____________________________________________________________ Single and Multiple Component Developmental Dyslexias Author: Temple, Christine M11 Dept Psychology U Essex, Wivenhoe Park Colchester CO4 3SQ England Publication info: In LINGUISTIC DISORDERS AND PATHOLOGIES: AN INTERNATIONAL HANDBOOK, Blanken, Gerhard, Dittmann, Jurgen, Grimm, Hannelore, Marshall, John C., & Wallesch, Clause-W. [Eds], Berlin, Federal Republic of Germany: Walter de Gruyter, 1993, pp 742-753 , Temple, Christine M, https://search.proquest.com/docview/58268623?accountid=50982 Abstract: A brief history of dyslexia research is presented, followed by a discussion of three types of dyslexia: surface, phonological, & deep dyslexia. The extent to which these types of developmental dyslexia have single or multiple components is discussed. In surface dyslexia, there is no difficulty in reading regularly spelled words, but considerable difficulty in words with irregular spelling. It may be considered as either being a single- or multiple-component dyslexia, depending on the reading model utilized. In phonological dyslexia, there is difficulty in reading nonwords or unfamiliar words; this type cannot easily be described according to traditional reading models. In deep dyslexia, there are no phonological reading skills, & semantic & morphological errors are also common. It is hypothesized that the rarity of developmental deep dyslexia is due to the fact that the many deficits that produce it rarely occur at the same time in developing children. 61 References. K. Valdivia Subject: Dyslexia (20250); Phonological Processing (65110); Children (11850) Classification: 6511: learning disabilities; reading disabilities Identifier / keyword: dyslexia history/types/components, research review Title: Single and Multiple Component Developmental Dyslexias Correspondence author: Temple, Christine M   Publication title: LINGUISTIC DISORDERS AND PATHOLOGIES: AN INTERNATIONAL HANDBOOK, Blanken, Gerhard, Dittmann, Jurgen, Grimm, Hannelore, Marshall, John C., & Wallesch, Clause-W. [Eds ] , Berlin, Federal Republic of Germany: Walter de Gruyter, 1993, pp 742-753 ISBN: 3110113244 Source type: Books Language of publication: English Document type: Book Chapter LC control number: 93-34475 Update: 2003-10-01 Accession number: 9512486 ProQuest document ID: 58268623 Document URL: https://search.proquest.com/docview/58268623?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ DYSLEXIA: A HUNDRED YEARS ON Author: Miles, Thomas Richard1; Miles, Elaine1 University Coll North Wales, Bangor Publication info: x+124pp, Buckingham, England: Open U Press, 1990 , Buckingham, England: Open U Press, 0, 1990. https://search.proquest.com/docview/58244437?accountid=50982 Abstract: This vol contains a Preface & 12 Chpts providing an overview of the progress of dyslexia studies since the disorder was first identified 100 years ago. (1) The Genesis of an Idea - discusses development of the concept of dyslexia in the late nineteenth century, building on observations of neurologically based disorders such as aphasia. (2) Problems of Method - comments on methodological problems in many dyslexia studies in order to allow the reader to objectively evaluate the varying claims about dyslexia found in the literature. (3) Brain Research - provides a very general outline of this line of research as it relates to dyslexia. (4) The Evidence from Genetics - discusses findings suggesting a hereditary component to dyslexia. (5) Ocular and Oculo-Motor Approaches - explores the role of ocular problems in dyslexia, reviewing studies of eye movement, vergence, & use of tinted lenses. (6) Clinical and Experimental Studies - reviews studies that define the broad characteristics of "standard" dyslexia. (7) The Question of Sub-Types I - discusses studies supporting the idea of distinct subtypes of dyslexia. The importance of flexibility in considering subtyping is stressed. (8) The Question of Sub-Types II - discusses subtyping proposals based on studies of acquired dyslexia. (9) Phonological Deficits - examines dyslexia from a linguistic perspective as a phonological disorder. The possible role of short-term memory deficit in dyslexia is also discussed. (10) Teaching Methods and Programmes - outlines various approaches currently in use for treating dyslexic children. (11) Opponents and Supporters of the Dyslexia Concept - discusses controversies over recognizing dyslexia as a syndrome in the UK. (12) Outstanding Disputes - considers some ways in which the views of opponents & supporters of the dyslexia concept may be unified. Bibliog. B. Annesser Murray Subject: Reading Deficiency (re3); Heredity (he5); Eye Movement (ey1); Short-Term Memory (sh2); Language Pathology (la4) Classification: 6410: language-pathological and normal; language-pathological and normal Identifier / keyword: dyslexia, concept history/research/applications Supplemental data: Edition date: 1990 Title: DYSLEXIA: A HUNDRED YEARS ON Correspondence author: Miles, Thomas Richard   Publication title: x+124pp, Buckingham, England: Open U Press, 1990 Publication year: 1990 Publisher: Buckingham, England: Open U Press ISBN: 0335095402 Source type: Books Language of publication: English Document type: Book LC control number: 90-7088 Update: 2003-10-01 Accession number: 9102181 ProQuest document ID: 58244437 Document URL: https://search.proquest.com/docview/58244437?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Special Series: Dyslexia Publication info: Journal of Learning Disabilities  Vol. 25, Iss. 1,  (January 1992): 38-70. https://search.proquest.com/docview/85547496?accountid=50982 Abstract: In "Dyslexia: Introduction to the Special Series," Diane J. Sawyer provides an introduction to four papers that were presented at the Perspectives on Dyslexia Conference held at Middle Tennessee State U in 1990. Sylvia O. Richardson, in "Historical Perspectives on Dyslexia," outlines the history of understanding of the neurological aspects of dyslexia. Familial & genetic factors that are apparently operative in developmental dyslexia are considered. Psycholinguistic & developmental models of dyslexia are discussed & the history of remediation is reviewed. In "Response to Historical Perspective: A Developmental Language Perspective," Alan G. Kamhi argues that although Richardson's overview presents information unfamiliar to some readers, it fails to discuss the definitional issues that are central to the field of dyslexia. A definition of dyslexia is proposed that considers processing deficits as well as developmental changes in the manifestation of dyslexia. In "Children with Language Disorders: Natural History and Academic Success," Anthony S. Bashir & Annebelle Scavuzzo discuss the academic problems faced by children with developmental language disorders. The "academic vulnerability" of these children is tied to the inextricability of learning & language issues. In "Perspectives on Dyslexia: Commentary on Educational Concerns," Deborah C. Simmons responds to Bashir's & Scavuzzo's assertion that dyslexia is a chronic, pervasive condition. The negative aspects of such a perception are discussed & some impacts of instruction on achievement are discussed. 1 Table, 269 References. B. Annesser Murray Subject: Dyslexia (20250); Learning Disabilities (45850); Language Therapy (44400); Reading Deficiencies (70900) Classification: 6510: learning disabilities; learning disabilities Identifier / keyword: dyslexia research/remediation history, developmental perspective, dyslexic children's academic vulnerability, negative perceptions impact essay collection introduction Title: Special Series: Dyslexia Publication title: Journal of Learning Disabilities Volume: 25 Issue: 1 Pages: 38-70 Number of pages: 33 Publication year: 1992 Country of publication: United States ISSN: 0022-2194 CODEN: JLDIAD Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2003-10-01 Accession number: 9204829 ProQuest document ID: 85547496 Document URL: https://search.proquest.com/docview/85547496?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Developmental Dyslexia: The State of the Art Author: Valdois, Sylviane11 Laboratoire Psychologie Experimentale CNRS U Pierre Mendes France, F-38040 Grenoble Cedex France Publication info: Revue de Neuropsychologie  Vol. 6, Iss. 2,  (June 1996): 167-187. https://search.proquest.com/docview/58341742?accountid=50982 Abstract: The literature on the cognitive approach to developmental dyslexia is reviewed. Attempts to demonstrate analogies to acquired dyslexia are criticized, but they show the value of basing taxonomies on cognitive models of competent reading. The existence of varieties of developmental dyslexia is supported by studies distinguishing two main types of reading acquisition disorders. The first type, phonological dyslexia, is characterized by nonword reading impairment associated with difficulty in metaphonological tasks. The second type, surface dyslexia, involves a selective deficit in irregular word reading, possibly caused by a visuo-attentional problem. A causal relationship is more strongly suggested between phonological trouble & phonological dyslexia than between surface dyslexia & visuo-attentional processing dysfunction. 90 References. Adapted from the source document Subject: Dyslexia (20250); Cognitive Processes (12950); Neurolinguistics (57250); Reading Deficiencies (70900); Learning Disabilities (45850); Phonological Processing (65110) Classification: 6511: learning disabilities; reading disabilities Identifier / keyword: developmental dyslexia, phonological/attentional theories Title: Developmental Dyslexia: The State of the Art Alternate title: Les Dyslexies developpementales: questions d'actualite Correspondence author: Valdois, Sylviane   Publication title: Revue de Neuropsychologie Volume: 6 Issue: 2 Pages: 167-187 Number of pages: 21 Publication year: 1996 Country of publication: France ISSN: 1155-4452 CODEN: RNURER Source type: Scholarly Journals Language of publication: French Document type: Journal Article Update: 2003-10-01 Accession number: 9701806 ProQuest document ID: 58341742 Document URL: https://search.proquest.com/docview/58341742?