educ, NL-6500 HE Nijmegen, Netherlands.
[Bosman, Anna M. T.] Inst Behav Sci, NL-6500 HE Nijmegen, Netherlands.
[Vonk, Wietske; van Zwam, Margriet] Max Planck Inst Psycholinguist, Nijmegen, Netherlands.
RP Bosman, AMT (reprint author), Radboud Univ Nijmegen, Fac Social Sci, Dept Special Educ, POB 9104, NL-6500 HE Nijmegen, Netherlands.
EM a.bosman@pwo.ru.nl
RI Bosman, Anna/C-9697-2012
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NR 79
TC 13
Z9 13
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 271
EP 300
DI 10.1007/s11881-006-0012-4
PG 30
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600005
PM 17849201
ER
PT J
AU Hilte, M
Reitsma, P
AF Hilte, Maartje
Reitsma, Pieter
TI Spelling pronunciation and visual preview both facilitate learning to
spell irregular words
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE children; loan words; orthography; reading; spelling; spelling
pronunciation; training
AB Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective of age or spelling ability.
C1 [Hilte, Maartje; Reitsma, Pieter] PI Res VU, NL-1115 ZH Duivendrecht, Netherlands.
RP Hilte, M (reprint author), PI Res VU, POB 366, NL-1115 ZH Duivendrecht, Netherlands.
EM sm.hilte@psy.vu.nl
CR BOSMAN A, 2005, SPELLING STRAN UNPUB
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THALER V, 2006, SPELLING PRONU UNPUB
NR 27
TC 2
Z9 2
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 301
EP 318
DI 10.1007/s11881-006-0013-3
PG 18
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600006
PM 17849202
ER
PT J
AU Baluch, B
Danaye-Tousi, M
AF Baluch, Bahman
Danaye-Tousi, Maryam
TI Spelling transparency and its impact on dyslexic and unimpaired
children's memory for words
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE children; developmental dyslexics; memory; Persian; spelling
transparency
AB The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n = 29, mean age = 9.4, SD = 1.4), unimpaired readers matched on age ( n = 49, mean age = 9, SD = 1.3), and reading age (n = 23, mean age = 7.2, SD = 0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications of these results are discussed.
C1 [Baluch, Bahman] Middlesex Univ, Sch Hlth & Social Sci, Enfield EN3 4SF, Middx, England.
[Danaye-Tousi, Maryam] Univ Social Welf & Rehabil Sci, Res Ctr Speech & Language Sci, Tehran, Iran.
RP Baluch, B (reprint author), Middlesex Univ, Sch Hlth & Social Sci, Enfield EN3 4SF, Middx, England.
EM bahman1@mdx.ac.uk
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NR 53
TC 3
Z9 3
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 319
EP 334
DI 10.1007/s11881-006-0014-2
PG 16
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600007
PM 17849203
ER
PT J
AU Au, A
Lovegrove, W
AF Au, Agnes
Lovegrove, William
TI Rapid visual processing by college students in reading irregular words
and phonologically regular pseudowords presented singly and in
contiguity
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE college students; irregular words; normal readers; phonologically
regular pseudowords; presentation format; rapid visual processing; word
reading
AB Using normal adult readers, this study examined the relative involvement of magnocellular and parvocellular processes in reading English phonologically regular pseudowords and irregular words presented in isolation and in contiguity from left to right. The data showed that a low temporal frequency visual measure that implied more parvocellular involvement was active in processing irregular words presented singly and pseudowords presented in contiguity. However, the results failed to show the involvement of the magnocellular pathway (as implicated by low spatial and/or high temporal frequency visual measures) in reading words presented in contiguity from left to right. The discrepancy was discussed in terms of the sensitivity of the tasks used in testing the two pathways.
C1 [Au, Agnes] James Cook Univ, Dept Psychol, Cairns, Qld 4870, Australia.
[Lovegrove, William] Univ So Queensland, Off Vice Chancellor, Toowoomba, Qld 4350, Australia.
RP Au, A (reprint author), James Cook Univ, Dept Psychol, POB 6811, Cairns, Qld 4870, Australia.
EM agnes.au@jcu.edu.au; vc@usq.edu.au
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NR 73
TC 1
Z9 1
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
EI 1934-7243
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 335
EP 360
DI 10.1007/s11881-006-0015-1
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600008
PM 17849204
ER
PT J
AU Lundberg, I
Sterner, G
AF Lundberg, Ingvar
Sterner, Gorel
TI Reading, arithmetic, and task orientation - How are they related?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE arithmetic; crosslagged correlation; dyscalculia; dyslexia; reading;
task orientation; working memory
AB A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be causally interpreted in cross-sectional designs. Some support for a "causal" hypothesis, however, was obtained in crosslagged correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading, and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship.
C1 [Lundberg, Ingvar; Sterner, Gorel] Gothenburg Univ, Dept Psychol, SE-40530 Gothenburg, Sweden.
RP Lundberg, I (reprint author), Gothenburg Univ, Dept Psychol, Box 500, SE-40530 Gothenburg, Sweden.
EM ingvar.lundberg@psy.gu.se
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NR 38
TC 11
Z9 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PD SEP
PY 2006
VL 56
IS 2
BP 361
EP 377
DI 10.1007/s11881-006-0016-0
PG 17
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA V44NY
UT WOS:000203010600009
PM 17849205
ER
PT J
AU Katzir, T
Kim, Y
Wolf, M
O'Brien, B
Kennedy, B
Lovett, M
Morris, R
AF Katzir, T
Kim, Y
Wolf, M
O'Brien, B
Kennedy, B
Lovett, M
Morris, R
TI Reading fluency: The whole is more than the parts
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE comprehension; dyslexia; phonological awareness; RAN; reading fluency;
word reading
ID DOUBLE-DEFICIT HYPOTHESIS; PHONOLOGICAL AWARENESS; WORD IDENTIFICATION;
DYSLEXIA; CHILDREN; DISABILITIES; READERS; SPEED; TEXT; MEMORY
AB This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.
C1 Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA.
Tufts Univ, Medford, MA 02155 USA.
Lasell Coll, Newton, MA USA.
Hosp Sick Children, Toronto, ON M5G 1X8, Canada.
Georgia State Univ, Atlanta, GA 30303 USA.
RP Katzir, T (reprint author), Harvard Univ, Grad Sch Educ, 14 Appian Way,Larsen 603, Cambridge, MA 02138 USA.
EM katzirta@gse.harvard.edu
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NR 79
TC 57
Z9 57
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2006
VL 56
IS 1
BP 51
EP 82
DI 10.1007/s11881-006-0003-5
PG 32
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 051JK
UT WOS:000238157200003
PM 17849208
ER
PT J
AU Miller, CJ
Miller, SR
Bloom, JS
Jones, L
Lindstrom, W
Craggs, J
Garcia-Barrera, M
Semrud-Clikeman, M
Gilger, JW
Hynd, GW
AF Miller, CJ
Miller, SR
Bloom, JS
Jones, L
Lindstrom, W
Craggs, J
Garcia-Barrera, M
Semrud-Clikeman, M
Gilger, JW
Hynd, GW
TI Testing the double-deficit hypothesis in an adult sample
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE adults; dyslexia; phonological awareness; rapid naming; reading; reading
disability; statistical models
ID READING-DISABILITY; PHONOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIAS;
PHONEMIC AWARENESS; FAMILIAL DYSLEXIA; SPELLING-ERRORS; POOR READERS;
NAMING SPEED; PERSISTENCE; FLUENCY
AB The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the, double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.
C1 CUNY Queens Coll, Dept Psychol, Flushing, NY 11367 USA.
Mt Sinai Sch Med, New York, NY USA.
Univ Georgia, Athens, GA 30602 USA.
Univ Texas, Austin, TX 78712 USA.
Purdue Univ, W Lafayette, IN 47907 USA.
RP Miller, CJ (reprint author), CUNY Queens Coll, Dept Psychol, 65-30 Kissena Blvd, Flushing, NY 11367 USA.