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Development of Objective Procedures for Screening and Assessment of Dyslexic Students in Higher Education Author: Nicolson, Roderick I1; Fawcett, Angela J1 Dept Psychology U Sheffield, S10 2TP England r.nicholson@sheffield.ac.uk Publication info: Journal of Research in Reading  Vol. 20, Iss. 1,  (February 1997): 77-83. https://search.proquest.com/docview/85333335?accountid=50982 Abstract: A two-stage diagnosis process for identifying & assessing adult dyslexics that is appropriate for use in determining eligibility for special allowances & examination provisions in higher education institutions in the UK is proposed. The Dyslexia Adult Screening Test, which is based in the Dyslexia Screening Test used for children, is described. Comprising 11 subtests, the Dyslexia Adult Screening Test may be administered by lightly-trained school professionals & is designed to identify students' relative strengths & weaknesses. For those students determined to be "at risk," the Adult Dyslexia Index, an algorithmic system for objective diagnosis of adult dyslexia, was developed. The validity of this index was checked by comparing subjects' ([Ss] N = 150) scores with previous diagnosis records. In addition, prototype Dyslexia Adult Screening Test results of dyslexic & nondyslexic Ss (N = 15 & 150, respectively) were compared with the Ss' self-reports of literacy abilities & Adult Dyslexia Index scores for the dyslexic Ss. It was found that the Dyslexia Adult Screening Test can discriminate between dyslexic & clearly nondyslexic Ss. 3 Tables, 16 References. E. Emery Classification: 6511: learning disabilities; reading: disabilities Identifier / keyword: two-stage adult dyslexia diagnosis/assessment process, UK higher education applicability Dyslexia Adult Screening Test, Adult Dyslexia Index university students, UK Title: Development of Objective Procedures for Screening and Assessment of Dyslexic Students in Higher Education Correspondence author: Nicolson, Roderick I   Author e-mail address: r.nicholson@sheffield.ac.uk Publication title: Journal of Research in Reading Volume: 20 Issue: 1 Pages: 77-83 Number of pages: 7 Publication year: 1997 Country of publication: United Kingdom ISSN: 0141-0423 CODEN: JRREDE Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2003-10-01 Accession number: 9713277 ProQuest document ID: 85333335 Document URL: https://search.proquest.com/docview/85333335?accountid=50982 Last updated: 2018-02-28 Database: ComDisDome ____________________________________________________________ Literacy development in successful men and women with dyslexia Author: Fink, Rosalie P Publication info: Annals of Dyslexia ; New York  Vol. 48,  (1998): 311. https://search.proquest.com/docview/225376094?accountid=50982 Abstract: None available. Title: Literacy development in successful men and women with dyslexia Publication title: Annals of Dyslexia; New York Volume: 48 Pages: 311 Number of pages: 36 Publication year: 1998 Publication date: 1998 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: PERIODICAL DOI: http://dx.doi.org/10.1007/s11881-998-0014-5 ProQuest document ID: 225376094 Document URL: https://search.proquest.com/docview/225376094?accountid=50982 Copyright: Copyright International Dyslexia Association 1998 Last updated: 2018-10-07 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Gender ratio in dyslexia Author: Miles, T R; Haslum, M N; Wheeler, T J Publication info: Annals of Dyslexia ; New York  Vol. 48,  (1998): 27. https://search.proquest.com/docview/225376566?accountid=50982 Abstract: None available. Title: Gender ratio in dyslexia Publication title: Annals of Dyslexia; New York Volume: 48 Pages: 27 Number of pages: 29 Publication year: 1998 Publication date: 1998 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: PERIODICAL DOI: http://dx.doi.org/10.1007/s11881-998-0003-8 ProQuest document ID: 225376566 Document URL: https://search.proquest.com/docview/225376566?accountid=50982 Copyright: Copyright International Dyslexia Association 1998 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ HERITABILITY OF AN ANATOMICAL RISK FACTOR FOR DYSLEXIA Author: ECKERT, Mark A11 NEUROSCIENCE Publication info: NEUROSCIENCE, nih; NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS, 2000  : NEUROSCIENCE. (2000) https://search.proquest.com/docview/85286633?accountid=50982 Abstract: Dyslexia is a form of reading disability that affects a significant proportion of children. Efforts to explain dyslexia have identified neural and chromosomal risk factors for dyslexia and the deficits related to dyslexia. The chromosomal markers implicated in dyslexia include regions related to a variety of developmental abnormalities. A neural risk factor related to dyslexia, Heschl's gyrus duplication, may be one aspect of the phenotypic expression of genes within the regions identified as chromosomal markers for dyslexia. A long term goal of this research will be to perform linkage analysis for Heschl's gyrus duplication. However, a pedigree for Heschl's gyrus duplication must first be developed in order to establish the proper linkage analysis approach. This proposal is designed to collect pedigrees for a Heschl's gyrus duplication and then identify chromosomal markers for the duplication. On a broader level, this proposal will combine two areas of biological research directed towards developing an understanding of the mechanisms that produce dyslexia. Title: HERITABILITY OF AN ANATOMICAL RISK FACTOR FOR DYSLEXIA Correspondence author: ECKERT, Mark A   Publication title: NEUROSCIENCE, nih; NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS, 2000 Publication date: 2000 Publication year: 2000 Publisher: NEUROSCIENCE Source type: Other Sources Language of publication: English Document type: Grant Accession number: cs-272088 ProQuest document ID: 85286633 Document URL: https://search.proquest.com/docview/85286633?accountid=50982 Last updated: 2010-05-07 Database: ComDisDome ____________________________________________________________ Use of temporal envelope cues by children with developmental dyslexia. Author: Lorenzi, C1; Dumont, A; Füllgrabe, C1 Laboratoire de Psychologie Expérimentale, UMR CNRS 8581, UFR Institut de Psychologie, Université René Descartes, Boulogne-Billancourt, France. lorenzi@psycho.univ-paris5.fr Publication info: Journal of speech, language, and hearing research : JSLHR  Vol. 43, Iss. 6,  (December 2000): 1367-1379. https://search.proquest.com/docview/72521847?accountid=50982 Abstract: This study evaluates the ability to process auditory temporal-envelope cues in a group of 6 children with dyslexia (mean age: 10;10 years;months). To address this issue, we measured (a) temporal modulation transfer functions (TMTFs), that is, the detection thresholds of sinusoidal amplitude modulation (SAM) applied to a white noise carrier, as a function of modulation frequency, fm (fm was 4, 16, 64, 256, and 1,024 Hz) and (b) identification performance for vowel-consonant-vowel (VCV) stimuli over 5 sessions. VCV stimuli were either unprocessed or digitally processed to remove the original spectral information, resulting in a time-varying speech envelope amplitude modulating a noise carrier. The same tests were conducted in 6 normal control children (mean age: 11;6 years;months) and 6 normal control adults (mean age: 24;8 years;months). SAM thresholds were similar in normal children and adults. For both normal groups, TMTFs were low pass in shape and showed low between-listener variability. TMTFs measured in children with dyslexia showed higher between-listener variability: TMTFs were band pass in 2 children, flat in 1 child, and low pass in the 3 others. Overall, SAM thresholds were higher in children with dyslexia than in normal children at fm = 4 and 1,024 Hz. Unprocessed-speech identification performance was nearly perfect in normal children and adults, and impaired in children with dyslexia. "Speech-envelope noise" identification performance was poorer in normal children and children with dyslexia than in normal adults. Performance improved across sessions in normal children and adults, but remained constant in children with dyslexia. Compared to normal children, children with dyslexia showed poorer reception of voicing, manner, and place of articulation for unprocessed speech and poorer reception of voicing for "speech-envelope noise." Taken together, these results support the hypothesis that some children with dyslexia may show abnormal auditory temporal-envelope processing. Such a deficit, in turn, may explain the difficulties of children with dyslexia with speech perception. Subject: Index Medicus MeSH: Adolescent, Adult, Child, Female, Humans, Male, Phonetics, Psychophysics, Sensitivity and Specificity, Severity of Illness Index, Time Factors, Cues (major), Dyslexia -- physiopathology (major) Title: Use of temporal envelope cues by children with developmental dyslexia. Correspondence author: Lorenzi, C   Publication title: Journal of speech, language, and hearing research : JSLHR Journal abbreviation: J. Speech Lang. Hear. Res. Volume: 43 Issue: 6 Pages: 1367-1379 Number of pages: 13 Publication year: 2000 Country of publication: United States ISSN: 1092-4388 Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Journal Article Publication history :    Accepted date: 05 Apr 2001       Revised date: 17 Nov 2004    First submitted date: 24 Feb 2001 Update: 2018-01-05 Accession number: 11193958 ProQuest document ID: 72521847 Document URL: https://search.proquest.com/docview/72521847?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ Neuropsychological Treatment of Dyslexia in the Classroom Setting Author: Goldstein, Bram H1; Obrzut, John E1 c/o Obrzut-Dept Special Education/Rehabilitation/School Psychology, Coll Education, U Arizona, Tucson Publication info: Journal of Learning Disabilities  Vol. 34, Iss. 3,  (May 2001): 276-285. https://search.proquest.com/docview/85544933?accountid=50982 Abstract: The purpose of this study was to validate Bakker's (1990, 1992) clinical neuropsychological balance model of dyslexia when implemented in a traditional general education classroom environment. The sample included 45 middle school, right-handed boys & girls (mean age = 12.78) with L-type dyslexia (excessively fast readers who make substantive reading errors), P-type dyslexia (displaying accurate but slow & laborious reading), & M-type dyslexia (readers who commit a combination of L-type & P-type dyslexia errors). The experimental groups (L & P type dyslexia) were presented with hemisphere specific stimulation (HSS) & hemispheric alluding stimuli (HAS). HSS involves the presentation of words into the right visual field (RVF) or the left visual field (LVF) or through tactile exercises with the right or left hand. HAS is achieved by constructing semantically & phonetically challenging letters & words. The children with M-type dyslexia served as a control group & received traditional decoding & comprehension exercises. The readers were exposed to a specific treatment model for 16 weeks, depending on their reading accuracy & comprehension. Statistical analyses indicated that, although there were no significant changes in word recognition for the dyslexia subtypes, the readers with L-type, P-type, & M-type dyslexia exhibited significant improvement in reading accuracy & comprehension as assessed by results from pretest to posttest. These results suggest that Bakker's clinical neuropsychological intervention can be effectively applied to the general education setting as well. 5 Tables, 3 Figures, 2 Appendixes, 41 References. Adapted from the source document Subject: Dyslexia (20250); Reading Deficiencies (70900); Cerebral Dominance (11500); Reading Comprehension (70750); Remedial Reading (72900) Classification: 6511: learning disabilities; reading disabilities Title: Neuropsychological Treatment of Dyslexia in the Classroom Setting Correspondence author: Goldstein, Bram H   Publication title: Journal of Learning Disabilities Volume: 34 Issue: 3 Pages: 276-285 Number of pages: 10 Publication year: 2001 Country of publication: United States ISSN: 0022-2194 CODEN: JLDIAD Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2003-10-01 Accession number: 200202104 ProQuest document ID: 85544933 Document URL: https://search.proquest.com/docview/85544933?