EM carlin_miller@qc.edu
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NR 49
TC 6
Z9 6
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2006
VL 56
IS 1
BP 83
EP 102
DI 10.1007/s11881-006-0004-4
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 051JK
UT WOS:000238157200004
PM 17849209
ER
PT J
AU Deacon, SH
Parrila, R
Kirby, JR
AF Deacon, SH
Parrila, R
Kirby, JR
TI Processing of derived forms in high-functioning dyslexics
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE derivational processing; high-functioning dyslexics; morphology;
orthographic complexity; reading difficulties
ID DEVELOPMENTAL DYSLEXIA; DERIVATIONAL MORPHOLOGY; WORD IDENTIFICATION;
ADULT DYSLEXICS; STUDENTS; AWARENESS; LANGUAGE; CHILDREN; SKILLS;
DIFFICULTIES
AB We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants'. response times varied systematically as a function of morphological complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular aspect of morphology; that of derived forms.
C1 Dalhousie Univ, Dept Psychol, LSC, Halifax, NS B3H 4J1, Canada.
Univ Alberta, Edmonton, AB, Canada.
Queens Univ, Kingston, ON, Canada.
RP Deacon, SH (reprint author), Dalhousie Univ, Dept Psychol, LSC, 1355 Oxford St, Halifax, NS B3H 4J1, Canada.
EM sdeacon@dal.ca
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NR 69
TC 14
Z9 14
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2006
VL 56
IS 1
BP 103
EP 128
DI 10.1007/s11881-006-0005-3
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 051JK
UT WOS:000238157200005
PM 17849210
ER
PT J
AU Sparks, RL
Patton, J
Ganschow, L
Humbach, N
Javorsky, J
AF Sparks, RL
Patton, J
Ganschow, L
Humbach, N
Javorsky, J
TI Native language predictors of foreign language proficiency and foreign
language aptitude
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE foreign language aptitude; native language; prediction; proficiency
ID WORD RECOGNITION; HIGH-SCHOOL; PHONOLOGICAL AWARENESS;
INDIVIDUAL-DIFFERENCES; LEARNING-DIFFICULTIES; READING PERFORMANCE;
PROCESSING SKILLS; HIGH-RISK; 2ND-LANGUAGE; LEARNERS
AB Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade. Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal) intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between L1 and L2 skills, and for speculation that '' lower level '' skills in phonological processing are important for written language development and oral proficiency in a FL.
C1 Coll Mt St Joseph, Dept Educ, Cincinnati, OH 45233 USA.
Miami Univ, Oxford, OH 45056 USA.
Oakland Univ, Rochester, MI 48063 USA.
RP Sparks, RL (reprint author), Coll Mt St Joseph, Dept Educ, 5701 Delhi Rd, Cincinnati, OH 45233 USA.
EM richard_sparks@mail.msj.edu
CR AARON PG, 1991, J LEARN DISABIL, V24, P178
*ACTFL, 1989, AM COUNC TEACH FOR L
American Council on the Teaching of Foreign Languages, 1986, ACTFL PROF GUID
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NR 93
TC 28
Z9 28
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2006
VL 56
IS 1
BP 129
EP 160
DI 10.1007/s11881-006-0006-2
PG 32
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 051JK
UT WOS:000238157200006
PM 17849211
ER
PT J
AU Kahn-Horwitz, J
Shimron, J
Sparks, RL
AF Kahn-Horwitz, J
Shimron, J
Sparks, RL
TI Weak and strong novice readers of English as a foreign language: Effects
of first language and socioeconomic status
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE foreign language; reading; socioeconomic status; weak and strong
beginners
ID INDIVIDUAL-DIFFERENCES; WORD RECOGNITION; SKILLED READERS; CHILDREN;
LITERACY; HEBREW; ACQUISITION; MORPHOLOGY; PHONOLOGY; LEARNERS
AB This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated, the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.
C1 Univ Haifa, Dept Learning Disabil, Fac Educ, IL-31905 Haifa, Israel.
Coll Mt St Joseph, Cincinnati, OH USA.
RP Kahn-Horwitz, J (reprint author), Univ Haifa, Dept Learning Disabil, Fac Educ, IL-31905 Haifa, Israel.
EM horwitz@netvision.net.il
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NR 68
TC 13
Z9 13
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2006
VL 56
IS 1
BP 161
EP 185
DI 10.1007/s11881-006-0007-1
PG 25
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 051JK
UT WOS:000238157200007
PM 17849212
ER
PT J
AU Penney, TB
Leung, KM
Chan, PC
Meng, XZ
McBride-Chang, CA
AF Penney, TB
Leung, KM
Chan, PC
Meng, XZ
McBride-Chang, CA
TI Poor readers of Chinese respond slower than good readers in
phonological, rapid naming, and interval timing tasks
SO ANNALS OF DYSLEXIA
LA English
DT Article
ID AUDITORY TEMPORAL PERCEPTION; STOP-REACTION-TIME; SPEECH-PERCEPTION;
DEVELOPMENTAL DYSLEXIA; LEARNING-DISABILITIES; READING ACQUISITION;
DEFICITS; CHILDREN; MEMORY; SKILLS
AB The role of information processing deficits in poor readers of nonalphabetic scripts such as Chinese is not well documented. Here, we examined perceptual processing in good and poor readers of Chinese. Specifically, two groups of third grade children comprising 20 "good readers" and 19 "poor readers," drawn from a larger pool of 254 students, were tested using an auditory version of the Stop Reaction Time (Stop-RT) interval timing task, a phoneme perception task, and several measures of phonological awareness and orthographic processing. Mean Stop RTs for good readers were significantly faster than those for poor readers, and good readers were also faster in a test of rapid digit naming, but good and poor readers did not differ on measures of phoneme onset awareness or orthographic processing. Although good and poor readers did not differ in overall categorical perception of vertical bar pa5 vertical bar and vertical bar p(h)a5 vertical bar stimuli, the good readers responded significantly faster than the poor readers. Taken together, the group differences obtained here are consistent with a slowing of information processing and behavioral output in poor readers of Chinese, rather than a loss of temporal resolution of perceptual processing.
C1 Chinese Univ Hong Kong, Dept Psychol, Sha Tin 100083, NT, Peoples R China.
Peking Univ, Dept Psychol, Beijing, Peoples R China.
RP Penney, TB (reprint author), Chinese Univ Hong Kong, Dept Psychol, Sha Tin 100083, NT, Peoples R China.
EM ney@psy.cuhk.edu.hk
RI Penney, Trevor/A-4554-2010
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NR 44
TC 0
Z9 0
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 1
BP 9
EP 27
DI 10.1007/s11881-005-0002-y
PG 19
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 936KF
UT WOS:000229853200002
PM 16107778
ER
PT J
AU Badian, NA
AF Badian, NA
TI Does a visual-orthographic deficit contribute to reading disability?
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE letter orientation; low level visual processing; naming speed;
phonological awareness; reading disability; visual-orthographic skills
ID PHONOLOGICAL AWARENESS; NAMING-SPEED; DEVELOPMENTAL DYSLEXICS;
CONVERGING EVIDENCE; POOR READERS; HYPOTHESIS; SKILLS; ORIENTATION;
SUBGROUPS; SUBTYPES
AB In this study, visual-orthographic skills were defined as the ability to recognize whether letters and numerals are correctly oriented. Aims were to investigate whether visual-orthographic skills would contribute independent variance to reading, and whether children with a visual-orthographic deficit would be more impaired readers than similar children without this deficit. Participants were 207 children, aged 8 to 10 years, who attended school in a small suburban community. Because of the evidence that phonological awareness and naming speed are strongly related to reading, visual-orthographic skills were entered into hierarchical regression analyses following these variables. With age, verbal IQ, and verbal short-term memory also controlled, visual-orthographic skills accounted for significant independent variance in all reading measures. When children With a visual-orthographic deficit (29% of the sample) were compared with those without this deficit, they were significantly lower oil all reading variables. At 8 to 10 years of age, reading progress of some children continues to be hampered by a problem in orthographic memory for the orientation of letters and numerals. Such children will require special attention, but their problems may be overlooked. As recommended by Willows and Terepocki (1993), there is need for further research oil the phenomenon of letter reversals when they occur among children beyond first grade.