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Sound-Symbol Learning in Children with Dyslexia Author: Gang, Marjorie1; Siegel, Linda S1 South Delta Secondary School, British Columbia Publication info: Journal of Learning Disabilities  Vol. 35, Iss. 2,  (March 2002): 137-157. https://search.proquest.com/docview/85537299?accountid=50982 Abstract: This study evaluated the effect of sound-symbol association training on visual & phonological memory in children with a history of dyslexia. Pretests of phonological & visual memory, a sound-symbol training procedure, & phonological & visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, & to age- & reading level-matched comparison groups. Deficits in visual & phonological memory & memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia & children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word & pseudoword reading scores & were significantly lower than those of the comparison groups. Children with dyslexia & children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia & children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage & less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, & associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed. 8 Tables, 5 Figures, 94 References. Adapted from the source document Subject: Dyslexia (20250); Children (11850); Grapheme Phoneme Correspondence (29250); Phonological Awareness (64970); Word and Letter Association (97250); Memory (52750); Visual Stimulation (94700); Decoding (Reading) (17600) Classification: 6511: learning disabilities; reading disabilities Title: Sound-Symbol Learning in Children with Dyslexia Correspondence author: Gang, Marjorie   Publication title: Journal of Learning Disabilities Volume: 35 Issue: 2 Pages: 137-157 Number of pages: 21 Publication year: 2002 Country of publication: United States ISSN: 0022-2194 CODEN: JLDIAD Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2003-10-01 Accession number: 200206890 ProQuest document ID: 85537299 Document URL: https://search.proquest.com/docview/85537299?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia in Chinese: Clues from Cognitive Neuropsychology Author: Wen, Gang Yin; Weekes, Brendan Stuart Publication info: Annals of Dyslexia ; New York  Vol. 53,  (2003): 255-279. https://search.proquest.com/docview/225379308?accountid=50982 Abstract: In this review, we describe a series of cognitive neuropsychological studies of Chinese speaking aphasie patients that reveal subtypes of acquired dyslexia and dysgraphia in Chinese. These subtypes can be understood with reference to a cognitive framework that assumes reading and writing to dictation in Chinese depends on the division of labor between two pathways: a lexical-semantic pathway and a direct or nonsemantic pathway. This framework generates a number of predictions about the types of literacy problems that might be observed in native Chinese speakers who are learning to read and write. We argue that the language environment, and specifically the type of script used to read and write, will play a role in determining the phenotype of dyslexia in Chinese. We conclude that dyslexia in Chinese can be caused by psycholinguistic impairments at multiple levels including orthographic, semantic (morphological), and phonological processing. [PUBLICATION ABSTRACT] Subject: Dyslexia; Chinese languages; Cognition & reasoning Title: Dyslexia in Chinese: Clues from Cognitive Neuropsychology Publication title: Annals of Dyslexia; New York Volume: 53 Pages: 255-279 Publication year: 2003 Publication date: 2003 Section: Part IV Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature DOI: http://dx.doi.org/10.1007/s11881-003-0012-6 ProQuest document ID: 225379308 Document URL: https://search.proquest.com/docview/225379308?accountid=50982 Copyright: Copyright International Dyslexia Association 2003 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia linked to talent: global visual-spatial ability. Author: von Károlyi, Catya1; Winner, Ellen; Gray, Wendy; Sherman, Gordon F1 University of Wisconsin-Eau Claire, Wisconsin, USA. gsherman@thenewgrange.org Publication info: Brain and language  Vol. 85, Iss. 3,  (June 2003): 427-431. https://search.proquest.com/docview/73276610?accountid=50982 Abstract: Dyslexia has long been defined by deficit. Nevertheless, the view that visual-spatial talents accompany dyslexia has grown, due to reports of individuals with dyslexia who possess visual-spatial strengths, findings of elevated incidence of dyslexia in certain visual-spatial professions, and the hypothesis that left-hemisphere deficits accompany right-hemisphere strengths. Studies have reported superior, inferior, and average levels of visual-spatial abilities associated with dyslexia. In two investigations, we found an association between dyslexia and speed of recognition of impossible figures, a global visual-spatial task. This finding suggests that dyslexia is associated with a particular type of visual-spatial talent-enhanced ability to process visual-spatial information globally (holistically) rather than locally (part by part). Subject: Index Medicus MeSH: Female, Humans, Male, Random Allocation, Reaction Time, Aptitude (major), Creativity (major), Dyslexia -- physiopathology (major), Space Perception -- physiology (major), Visual Perception -- physiology (major) Title: Dyslexia linked to talent: global visual-spatial ability. Correspondence author: von Károlyi, Catya   Publication title: Brain and language Journal abbreviation: Brain Lang Volume: 85 Issue: 3 Pages: 427-431 Number of pages: 5 Publication year: 2003 Country of publication: Netherlands ISSN: 0093-934X Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Research Support, Non-u.s. Gov't, Journal Article Publication history :    Accepted date: 30 Jul 2003       Revised date: 15 Nov 2012    First submitted date: 15 May 2003 Update: 2018-01-05 Accession number: 12744954 ProQuest document ID: 73276610 Document URL: https://search.proquest.com/docview/73276610?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ Dyslexia: Relevance of Concepts, Validity of Measurements, and Cognitive Functions Author: Alm, Jan Evan Robert11 Upsala U, Sweden Publication info: 0, 2004. https://search.proquest.com/docview/85626928?accountid=50982 Abstract: The thesis opens with an exposition of different uses of the term dyslexia. In that context its conceptual relevance is discussed. The empirical studies investigate (a) different aspects of validity of cognitive and achievement instruments often used in diagnostic assessment of dyslexia, (b) different cognitive profiles for adults with dyslexia, and (c) the relationship between cognitive and achievement measures. Study I demonstrated the factor structure of the Swedish WAIS-R to be in close agreement with results of comparable analyses on normal and clinical groups in many countries world-wide, giving strong support for the construct validity of the Swedish WAIS-R for a group of adults diagnosed with dyslexia. The results from the three-factor solution were interpreted in terms of theoretical constructs, notably those posited by Carroll (1993) and Horn (1989). The cognitive profiles of a sample of Swedish adults diagnosed with dyslexia--when using the three factors, the ACID profile, and the four-category Bannatyne profile--all resemble closely the profiles observed for a wide array of U.S. samples of children and adults diagnosed with dyslexia or learning disabilities. Gender differences on Digit Symbol, favoring females, were substantial in magnitude for the present sample, consistent with a bulk of research on gender differences for samples of normal individuals and of those identified with learning problems. In Study II, factor analysis of nine Swedish achievement tests often used for dyslexia assessment yielded five meaningful factors in a group of adults diagnosed with dyslexia. Factors appeared to measure decoding, visual speed, reading comprehension, reading fluency, and phonological ability. The relationship between the five achievement factors and WAIS-R variables was subsequently examined. The Visual Speed and Reading Comprehension factors each correlated significantly with four of six global WAIS-R scores (two of three IQs and two of three factor scores). Visual Speed tended to correlate significantly with nonverbal scores and Reading Comprehension with verbal scores. Study III examined the validity of The Word Chain Test, a frequently used instrument in Swedish screening and diagnostic assessments of dyslexia. Different sources of validity evidence were evaluated. In summary, the results failed to support validity both for the WRI-index and the Wordchain subtest, suggesting that the instrument seems to be of questionable value in screening or diagnostic assessment of dyslexia. Subject: Dyslexia (20250); Test Validity and Reliability (88800); Diagnostic Tests (18550); Swedish (86400); Adults (00600); Sex Differences (77850); Reading Comprehension (70750); Reading Rate (71250); Decoding (Reading) (17600) Classification: 6511: learning disabilities; reading disabilities Supplemental data: Available from UMI, Ann Arbor, MI. Order No. C817818. Title: Dyslexia: Relevance of Concepts, Validity of Measurements, and Cognitive Functions Correspondence author: Alm, Jan Evan Robert   Publication title: Dissertation Abstracts International, C: Worldwide Volume: 65 Issue: 4 Pages: 1115-C Publication year: 2004 Country of publication: United States ISSN: 1042-7279 CODEN: DAICDG Source type: Dissertations & Theses Language of publication: English Document type: Dissertation Update: 2006-04-01 Accession number: 200604290 ProQuest document ID: 85626928 Document URL: https://search.proquest.com/docview/85626928?