C1 Harvard Univ, Sch Med, Boston, MA 02115 USA.
Harvard Univ, Childrens Hosp, Boston, MA 02115 USA.
RP Badian, NA (reprint author), 101 Monroe Rd, Quincy, MA 02169 USA.
EM nathlieb@aol.com
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NR 66
TC 23
Z9 23
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 1
BP 28
EP 52
DI 10.1007/s11881-005-0003-x
PG 25
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 936KF
UT WOS:000229853200003
PM 16107779
ER
PT J
AU Catone, WV
Brady, SA
AF Catone, WV
Brady, SA
TI The inadequacy of Individual Educational Program (IEP) goals for high
school students with word-level reading difficulties
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE basic skills deficits; decoding deficits; high school students; IEP;
older poor readers; reading disabilities; reading remediation
ID LEARNING-DISABILITIES; PHONOLOGICAL AWARENESS; COLLEGE-STUDENTS; EARLY
LITERACY; CONTENT AREA; TEACHERS; INSTRUCTION; KNOWLEDGE; DYSLEXIA;
LANGUAGE
AB This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the tipper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.
C1 Univ Rhode Isl, Dept Psychol, Kingston, RI 02883 USA.
Haskins Labs Inc, New Haven, CT USA.
RP Catone, WV (reprint author), POB 171, W Kingston, RI 02892 USA.
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NR 83
TC 6
Z9 6
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 1
BP 53
EP 78
DI 10.1007/s11881-005-0004-9
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 936KF
UT WOS:000229853200004
PM 16107780
ER
PT J
AU Raman, I
Weekes, BS
AF Raman, I
Weekes, BS
TI Acquired dyslexia in a Turkish-English speaker
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE acquired dyslexia; orthographic transparency; phonological deficit;
Turkish-English bilingual and biscriptal reader
ID VISUAL WORD RECOGNITION; ACCESSING LEXICAL REPRESENTATIONS; SURFACE
DYSLEXIA; DEEP DYSPHASIA; READING ALOUD; DUAL-ROUTE; PROGRESSIVE
APHASIA; DIFFERENT LANGUAGES; PATIENT; CHINESE
AB The Turkish script is characterised by completely transparent bidirectional mappings between orthography and phonology. To date, there has been no reported evidence of acquired dyslexia in Turkish speakers leading to the naive view that reading and writing problems in Turkish are probably rare. We examined the extent to which phonological impairment and orthographic transparency influence reading disorders in a native Turkish speaker. BRB is a bilingual Turkish-English speaker with deep dysphasia accompanied by acquired dyslexia in both languages. The main findings are an effect of imageability on reading in Turkish coincident with surface dyslexia in English and preserved nonword reading. BRBs acquired dyslexia suggests that damage to phonological representations might have a consequence for learning to read in Turkish. We argue that BRBs acquired dyslexia has a common locus in chronic underactivation of phonological representations in Turkish and English. Despite a common locus, reading problems manifest themselves differently according to properties of the script and the type of task.
C1 Univ Sussex, Dept Psychol, Brighton BN1 9QN, E Sussex, England.
Middlesex Univ, London N17 8HR, England.
RP Weekes, BS (reprint author), Univ Sussex, Dept Psychol, Brighton BN1 9QN, E Sussex, England.
EM bsw@biols.susx.ac.uk
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NR 80
TC 13
Z9 13
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 1
BP 79
EP 104
DI 10.1007/s11881-005-0005-8
PG 26
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 936KF
UT WOS:000229853200005
PM 16107781
ER
PT J
AU Kobayashi, MS
Haynes, CW
Macaruso, P
Hook, PE
Kato, J
AF Kobayashi, MS
Haynes, CW
Macaruso, P
Hook, PE
Kato, J
TI Effects of mora deletion, nonword repetition, rapid naming, and visual
search performance on beginning reading in Japanese
SO ANNALS OF DYSLEXIA
LA English
DT Article; Proceedings Paper
CT Meeting of the Society-of-Cognitive-Neuropsychology
CY 2003
CL JAPAN
SP Soc Cognit Neuropsychol
DE Japanese kana; mora deletion; phonological awareness; rapid naming;
reading
ID DOUBLE-DEFICIT HYPOTHESIS; DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL
AWARENESS; DISABLED READERS; VERBAL MEMORY; CHILDREN; DISABILITIES;
WORDS; KANA; SEGMENTATION
AB This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological inemory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries-hiragana and katakana (collectively termed "kana")-and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols; [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension Was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribitte unique variance to any reading measure, it correlated highly with kanji RAN. Iniplications of these findings,for research anti practice are discussed.
C1 Sophia Univ, Tokyo 102, Japan.
MGH Inst Hlth Profess, Boston, MA USA.
Community Coll Rhode Isl, Lincoln, NE USA.
Haskins Labs Inc, New Haven, CT USA.
MGH Inst Hlth Profess, Boston, MA USA.
Clin Kato & Japan Dyslexia Res Assoc, Kawasaki, Kanagawa, Japan.
RP Haynes, CW (reprint author), Massachusetts Gen Hosp, Inst Hlth Profess, Grad Program Commun Sci & Disorders, 36 1st Ave, Boston, MA 02129 USA.
EM chaynes@mghihp.edu
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NR 66
TC 10
Z9 10
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 1
BP 105
EP 128
DI 10.1007/s11881-005-0006-7
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 936KF
UT WOS:000229853200006
PM 16107782
ER
PT J
AU Galaburda, AM
AF Galaburda, AM
TI Dyslexia - A molecular disorder of neuronal migration - The 2004 Norman
Geschwind Memorial Lecture
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE auditory processing; brain; dyslexia; genes; neuronal migration;
plasticity; sex differences
ID AUDITORY-PROCESSING DEFICITS; QUANTITATIVE-TRAIT LOCUS; CHROMOSOME 6P
INFLUENCES; DEVELOPMENTAL DYSLEXIA; CEREBRAL LATERALIZATION; BIOLOGICAL
MECHANISMS; MICROGYRIC RATS; SEX-DIFFERENCES; CEREBROCORTICAL
MICRODYSGENESIS; READING-DISABILITY
AB For 25 years now, there has been a serious attempt to get at the fundamental cause(s) of dyslexia in our laboratory. A great deal of research has been carried out on the psychological and brain underpinnings of the linguistic dysfunctions seen in dyslexia, but attempts to get at its cause have been limited. Initially, observations were made on the brains of persons with dyslexia who had died and their brains donated for research. These observations were modeled in animal models in order to better understand the full extent of anatomical and developmental brain characteristics. More recently, models have begun to employ genetic manipulations in order to close the gap between genes, brain, and behavior. In this article based on a lecture given in memory of Dr. Norman Geschwind to the International Dyslexia Association assembly in Philadelphia in 2004, I outline the history of the research leading up to the most recent findings. These findings consist of experiments using methods that interfere with the function of DNA, using as constructs genes that have been implicated in dyslexia, which cause developmental problems of neuronal migration in rats, secondary brain changes in response to the migration problems, and abnormal processing of sounds.
C1 Harvard Univ, Sch Med, Boston, MA 02115 USA.
Beth Israel Deaconess Med Ctr, Div Behav Neurol & Memory Disorders, Boston, MA 02215 USA.
RP Galaburda, AM (reprint author), Harvard Univ, Sch Med, 330 Brookline Ave,K-274, Boston, MA 02115 USA.