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Time reproduction in finger tapping tasks by children with attention-deficit hyperactivity disorder and/or dyslexia. Author: Tiffin-Richards, Margaret C1; Hasselhorn, Marcus; Richards, Michael L; Banaschewski, Tobias; Rothenberger, Aribert1 Department of Child and Adolescent Psychiatry and Psychotherapy, Georg-August-Universitaet, D-37075 Goettingen, Germany. mtiffin@gwdg.de Publication info: Dyslexia (Chichester, England)  Vol. 10, Iss. 4,  (November 2004): 299-315. https://search.proquest.com/docview/67149591?accountid=50982 Abstract: AIM Deficits in timing and sequencing behaviour in children with dyslexia and with attention-deficit hyperactivity disorder have already been identified. However many studies have not controlled for comorbidity between dyslexia and ADHD. This study investigated timing performance of children with either dyslexia or ADHD, or ADHD + dyslexia or unaffected children using a finger tapping paradigm. METHOD Four groups of children (ADHD x Dyslexia) with a total of 68 children were compared using a four factorial design with two between-subject factors (ADHD (yes/no), dyslexia (yes/no)) and two within-subject factors, inter-stimulus interval (263, 500, 625, 750, 875 and 1000 ms) and tapping condition (free tapping, synchronous tapping, and unpaced tapping). In addition the complexity of rhythm reproduction pattern (unpaced tapping) was varied (simple/complex). RESULTS No significant differences were found either in the ability of the ADHD or the dyslexia groups to sustain a self-chosen free tapping rate or to generate a stable inter-response interval either by synchronising to a signal or in reproducing a given interval without the previous pacing signal. Response averages showed the expected asynchrony and variability. In rhythm pattern reproduction the groups did not differ significantly in their ability to reproduce rhythms. However, a significant two way interaction effect between dyslexia and complexity was apparent indicating that the difference in levels of performance for simple versus complex rhythms was more pronounced for dyslexia than for the two other groups. CONCLUSION The results indicate that motor timing ability in the millisecond range below 1000 ms in children with ADHD and/or dyslexia is intact. The performance of the comorbid group was revealed to be similar to the performance of the single disorder groups, but both the dyslexic groups were relatively worse than either the ADHD-only or the unimpaired group at reproducing complex versus simple rhythms. Subject: Index Medicus MeSH: Child, Female, Humans, Male, Periodicity, Attention Deficit Disorder with Hyperactivity -- complications (major), Dyslexia -- complications (major), Fingers -- physiology (major), Imitative Behavior (major), Movement -- physiology (major), Psychomotor Performance (major), Time Perception (major) Title: Time reproduction in finger tapping tasks by children with attention-deficit hyperactivity disorder and/or dyslexia. Correspondence author: Tiffin-Richards, Margaret C   Publication title: Dyslexia (Chichester, England) Journal abbreviation: Dyslexia Volume: 10 Issue: 4 Pages: 299-315 Number of pages: 17 Publication year: 2004 Country of publication: England ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Journal Article Publication history :    Accepted date: 11 Jan 2005       Revised date: 02 Dec 2004    First submitted date: 03 Dec 2004 Update: 2018-01-05 Accession number: 15573962 ProQuest document ID: 67149591 Document URL: https://search.proquest.com/docview/67149591?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ What Educators Really Believe about Dyslexia Author: Wadlington, Elizabeth M1; Wadlington, Patrick L1 Southeastern Louisiana U Publication info: Reading Improvement  Vol. 42, Iss. 1,  (April 2005): 16-33. https://search.proquest.com/docview/85628969?accountid=50982 Abstract: The purposes of this study were (1) to create & validate a scale measuring beliefs regarding dyslexia, (2) to use the scale to investigate the beliefs of educators regarding dyslexia, & (3) to recommend ways that educators can be better prepared to help students with dyslexia. Participants included university faculty as well as undergraduate & graduate students preparing to become administrators, counselors, elementary general education teachers, secondary general education teachers, speech therapists, & special education teachers at a southern regional university. Using the Dyslexia Belief Index (DBI), developed & validated by the researchers, it was found that the majority of participants believed a significant number of misconceptions about dyslexia. However, elementary general education majors had significantly fewer misconceptions than the other groups. Recommendations to better prepare educators include providing more opportunities to learn about dyslexia through avenues such as participating in a dyslexia simulation & observing/tutoring individuals with dyslexia. These findings illustrate the need for educators to have formal & informal educational opportunities as well as hands on field experiences with individuals who have dyslexia. 2 Tables, 59 References. Adapted from the source document Subject: Dyslexia (20250); Beliefs (08100); Teacher Attitudes (87840); Teacher Education (87850); Speech/Language Therapists (83215); Tutoring (91970) Classification: 6511: learning disabilities; reading disabilities Title: What Educators Really Believe about Dyslexia Correspondence author: Wadlington, Elizabeth M   Publication title: Reading Improvement Volume: 42 Issue: 1 Pages: 16-33 Number of pages: 18 Publication year: 2005 Country of publication: United States ISSN: 0034-0510 CODEN: RDIMAE Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2006-01-01 Accession number: 200600580 ProQuest document ID: 85628969 Document URL: https://search.proquest.com/docview/85628969?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Executive functions in children with dyslexia. Author: Reiter, Astrid1; Tucha, Oliver; Lange, Klaus W1 Department of Experimental Psychology, University of Regensburg, 93040 Regensburg, Germany. Publication info: Dyslexia (Chichester, England)  Vol. 11, Iss. 2,  (May 2005): 116-131. https://search.proquest.com/docview/67871545?accountid=50982 Abstract: There is little data available concerning the executive functions of children with dyslexia. The small number of existing studies in this field focus on single aspects of these functions such as working memory. The aim of the present study was therefore to assess a variety of aspects of executive functioning in children with dyslexia. Forty-two children with dyslexia and 42 non-dyslexic children were examined using a neuropsychological test battery. The test battery consisted of standardised tests examining the assessment of working memory, concept formation, inhibition, flexibility, problem solving and fluency functions. Comparison between the test performance of non-dyslexic children and children with dyslexia revealed obvious difficulties of children with dyslexia in tests measuring working memory. Inhibition of inappropriate reactions was impaired in children with dyslexia in more demanding tests, but not in simple ones. Furthermore, children with dyslexia displayed impairments of both verbal and figural fluency functions. While in comparison to non-dyslexic children no disturbances of concept formation were observed, problem solving seemed to be partially impaired. The present findings suggest that children with dyslexia demonstrate impairments in a variety of executive functions. This should be considered in the development of new concepts in the treatment of dyslexia. Subject: Index Medicus MeSH: Child, Female, Humans, Male, Pattern Recognition, Visual, Psychometrics -- statistics & numerical data, Psychomotor Performance, Reference Values, Verbal Behavior, Attention (major), Concept Formation (major), Dyslexia -- diagnosis (major), Dyslexia -- psychology, Inhibition (Psychology) (major), Memory, Short-Term (major), Neuropsychological Tests (major) -- statistics & numerical data, Problem Solving (major) Title: Executive functions in children with dyslexia. Correspondence author: Reiter, Astrid   Publication title: Dyslexia (Chichester, England) Journal abbreviation: Dyslexia Volume: 11 Issue: 2 Pages: 116-131 Number of pages: 16 Publication year: 2005 Country of publication: England ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Journal Article Publication history :    Accepted date: 25 Oct 2005       Revised date: 27 May 2005    First submitted date: 28 May 2005 Update: 2018-01-05 Accession number: 15918370 ProQuest document ID: 67871545 Document URL: https://search.proquest.com/docview/67871545?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ Executive Functions in Children with Dyslexia Author: Reiter, Astrid1; Tucha, Oliver; Lange, Klaus W1 c/o Lange-Dept Experimental Psychology, U Regensburg, Germany klaus.lange@psychologie.uni-regensburg.de Publication info: Dyslexia  Vol. 11, Iss. 2,  (May 2005): 116-131. [Duplicate] https://search.proquest.com/docview/85620591?accountid=50982 Abstract: There is little data available concerning the executive functions of children with dyslexia. The small number of existing studies in this field focus on single aspects of these functions such as working memory. The aim of the present study was therefore to assess a variety of aspects of executive functioning in children with dyslexia. Forty-two children with dyslexia & 42 non-dyslexic children were examined using a neuropsychological test battery. The test battery consisted of standardised tests examining the assessment of working memory, concept formation, inhibition, flexibility, problem solving & fluency functions. Comparison between the test performance of non-dyslexic children & children with dyslexia revealed obvious difficulties of children with dyslexia in tests measuring working memory. Inhibition of inappropriate reactions was impaired in children with dyslexia in more demanding tests, but not in simple ones. Furthermore, children with dyslexia displayed impairments of both verbal & figural fluency functions. While in comparison to non-dyslexic children no disturbances of concept formation were observed, problem solving seemed to be partially impaired. The present findings suggest that children with dyslexia demonstrate impairments in a variety of executive functions. This should be considered in the development of new concepts in the treatment of dyslexia. 2 Tables, 73 References. [Copyright 2004 John Wiley and Sons, Ltd.] Subject: Dyslexia (20250); Children (11850); Executive Function (23470); Tests (88900); Short Term Memory (78150); Concept Formation (14450); Problem Solving (67850); Fluency (24910) Classification: 6511: learning disabilities; reading disabilities Title: Executive Functions in Children with Dyslexia Correspondence author: Reiter, Astrid   Author e-mail address: klaus.lange@psychologie.uni-regensburg.de Publication title: Dyslexia Volume: 11 Issue: 2 Pages: 116-131 Number of pages: 16 Publication year: 2005 Country of publication: United Kingdom ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2006-02-01 Accession number: 200601832 ProQuest document ID: 85620591 Document URL: https://search.proquest.com/docview/85620591?