EM agalabur@bidmc.harvard.edu
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NR 54
TC 18
Z9 19
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 151
EP 165
DI 10.1007/s11881-005-0009-4
PG 15
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600003
PM 17849191
ER
PT J
AU Lyytinen, P
Eklund, K
Lyytinen, H
AF Lyytinen, P
Eklund, K
Lyytinen, H
TI Language development and literacy skills in late-talking toddlers with
and without familial risk for dyslexia
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE familial dyslexia; language development; late talkers; reading and
spelling
ID EVENT-RELATED POTENTIALS; COMMUNICATIVE DEVELOPMENT; READING OUTCOMES;
CHILDREN; AGE; DELAY; DIFFICULTIES; VOCABULARY; HISTORY; BIRTH
AB The relationship between late-talkers' language development and reading and spelling outcomes was examined in children with and without familial risk for dyslexia. The late-talking subgroups were defined using parent- and test-based assessments of receptive and expressive vocabulary and grammar at 2 and 2.5 years as intake criteria. The language skills of late talkers and the remainders of these two groups were assessed at 3.5, 5, and 5.5 years. Reading/spelling outcomes were compared at the end of the second grade. Late-talking toddlers of the at-risk group who had both poor receptive and expressive skills performed less well than all other groups on language measurements at 5.5 years. In contrast, the control group's late talkers with an expressive delay reached the language level of their age-mates already by 3.5 years, and maintained their age-appropriate position two years later. The most significant differences in the reading skills were found between the at-risk children with receptive and expressive delay and the remainder of the controls. Age-appropriate early language skills did not, however, ensure norm-level fluent reading in the at-risk group. The remainder of the at-risk group performed at a significantly lower level than did the remainder of the controls, both on the oral reading and spelling tasks.
C1 Univ Jyvaskyla, Dept Psychol, FIN-40014 Jyvaskyla, Finland.
RP Lyytinen, P (reprint author), Univ Jyvaskyla, Dept Psychol, POB 35, FIN-40014 Jyvaskyla, Finland.
EM plyytine@psyka.jyu.fi
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NR 51
TC 37
Z9 38
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 166
EP 192
DI 10.1007/s11881-005-0010-y
PG 27
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600004
PM 17849192
ER
PT J
AU Wood, FB
Hill, DF
Meyer, MS
Flowers, DL
AF Wood, FB
Hill, DF
Meyer, MS
Flowers, DL
TI Predictive assessment of reading
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE fluency; phonemic awareness; prediction accuracy; reading; screening;
vocabulary
ID DEVELOPMENTAL DYSLEXIA; PHONOLOGICAL AWARENESS; KINDERGARTEN-CHILDREN;
DISABILITY; ISSUES
AB Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N = 220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for 71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30% of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively, for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities in an N = 500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely approximated the national early elementary school population. New tests of the same four predictor domains were used, together taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for, using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30% thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported for similar intervals in the literature.
C1 Wake Forest Univ Hlth Sci, Winston Salem, NC 27157 USA.
RP Wood, FB (reprint author), Wake Forest Univ Hlth Sci, Winston Salem, NC 27157 USA.
EM fwood@wfubmc.edu
RI Folsom, Jessica/B-6967-2013
OI Folsom, Jessica/0000-0002-3382-3869
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NR 35
TC 10
Z9 10
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 193
EP 216
DI 10.1007/s11881-005-0011-x
PG 24
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600005
PM 17849193
ER
PT J
AU Smit-Glaude, SWD
van Strien, JW
Licht, R
Bakker, DJ
AF Smit-Glaude, SWD
van Strien, JW
Licht, R
Bakker, DJ
TI Neuropsychological intervention in kindergarten children with subtyped
risks of reading retardation
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE early intervention; follow-up investigation; hemispheric stimulation;
precursors of dyslexia; short- and long-term outcomes; subtypes of
latent dyslexia
ID DEVELOPMENTAL DYSLEXIA; DISABILITY DEPEND; STIMULATION; GUESSERS;
SPELLERS
AB Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery. A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial/low verbal group (LAP: Latent P). LAL- and LAP-children were considered at risk for developing ail L- or P-type of dyslexia, respectively. As is common practice with children suffering from manifest L- or P-dyslexia, the LAL- and LAP-kindergartners received right and left hemisphere stimulation, respectively. The outcomes were compared with those of bilateral hemispheric stimulation and no intervention. Reading tests were administered in primary school Grades 1 and 516; teachers' evaluation of reading took place in Grade 5/6. Overall, the LAL- and LAP- groups showed significant backwardness in word and text reading, both at early and late primary school. Types of intervention made a difference though: not significantly backward in early word, late word, and late text reading were the LAL-children who had received right hemisphere stimulation. Nonintervened LAP-children did not show significant backwardness in early word reading and late text reading, nor did LAP-children who had received left hemisphere or bilateral stimulation. Early text reading was not affected by any treatment. Teacher's evaluations were in support of these findings.
C1 Free Univ Amsterdam, Amsterdam, Netherlands.
Erasmus Univ, Rotterdam, Netherlands.
RP Bakker, DJ (reprint author), Free Univ Amsterdam, Amsterdam, Netherlands.
EM dj.bakker@ext.vu.nl
RI Van Strien, Jan/A-1673-2008
OI Van Strien, Jan/0000-0002-3198-9267
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NR 44
TC 3
Z9 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 217
EP 245
DI 10.1007/s11881-005-0012-9
PG 29
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600006
PM 17849194
ER
PT J
AU Irausquin, RS
Drent, F
Verhoeven, L
AF Irausquin, RS
Drent, F
Verhoeven, L
TI Benefits of computer-presented speed training for poor readers
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE automaticity; beginning reading; computer-assisted instruction; context
use; poor readers; speed training; word recognition
ID READING-DISABILITY; ASSISTED-INSTRUCTION; NAMING-SPEED; FLUENCY;
HYPOTHESIS; DYSLEXIA; SKILLS; WORD; ABILITIES; CONTEXT
AB The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each group. Results showed that the automatization or "speed" group progressed more than the context group in word and text reading efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises. Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing reading problems of poor readers in a short period of time. Implications for practice are discussed.
C1 Radboud Univ Nijmegen, Fac Social Sci, Dept Special Educ, NL-6500 KD Nijmegen, Netherlands.
RP Irausquin, RS (reprint author), Radboud Univ Nijmegen, Fac Social Sci, Dept Special Educ, POB 9044, NL-6500 KD Nijmegen, Netherlands.
EM R.Irausquin@pwo.ru.nl
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NR 45
TC 8
Z9 8
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 246
EP 265
DI 10.1007/s11881-005-0013-8
PG 20
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600007
PM 17849195
ER
PT J
AU Spear-Swerling, L
Brucker, PO
Alfano, MP
AF Spear-Swerling, L
Brucker, PO
Alfano, MP
TI Teachers' literacy-related knowledge and self-perceptions in relation to
preparation and experience
SO ANNALS OF DYSLEXIA
LA English
DT Article
DE literacy; professional development; reading; teacher education; teacher
knowledge; teacher perceptions; teacher preparation
ID LANGUAGE; CHILDREN
AB After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.
C1 So Connecticut State Univ, Dept Special Educ & Reading, New Haven, CT 06515 USA.
Univ Connecticut, Storrs, CT USA.
RP Spear-Swerling, L (reprint author), So Connecticut State Univ, Dept Special Educ & Reading, 501 Crescent St, New Haven, CT 06515 USA.
EM spearswerll1@southernct.edu
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Stanovich K. E., 2000, PROGR UNDERSTANDING
STANOVICH KE, 1994, J EDUC PSYCHOL, V86, P24, DOI 10.1037/0022-0663.86.1.24
NR 30
TC 16
Z9 16
PU INT DYSLEXIA ASSOC
PI BALTIMORE
PA CHESTER BUILDING, STE 382, 8600 LA SALLE RD, BALTIMORE, MD 21286-2044
USA
SN 0736-9387
J9 ANN DYSLEXIA
JI Ann. Dyslexia
PY 2005
VL 55
IS 2
BP 266
EP 296
DI 10.1007/s11881-005-0014-7
PG 31
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 001WO
UT WOS:000234573600008
PM 17849196
ER
EF