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Acquired Dyslexia in a Turkish-English Speaker Author: Raman, Ilhan; Weekes, Brendan S Publication info: Annals of Dyslexia ; New York  Vol. 55, Iss. 1,  (Jun 2005): 79-104. https://search.proquest.com/docview/225377607?accountid=50982 Abstract: 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 naïve 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. BRB's acquired dyslexia suggests that damage to phonological representations might have a consequence for learning to read in Turkish. We argue that BRB's 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. [PUBLICATION ABSTRACT] Subject: Dyslexia; Learning disabilities; Phonetics; Bilingualism; English language MeSH: Aged, Aphasia -- etiology, Aphasia -- physiopathology, Dyslexia, Acquired -- etiology, Humans, Language Tests, Male, Memory, Short-Term -- physiology, Pattern Recognition, Visual -- physiology, Speech Perception -- physiology, Stroke -- complications, Stroke -- physiopathology, Turkey, Dyslexia, Acquired -- physiopathology (major), Multilingualism (major) Location: Turkey Title: Acquired Dyslexia in a Turkish-English Speaker Publication title: Annals of Dyslexia; New York Volume: 55 Issue: 1 Pages: 79-104 Number of pages: 26 Publication year: 2005 Publication date: Jun 2005 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Case Reports Document feature: Charts Tables References DOI: http://dx.doi.org/10.1007/s11881-005-0005-8 Accession number: 16107781 ProQuest document ID: 225377607 Document URL: https://search.proquest.com/docview/225377607?accountid=50982 Copyright: Copyright International Dyslexia Association Jun 2005 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Are specific language impairment and dyslexia distinct disorders? Author: Catts, Hugh W1; Adlof, Suzanne M; Hogan, Tiffany P; Weismer, Susan Ellis1 Department of Speech-Language-Hearing, University of Kansas, Lawrence 66045, USA. catts@ku.edu Publication info: Journal of speech, language, and hearing research : JSLHR  Vol. 48, Iss. 6,  (December 2005): 1378-1396. https://search.proquest.com/docview/70131573?accountid=50982 Abstract: PURPOSE The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. METHOD Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. RESULTS Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. CONCLUSIONS These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia. Subject: Index Medicus MeSH: Adolescent, Analysis of Variance, Articulation Disorders -- etiology, Articulation Disorders -- physiopathology, Child, Child, Preschool, Cognition, Diagnosis, Differential, Female, Humans, Intelligence Tests, Language Tests, Longitudinal Studies, Male, Mental Processes, Phonetics, Reading, Dyslexia -- complications, Dyslexia -- diagnosis, Dyslexia -- physiopathology (major), Language Disorders -- complications, Language Disorders -- diagnosis, Language Disorders -- physiopathology (major) Supplemental data: Cited By:; J Child Psychol Psychiatry. 2001 Mar; 42(3):329-40 [11321202 ]; Child Dev. 2003 Mar-Apr; 74(2):358-73 [12705560 ]; Behav Genet. 2000 Sep; 30(5):385-96 [11235984 ]; J Speech Lang Hear Res. 2006 Apr; 49(2):278-93 [16671844 ]; J Speech Lang Hear Res. 2000 Apr; 43(2):293-308 [10757685 ]; J Child Psychol Psychiatry. 2000 Feb; 41(2):203-13 [10750546 ]; J Speech Lang Hear Res. 2004 Feb; 47(1):199-211 [15072539 ]; J Child Psychol Psychiatry. 2001 Feb; 42(2):189-98 [11280415 ]; J Child Psychol Psychiatry. 2001 Sep; 42(6):741-8 [11583246 ]; Dev Neuropsychol. 2001; 20(2):535-54 [11892951 ]; Brain Cogn. 2002 Mar-Apr; 48(2-3):505-12 [12030497 ]; Psychol Bull. 2004 Nov; 130(6):858-86 [15535741 ]; J Speech Lang Hear Res. 2002 Dec; 45(6):1142-57 [12546484 ]; Lang Speech. 1989 Apr-Jun; 32 ( Pt 2):109-22 [2630838 ]; Psychol Res. 1981; 43(2):219-34 [7302091 ]; Dev Med Child Neurol. 1980 Dec; 22(6):768-77 [7450301 ]; J Speech Lang Hear Res. 1998 Oct; 41(5):1185-92 [9771639 ]; Behav Genet. 2005 Jul; 35(4):479-90 [15971028 ]; J Child Psychol Psychiatry. 2000 Jul; 41(5):587-600 [10946751 ]; J Learn Disabil. 1992 Nov; 25(9):562-73 [1431540 ]; N Engl J Med. 1992 Jan 16; 326(3):145-50 [1727544 ]; J Child Psychol Psychiatry. 1996 May; 37(4):391-403 [8735439 ]; J Speech Lang Hear Res. 1997 Dec; 40(6):1245-60 [9430746 ]; J Speech Lang Hear Res. 2001 Aug; 44(4):873-85 [11521780 ]; J Learn Disabil. 1992 Nov; 25(9):574-6 [1431541 ]; J Speech Hear Res. 1990 Mar; 33(1):70-83 [2314086 ]; J Speech Hear Res. 1993 Oct; 36(5):948-58 [8246483 ]; J Speech Lang Hear Res. 2000 Aug; 43(4):865-78 [11386474 ]; J Exp Child Psychol. 2003 Feb; 84(2):97-123 [12609495 ]; J Learn Disabil. 1998 Mar-Apr; 31(2):106-17 [9529781 ]; J Learn Disabil. 1992 Dec; 25(10):639-48 [1460385 ]; J Speech Hear Disord. 1981 May; 46(2):114-22 [7253588 ]; J Speech Hear Res. 1996 Dec; 39(6):1239-57 [8959609 ]; Child Dev. 1990 Dec; 61(6):1728-43 [2083495 ]; J Speech Hear Disord. 1986 Nov; 51(4):337-47 [3773490 ]; J Child Psychol Psychiatry. 1991 Nov; 32(7):1063-80 [1787137 ]; J Learn Disabil. 1989 Oct; 22(8):469-78, 486 [2794763 ]; J Speech Lang Hear Res. 1998 Oct; 41(5):1136-46 [9771635 ]; J Speech Lang Hear Res. 2004 Apr; 47(2):464-75 [15157144 ]; Dev Med Child Neurol. 1987 Oct; 29(5):630-40 [2444484 ]; J Child Psychol Psychiatry. 1975 Jul; 16(3):181-97 [1158987 ]; J Speech Lang Hear Res. 2001 Apr; 44(2):416-33 [11324662 ]; J Learn Disabil. 1986 Oct; 19(8):504-8 [3760705 ]; J Learn Disabil. 1991 Oct; 24(8):495-500 [1940607 ]; J Speech Lang Hear Res. 2004 Aug; 47(4):816-34 [15324288 ]; J Exp Child Psychol. 1983 Apr; 35(2):345-67 [6842131 ]; Child Dev. 1998 Aug; 69(4):996-1011 [9768483 ]; J Speech Lang Hear Res. 2004 Apr; 47(2):377-91 [15157138 ]; JAMA. 1990 Aug 22-29; 264(8):998-1002 [2376893 ]; Am J Med Genet B Neuropsychiatr Genet. 2004 Aug 15; 129B(1):94-6 [15274048 ]; J Child Psychol Psychiatry. 1990 Nov; 31(7):1027-50 [2289942 ]; J Child Psychol Psychiatry. 1995 Mar; 36(3):399-408 [7782404 ]; J Speech Lang Hear Res. 1999 Oct; 42(5):1275-8 [10515521 ]; Biometrics. 1946 Jun; 2(3):47-53 [21001024 ]; J Speech Hear Res. 1996 Dec; 39(6):1284-94 [8959613 ]; Lang Speech Hear Serv Sch. 2005 Oct; 36(4):285-93 [16389701 ]; J Learn Disabil. 2000 May-Jun; 33(3):223-38 [15505962 ]; J Child Psychol Psychiatry. 2000 Oct; 41(7):869-74 [11079429 ]; Br J Disord Commun. 1987 Dec; 22(3):219-26 [3504704 ]; Ann Dyslexia. 1991 Jan; 41(1):207-20 [24233766 ] Title: Are specific language impairment and dyslexia distinct disorders? Correspondence author: Catts, Hugh W   Publication title: Journal of speech, language, and hearing research : JSLHR Journal abbreviation: J. Speech Lang. Hear. Res. Grant: P50 DC002746-030003.   United States.  ; 1-P50-DC02726-04.   United States.   Volume: 48 Issue: 6 Pages: 1378-1396 Number of pages: 19 Publication year: 2005 Country of publication: United States ISSN: 1092-4388 Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Research Support, N.i.h., Extramural, Journal Article Report number: NIHMS183640, PMC2853030 Publication history :    Accepted date: 05 Jun 2007       Revised date: 19 Feb 2017    First submitted date: 16 Feb 2006 Update: 2018-01-05 Accession number: 16478378 ProQuest document ID: 70131573 Document URL: https://search.proquest.com/docview/70131573?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ Are Specific Language Impairment and Dyslexia Distinct Disorders? Author: Catts, Hugh W1; Adlof, Suzanne M; Hogan, Tiffany P; Weismer, Susan Ellis1 Dept Speech-Language-Hearing, U Kansas, Lawrence catts@ku.edu Publication info: Journal of Speech, Language, and Hearing Research  Vol. 48, Iss. 6,  (December 2005): 1378-1396. [Duplicate] https://search.proquest.com/docview/85640073?accountid=50982 Abstract: Purpose: The purpose of this study was to determine whether specific language impairment (SLI) & dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten & dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI & dyslexia, & 165 children with typical language/reading development. Measures of phonological awareness & nonword repetition were considered. Results: Study 1 showed limited but statistically significant overlap between SLI & dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia & SLI performed significantly less well on measures of phonological processing than did children with SLI only & those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions: These results support the view that SLI & dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia. Tables, Figures, References. Adapted from the source document Subject: Children (11850); Age Differences (01150); Specific Language Impairment (82200); Dyslexia (20250); Phonological Processing (65110); Language Acquisition (41600) Classification: 6510: learning disabilities; learning disabilities; 6511: learning disabilities; reading disabilities Title: Are Specific Language Impairment and Dyslexia Distinct Disorders? Correspondence author: Catts, Hugh W   Author e-mail address: catts@ku.edu Publication title: Journal of Speech, Language, and Hearing Research Volume: 48 Issue: 6 Pages: 1378-1396 Number of pages: 19 Publication year: 2005 Country of publication: United States ISSN: 1092-4388 Sourcetype: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2006-12-01 Accession number: 200615016 ProQuest document ID: 85640073 Document URL: https://search.proquest.com/docview/85640073?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Genes, Environment, and Dyslexia The 2005 Norman Geschwind Memorial Lecture Author: Olson, Richard K Publication info: Annals of Dyslexia ; New York  Vol. 56, Iss. 2,  (Dec 2006): 205-38. https://search.proquest.com/docview/225374197?accountid=50982 Abstract: 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. [PUBLICATION ABSTRACT] Subject: Twins; Dyslexia; Studies; Behavior; Learning disabilities MeSH: Dyslexia -- genetics, Family, Genetic Linkage, Humans, Molecular Biology, Twin Studies as Topic, Dyslexia -- etiology (major), Environment (major) Title: Genes, Environment, and Dyslexia The 2005 Norman Geschwind Memorial Lecture Publication title: Annals of Dyslexia; New York Volume: 56 Issue: 2 Pages: 205-38 Number of pages: 34 Publication year: 2006 Publication date: Dec 2006 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Speech/Lecture Document feature: Charts References DOI: http://dx.doi.org/10.1007/s11881-006-0010-6 Accession number: 17849199 ProQuest document ID: 225374197 Document URL: https://search.proquest.com/docview/225374197?accountid=50982 Copyright: Copyright International Dyslexia As sociation Dec 2006 Last updated: 2018-10-07 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double-deficit hypothesis. Author: King, Wayne M1; Giess, Sally A; Lombardino, Linda J1 Department of Speech and Hearing Sciences, The Ohio State University, Columbus, OH 43210, USA. king.812@osu.edu Publication info: International journal of language & communication disorders  Vol. 42, Iss. 1,  (2007 Jan-Feb): 77-95. https://search.proquest.com/docview/70267176?accountid=50982 Abstract: BACKGROUND The marked degree of heterogeneity in persons with developmental dyslexia has motivated the investigation of possible subtypes. Attempts have proceeded both from theoretical models of reading and the application of unsupervised learning (clustering) methods. Previous cluster analyses of data obtained from persons with reading disabilities have suffered from the inherent limitations of unsupervised learning methods. Specifically, the reliability and stability of cluster solutions have proven difficult to determine. Recent developments in the clustering literature have addressed these concerns by permitting checks on the internal validity of the solution. Resampling methods produce consistent groupings of the data independent of initialization effects, while the gap statistic provides a confidence measure for the determination of the optimal number of clusters present in the data. Combining these methods produces a robust data-driven classification that can be compared with theoretically based subtypes to produce better-informed models of developmental dyslexia. AIMS The present study is a novel application of resampling (bootstrap aggregating or bagging) methods and the gap statistic to the subtyping of children with developmental dyslexia. The specific aims of this study are: (1) to illustrate the use of bagging methods and the gap statistic in multivariate data obtained from children with developmental dyslexia; and (2) to compare the bagged clustering thresholded by the gap statistic against the predictions of the double-deficit hypothesis. The double-deficit hypothesis is a prominent theoretical model of developmental dyslexia, which predicts three subtypes: phonological, rate, and phonological-rate impaired readers. METHODS & PROCEDURES Three simulated data sets with known cluster structure were created to check the validity and illustrate the utility of the bagged clustering with the gap statistic in data with known structure. Subsequently, a clinical database of standardized test data (eight tests) from 93 children with developmental dyslexia was clustered using these methods. This procedure was repeated on a database of 93 children without reading disability matched for gender and age as a control. Finally, the clustering was repeated on the entire database of 186 participants. Cluster solutions were obtained for an increasing number of clusters (1-10) and were tested against the null hypothesis that no subtypes were present, i.e. the data represented a single cluster. OUTCOMES & RESULTS Four clusters were identified in the children with developmental dyslexia. There was no evidence of significant cluster structure in the children without dyslexia. Two clusters were identified when children with and without reading impairments were considered together. Among the participants with developmental dyslexia, there was evidence of a phonological-deficit cluster, a rapid-naming cluster, and a cluster showing both depressed phonological processing and rapid naming. These accounted for 73 of the 93 participants (78%). All three are predicted by the double-deficit hypothesis. The fourth cluster consisted of children with normal phonological and rapid naming ability incommensurate with their high verbal ability. An analysis of variance with post-hoc multiple comparisons demonstrated that the phonological, rapid-naming, and double deficit clusters did not differ significantly in age, but the fourth cluster was comprised of significantly older children. The mixed data set revealed two clusters. One cluster consisted almost entirely of the double-deficit and phonological subtypes. The other consisted of the participants without dyslexia and the children with dyslexia demonstrating either a single rapid naming deficit or standardized test scores in the normal range. A silhouette analysis indicated that the four-cluster solution for the children with developmental dyslexia was superior to the two-cluster solution obtained for the entire data set. CONCLUSIONS The study provides support for the presence of distinct subtypes in children with developmental dyslexia and for the double-deficit hypothesis. Specifically, this study finds three subtypes predicted by the double-deficit hypothesis without the assumption of an a priori theoretical model of reading. Taken together, these subtypes account for 79% of the participants with dyslexia. Further, the percentages of children in each subtype are in good agreement with previous studies. The participants in the subtype not predicted by the double-deficit hypothesis were significantly older than the other three groups. Recent advances in unsupervised learning can be expected to aid the improvement and refinement of the definition of developmental dyslexia. If reliable and consistent subtypes can be identified among persons with developmental dyslexia, it is reasonable to assume that diagnostic and intervention efforts will be greatly improved. Subject: Index Medicus MeSH: Adolescent, Child, Cluster Analysis, Comprehension, Data Interpretation, Statistical, Female, Humans, Language Tests, Male, Phonetics, Dyslexia -- classification (major), Dyslexia -- diagnosis, Dyslexia -- psychology Title: Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double-deficit hypothesis. Correspondence author: King, Wayne M   Publication title: International journal of language & communication disorders Journal abbreviation: Int J Lang Commun Disord Volume: 42 Issue: 1 Pages: 77-95 Number of pages: 19 Publication date: 2007 Jan-Feb Publication year: 2007 Country of publication: United States ISSN: 1368-2822 Source type: Scholarly Journals Peer reviewed: Yes Format availability: Print Language of publication: English Document type: Comparative Study, Journal Article Publication history :    Accepted date: 07 Aug 2007       Revised date: 21 Oct 2016    First submitted date: 17 Mar 2007 Update: 2018-01-05 Accession number: 17365087 ProQuest document ID: 70267176 Document URL: https://search.proquest.com/docview/70267176?accountid=50982 Last updated: 2018-01-16 Database: ComDisDome ____________________________________________________________ Acquired Dyslexias in Kannada-Speaking Adults with Right Hemisphere Damage Author: Chengappa, Shyamala K1; Sunilkumar, Ravi; Carmel, Jennifer R1 All India Institute of Speech and Hearing, Manasa Gangotri, Mysore 570006, Karnataka, India Tel: +919845828913 shyamalakc@yahoo.com Publication info: Asia Pacific Journal of Speech, Language, and Hearing  Vol. 10, Iss. 4,  (Dec 2007): 213-220. https://search.proquest.com/docview/85359078?accountid=50982 Abstract: In recent times little attention has been given to the acquired disorders of reading. Many authors have proposed different theories such as dual route theory, theory of reading system, and so forth to explain different types of acquired dyslexias. And recently there is some work going on to find out the site of lesions for different types of dyslexias. Previous studies suggest that except for deep dyslexia, all other types of dyslexias have lesions in the left hemisphere. In this study, the authors attempted to identify the types of dyslexias present subsequent to right hemisphere damage. The aim of the present study is to enlighten speech-language pathologists as to the different types of acquired dyslexias and to determine out whether there is any causal relationship between right hemisphere damage and acquired dyslexias. For this study, the subjects were five native Kannada-speaking subjects with age range of 40 to 60 years with a history of right hemisphere damage following ischemic strokes. All subjects were assessed for their reading abilities in Kannada on a tool Analyzing Acquired Disorders of Reading in Kannada by Karanth (1984). The same test was used to diagnose the different types of dyslexias. A variety of reading disorders were seen in three patients, including wrong responses, which was semantically related to the stimulus word, visual errors, derivational errors; greater difficulty in reading function words such as prepositions, pronouns, and also reading nonwords. By qualitative analysis of this test and based on their characteristics these three subjects were diagnosed with deep dyslexia. All three subjects had a lesion in the right temporal and frontal lobes. The present study revealed that in all five subjects acquired deep dyslexia and right hemisphere damage may be causally related. Future studies are expected to determine the site of lesions for different types of acquired dyslexias. For speech-language pathologists, it is a challenging task to make an accurate and comprehensive assessment and prioritize steps for intervention based on clients' needs. Normally, speech-language pathologists will diagnose a patient with reading and writing difficulties as dyslexic or alexic. But there is a greater need for differential diagnosis of different types of dyslexia and treatment also should be individualized. More clinical research is necessary to aid the SLPs in detailed and comprehensive assessment and rehabilitation, especially in an Indian (non-Western) context. Adapted from the source document Subject: *Dyslexia (20250); *Kannada (40400); *Cerebral Dominance (11500); *Brain Damage (09400); *Adults (00600); *Reading Deficiencies (70900); *Diagnostic Tests (18550) Classification: 6812: special education; language and speech therapy Title: Acquired Dyslexias in Kannada-Speaking Adults with Right Hemisphere Damage Correspondence author: Chengappa, Shyamala K   Author e-mail address: shyamalakc@yahoo.com Publication title: Asia Pacific Journal of Speech, Language, and Hearing Volume: 10 Issue: 4 Pages: 213-220 Number of pages: 8 Publication year: 2007 Country of publication: United States ISSN: 1361-3286 CODEN: APLHFL Source type: Scholarly Journals Language of publication: English Document type: Journal Article Update: 2009-10-01 Accession number: llba-200918011 ProQuest document ID: 85359078 Document URL: https://search.proquest.com/docview/85359078?accountid=50982 Last updated: 2014-06-17 Database: ComDisDome ____________________________________________________________ Acquired Dyslexias in Kannada-Speaking Adults with Right Hemisphere Damage Author: Chengappa, Shyamala K1; Sunilkumar, Ravi; Carmel, Jennifer R1 All India Institute of Speech and Hearing, Manasa Gangotri, Mysore 570006, Karnataka, India Tel: +919845828913 shyamalakc@yahoo.com Publication info: Asia Pacific Journal of Speech, Language, and Hearing  Vol. 10, Iss. 4,  (December 2007): 213-220. [Duplicate] https://search.proquest.com/docview/85712220?accountid=50982 Abstract: In recent times little attention has been given to the acquired disorders of reading. Many authors have proposed different theories such as dual route theory, theory of reading system, and so forth to explain different types of acquired dyslexias. And recently there is some work going on to find out the site of lesions for different types of dyslexias. Previous studies suggest that except for deep dyslexia, all other types of dyslexias have lesions in the left hemisphere. In this study, the authors attempted to identify the types of dyslexias present subsequent to right hemisphere damage. The aim of the present study is to enlighten speech-language pathologists as to the different types of acquired dyslexias and to determine out whether there is any causal relationship between right hemisphere damage and acquired dyslexias. For this study, the subjects were five native Kannada-speaking subjects with age range of 40 to 60 years with a history of right hemisphere damage following ischemic strokes. All subjects were assessed for their reading abilities in Kannada on a tool Analyzing Acquired Disorders of Reading in Kannada by Karanth (1984). The same test was used to diagnose the different types of dyslexias. A variety of reading disorders were seen in three patients, including wrong responses, which was semantically related to the stimulus word, visual errors, derivational errors; greater difficulty in reading function words such as prepositions, pronouns, and also reading nonwords. By qualitative analysis of this test and based on their characteristics these three subjects were diagnosed with deep dyslexia. All three subjects had a lesion in the right temporal and frontal lobes. The present study revealed that in all five subjects acquired deep dyslexia and right hemisphere damage may be causally related. Future studies are expected to determine the site of lesions for different types of acquired dyslexias. For speech-language pathologists, it is a challenging task to make an accurate and comprehensive assessment and prioritize steps for intervention based on clients' needs. Normally, speech-language pathologists will diagnose a patient with reading and writing difficulties as dyslexic or alexic. But there is a greater need for differential diagnosis of different types of dyslexia and treatment also should be individualized. More clinical research is necessary to aid the SLPs in detailed and comprehensive assessment and rehabilitation, especially in an Indian (non-Western) context. Adapted from the source document Subject: Dyslexia (20250); Kannada (40400); Cerebral Dominance (11500); Brain Damage (09400); Adults (00600); Reading Deficiencies (70900); Diagnostic Tests (18550) Classification: 6812: special education; language and speech therapy Title: Acquired Dyslexias in Kannada-Speaking Adults with Right Hemisphere Damage Correspondence author: Chengappa, Shyamala K   Author e-mail address: shyamalakc@yahoo.com Publication title: Asia Pacific Journal of Speech, Language, and Hearing Volume: 10 Issue: 4 Pages: 213-220 Number of pages: 8 Publication year: 2007 Country of publication: United States ISSN: 1361-3286 CODEN: APLHFL Source type: Scholarly Journals Language of publication: English Document type: Journal Article Update: 2009-10-01 Accession number: 200918011 ProQuest document ID: 85712220 Document URL: https://search.proquest.com/docview/85712220?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Phonological Remediation Program in Students with Developmental Dyslexia Author: Salgado, Cintia Alves1; Capellini, Simone Aparecida1 Faculdade Ciencias Medicas, U Estadual Campinas cintialv@fcm.unicamp.br Publication info: PRO-FONO: Revista de Actualizacao Cientifica  Vol. 20, Iss. 1,  (January 2008): 31-36. https://search.proquest.com/docview/85670077?accountid=50982 Abstract: Background: program for phonological remediation in developmental dyslexia. Aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre & posttesting situations of students with dyslexia who were & were not submitted to the program; & to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. Method: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups -- GIe with 6 students with developmental dyslexia who were submitted to the program; & GIc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups -- GIIe with 6 good readers who were submitted to the program, & GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training & post-testing. Results: results indicate that GI presented a lower performance in phonological skills, reading & writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that ofGII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia. Tables, References. Adapted from the source document Subject: Dyslexia (20250); Language Therapy (44400); Therapy Progress Assessment (89508); Phonological Processing (65110); Elementary School Students (21520); Brazil (09450); Portuguese (66800) Classification: 6511: learning disabilities; reading disabilities Title: Phonological Remediation Program in Students with Developmental Dyslexia Alternate title: Programa de remediacao fonologica em escolares com dislexia do desenvolvimento Correspondence author: Salgado, Cintia Alves   Author e-mail address: cintialv@fcm.unicamp.br Publication title: PRO-FONO: Revista de Actualizacao Cientifica Volume: 20 Issue: 1 Pages: 31-36 Number of pages: 6 Publication year: 2008 Country of publication: Brazil ISSN: 0104-5687 Source type: Scholarly Journals Language of publication: Portuguese Document type: Journal Article Update: 2008-08-01 Accession number: 200812234 ProQuest document ID: 85670077 Document URL: https://search.proquest.com/docview/85670077?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Neural Substrates Related to Auditory Working Memory Comparisons in Dyslexia: An fMRI Study Author: Conway, Tim1; Heilman, Kenneth M; Gopinath, Kaundinya; Peck, Kyung; Bauer, Russell; Briggs, Richard W; Torgesen, Joseph K; Crosson, Bruce1 Department of Clinical and Health Psychology, University of Florida Health Science Center, Gainesville, FL twc@phhp.ufl.edu Publication info: Journal of the International Neuropsychological Society  Vol. 14, Iss. 4,  (0, 2008): 629-639. https://search.proquest.com/docview/85677810?accountid=50982 Abstract: Adult readers with developmental phonological dyslexia exhibit significant difficulty comparing pseudowords and pure tones in auditory working memory (AWM). This suggests deficient AWM skills for adults diagnosed with dyslexia. Despite behavioral differences, it is unknown whether neural substrates of AWM differ between adults diagnosed with dyslexia and normal readers. Prior neuroimaging of adults diagnosed with dyslexia and normal readers, and post-mortem findings of neural structural anomalies in adults diagnosed with dyslexia support the hypothesis of atypical neural activity in temporoparietal and inferior frontal regions during AWM tasks in adults diagnosed with dyslexia. We used fMRI during two binaural AWM tasks (pseudowords or pure tones comparisons) in adults diagnosed with dyslexia (n = 11) and normal readers (n = 11). For both AWM tasks, adults diagnosed with dyslexia exhibited greater activity in left posterior superior temporal (BA 22) and inferior parietal regions (BA 40) than normal readers. Comparing neural activity between groups and between stimuli contrasts (pseudowords vs. tones), adults diagnosed with dyslexia showed greater primary auditory cortex activity (BA 42; tones > pseudowords) than normal readers. Thus, greater activity in primary auditory, posterior superior temporal, and inferior parietal cortices during linguistic and non-linguistic AWM tasks for adults diagnosed with dyslexia compared to normal readers indicate differences in neural substrates of AWM comparison tasks. Adapted from the source document Subject: Dyslexia (20250); Brain (09350); Functional Magnetic Resonance Imaging (fMRI) (26525); Auditory Processing (05920); Phonological Short Term Memory (65135); Nonverbal Tasks (58555); Nonsense Words (58350) Classification: 6511: learning disabilities; reading disabilities Title: Neural Substrates Related to Auditory Working Memory Comparisons in Dyslexia: An fMRI Study Correspondence author: Conway, Tim   Author e-mail address: twc@phhp.ufl.edu Publication title: Journal of the International Neuropsychological Society Volume: 14 Issue: 4 Pages: 629-639 Number of pages: 11 Publication year: 2008 Country of publication: United States ISSN: 1355-6177 CODEN: JINSF9 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2008-12-01 Accession number: 200819015 ProQuest document ID: 85677810 Document URL: https://search.proquest.com/docview/85677810?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia Author: Kirby, John R1; Silvestri, Robert; Allingham, Beth H; Parrila, Rauno; La Fave, Chantal B1 Queen's University, Kingston, Ontario Publication info: Journal of Learning Disabilities (Austin)  Vol. 41, Iss. 1,  (January 2008): 85-96. https://search.proquest.com/docview/919962335?accountid=50982 Abstract: The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading. Adapted from the source document Subject: Dyslexia (20250); Learning Strategies (46000); Learning Processes (45950); College Students (13250) Classification: 6511: learning disabilities; reading and writing disabilities Title: Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia Correspondence author: Kirby, John R   Publication title: Journal of Learning Disabilities (Austin) Volume: 41 Issue: 1 Pages: 85-96 Number of pages: 12 Publication year: 2008 Country of publication: United States ISSN: 0022-2194 CODEN: JLDIAD Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2012-02-01 Accession number: 201201906 ProQuest document ID: 919962335 Document URL: https://search.proquest.com/docview/919962335?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Development and validation of a reading-related assessment battery in Malay for the purpose of dyslexia assessment Author: Lee, Lay Wah Publication info: Annals of Dyslexia ; New York  Vol. 58, Iss. 1,  (Jun 2008): 37-57. https://search.proquest.com/docview/225377224?accountid=50982 Abstract: 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. [PUBLICATION ABSTRACT] Subject: Dyslexia; Elementary schools; Students; Children & youth MeSH: Child, Female, Humans, Malaysia, Male, Dyslexia -- diagnosis (major), Language Tests (major), Reading (major) Title: Development and validation of a reading-related assessment battery in Malay for the purpose of dyslexia assessment Publication title: Annals of Dyslexia; New York Volume: 58 Issue: 1 Pages: 37-57 Number of pages: 21 Publication year: 2008 Publication date: Jun 2008 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Journal Article Document feature: Charts Tables References DOI: http://dx.doi.org/10.1007/s11881-007-0011-0 Accession number: 18293088 ProQuest document ID: 225377224 Document URL: https://search.proquest.com/docview/225377224?accountid=50982 Copyright: Copyright International Dyslexia Association Jun 2008 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment Author: Richards, Todd L1; Berninger, Virginia W1 Department of Radiology, University of Washington, P.O. Box 357115, Seattle, WA 98195, USA toddr@u.washington.edu Publication info: Journal of Neurolinguistics  Vol. 21, Iss. 4,  (July 2008): 294-304. https://search.proquest.com/docview/85341584?accountid=50982 Abstract: Brains of 18 children with dyslexia (5 girls, 13 boys) and 21 without dyslexia (8 girls, 13 boys) were scanned before and after the children with dyslexia received instructional treatment. Both at Time 1 and Time 2 all children performed an fMRI phoneme mapping task during brain scanning-deciding whether letter(s) in pair of pronounceable nonwords could stand for the same sound. Results were analyzed with a seed point correlational method for functional connectivity from four seed points based on prior studies: inferior frontal gyrus, middle frontal gyrus, the occipital region, and cerebellum. At Time 1 before treatment, a significant difference in fMRI connectivity occurred between children with dyslexia and normal reading controls in the left inferior frontal gyrus and its correlations with right and left middle frontal gyrus, right and left supplemental motor area, left precentral gyrus, and right superior frontal gyrus. There were no significant differences for the seed regions placed in the middle frontal gyrus, occipital gyrus or cerebellum. Children with dyslexia had greater functional connectivity from the left inferior frontal gyrus seed point to the right inferior frontal gyrus than did the children without dyslexia. Compared to adults with and without dyslexia who differed in bilateral connectivity from inferior frontal gyrus on the same task, the children with and without dyslexia differed in left side connectivity from left inferior frontal gyrus. At Time 2 after treatment, the children with dyslexia, who had participated in a 3-week instructional program that provided explicit instruction in linguistic awareness, alphabetic principle (taught in a way to maximize temporal contiguity of grapheme-phoneme associations), decoding and spelling, and a writers' workshop, did not differ from the children without dyslexia in any of the clusters in the group difference map identifying differences between dyslexics and good readers, showing that functional connectivity (and not just regions of interest) may normalize following instructional treatment. [Copyright 2007 Elsevier Ltd.] Classification: 6511: learning disabilities; reading: disabilities Title: Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment Correspondence author: Richards, Todd L   Author e-mail address: toddr@u.washington.edu Publication title: Journal of Neurolinguistics Volume: 21 Issue: 4 Pages: 294-304 Number of pages: 11 Publication year: 2008 Country of publication: Netherlands ISSN: 0911-6044 CODEN: JONEE8 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2008-08-01 Accession number: 200812231 ProQuest document ID: 85341584 Document URL: https://search.proquest.com/docview/85341584?accountid=50982 Last updated: 2018-02-28 Database: ComDisDome ____________________________________________________________ Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment Author: Richards, Todd L1; Berninger, Virginia W1 Department of Radiology, University of Washington, P.O. Box 357115, Seattle, WA 98195, USA toddr@u.washington.edu Publication info: Journal of Neurolinguistics  Vol. 21, Iss. 4,  (July 2008): 294-304. [Duplicate] https://search.proquest.com/docview/85676836?accountid=50982 Abstract: Brains of 18 children with dyslexia (5 girls, 13 boys) and 21 without dyslexia (8 girls, 13 boys) were scanned before and after the children with dyslexia received instructional treatment. Both at Time 1 and Time 2 all children performed an fMRI phoneme mapping task during brain scanning-deciding whether letter(s) in pair of pronounceable nonwords could stand for the same sound. Results were analyzed with a seed point correlational method for functional connectivity from four seed points based on prior studies: inferior frontal gyrus, middle frontal gyrus, the occipital region, and cerebellum. At Time 1 before treatment, a significant difference in fMRI connectivity occurred between children with dyslexia and normal reading controls in the left inferior frontal gyrus and its correlations with right and left middle frontal gyrus, right and left supplemental motor area, left precentral gyrus, and right superior frontal gyrus. There were no significant differences for the seed regions placed in the middle frontal gyrus, occipital gyrus or cerebellum. Children with dyslexia had greater functional connectivity from the left inferior frontal gyrus seed point to the right inferior frontal gyrus than did the children without dyslexia. Compared to adults with and without dyslexia who differed in bilateral connectivity from inferior frontal gyrus on the same task, the children with and without dyslexia differed in left side connectivity from left inferior frontal gyrus. At Time 2 after treatment, the children with dyslexia, who had participated in a 3-week instructional program that provided explicit instruction in linguistic awareness, alphabetic principle (taught in a way to maximize temporal contiguity of grapheme-phoneme associations), decoding and spelling, and a writers' workshop, did not differ from the children without dyslexia in any of the clusters in the group difference map identifying differences between dyslexics and good readers, showing that functional connectivity (and not just regions of interest) may normalize following instructional treatment. [Copyright 2007 Elsevier Ltd.] Subject: Functional Magnetic Resonance Imaging (fMRI) (26525); Brain (09350); Dyslexia (20250); Children (11850); Grapheme Phoneme Correspondence (29250); Language Therapy (44400); Remedial Reading (72900); Spelling Instruction (83350) Classification: 6511: learning disabilities; reading disabilities Title: Abnormal fMRI connectivity in children with dyslexia during a phoneme task: Before but not after treatment Correspondence author: Richards, Todd L   Author e-mail address: toddr@u.washington.edu Publication title: Journal of Neurolinguistics Volume: 21 Issue: 4 Pages: 294-304 Number of pages: 11 Publication year: 2008 Country of publication: Netherlands ISSN: 0911-6044 CODEN: JONEE8 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2008-08-01 Accession number: 200812231 ProQuest document ID: 85676836 Document URL: https://search.proquest.com/docview/85676836?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Efficacy of an Audio-visual Computerized Remediation Program in Students with Dyslexia Author: Germano, Giseli Donadon; Capellini, Simone Aparecida Publication info: PRO-FONO: Revista de Actualizacao Cientifica  Vol. 20, Iss. 4,  (October 2008): 237-242. https://search.proquest.com/docview/85682719?accountid=50982 Abstract: Background: an audio-visual computerized remediation program in students with developmental dyslexia. Aim: to verify the efficacy of an audio-visual computerized remediation program in students with developmental dyslexia. The specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre & post-testing situations of students with dyslexia who were & were not submitted to the program; & to compare the results obtained with the remediation program in students with developmental dyslexia to those obtained in good readers. Methods: the participants of this study were 20 students who were divided as follows: group I (GI) subdivided in: GIe (five students with developmental dyslexia who were submitted to the program) & GIc (five students with developmental dyslexia who were not submitted to the program); group II (GII) was subdivided in: GIIe (five good readers who were submitted to the program) & GIIc (five good readers who were not submitted to the program). An audio-visual computerized remediation program was used -- "Play on." Results: results indicate that GI presented a lower performance in auditory processing & phonological awareness when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the audio-visual remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of an audio-visual remediation program in students with developmental dyslexia. Tables, Graphs, References. Adapted from the source document Subject: Dyslexia (20250); Remedial Reading (72900); Computer Software (14360); Phonological Awareness (64970); Auditory Processing (05920); Audiovisual Language Teaching (05650) Classification: 6511: learning disabilities; reading disabilities Title: Efficacy of an Audio-visual Computerized Remediation Program in Students with Dyslexia Alternate title: Eficacia do programa de remediacao auditivo-visual computadorizado em escolares com dislexia Correspondence author: Germano, Giseli Donadon   Author e-mail address: giseliger@yahoo.com.br Publication title: PRO-FONO: Revista de Actualizacao Cientifica Volume: 20 Issue: 4 Pages: 237-242 Number of pages: 6 Publication year: 2008 Country of publication: Brazil ISSN: 0104-5687 Source type: Scholarly Journals Language of publication: Portuguese Document type: Journal Article Update: 2009-04-01 Accession number: 200905994 ProQuest document ID: 85682719 Document URL: https://search.proquest.com/docview/85682719?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort Author: Conlon, Elizabeth G; Sanders, Mary A; Wright, Craig M Publication info: Neuropsychologia  Vol. 47, Iss. 3,  (February 2009): 907-915. https://search.proquest.com/docview/85696980?accountid=50982 Abstract: The aim of the first of two experiments was to investigate the effect of practice on sensitivity to global motion and global form in a group of adults with dyslexia, a group of normal readers with visual discomfort, a group with dyslexia and visual discomfort, and a control group. In comparison to the control group, and regardless of the effect of practice, the group with dyslexia was significantly less sensitive to global motion. No differences in global motion sensitivity were found when individuals with dyslexia, with or without visual discomfort, were compared. The normal reading group with visual discomfort was less sensitive to global motion than the control group at baseline, but not when a second estimate of motion sensitivity was obtained. About 30% of the group with dyslexia had a global motion deficit on each threshold estimate. In contrast, there were no significant effects of practice or group on sensitivity to global form. In Experiment 2, performance on a number of cognitive and visual processing tasks was measured in four groups: two with dyslexia; one with and one without a global motion deficit, a normal reading group with visual discomfort, and a control group. The group with visual discomfort had reduced visual processing speed only. Regardless of whether a global motion processing deficit was present or absent in individuals with dyslexia, reduced accuracy was found on the language and visual processing measures, and on a rapid temporal sequencing task. Individuals with dyslexia and a global motion deficit had poorer accuracy than individuals with dyslexia and no motion deficit on the phonological processing and verbal short term memory tasks. We concluded that some adults with dyslexia have a persistent deficit when processing global motion but not global form. This is consistent with reports of a magnocellular pathway deficit in this group. Individuals with visual discomfort do not have a magnocellular processing deficit, but have perceptual difficulties when performing complex visual processing tasks. [Copyright Elsevier Ltd.] Subject: Dyslexia (20250); Vision Disorders (94350); Motion (55575); Visual Processing (94640); Adults (00600); Reading Processes (71150); Brain (09350); Phonological Processing (65110) Classification: 6511: learning disabilities; reading and writing disabilities Title: Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort Correspondence author: Conlon, Elizabeth G   Publication title: Neuropsychologia Volume: 47 Issue: 3 Pages: 907-915 Number of pages: 9 Publication year: 2009 Country of publication: Netherlands ISSN: 0028-3932 CODEN: NUPSA6 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2009-07-01 Accession number: 200913615 ProQuest document ID: 85696980 Document URL: https://search.proquest.com/docview/85696980?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Phonological and Surface Subtypes among University Students with Dyslexia Author: Wolff, Ulrika11 Department of Education, University of Gothenburg, Goteborg, Sweden Publication info: International Journal of Disability, Development and Education  Vol. 56, Iss. 1,  (Mar 2009): 73-91. https://search.proquest.com/docview/85344111?accountid=50982 Abstract: The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic-level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading-level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or vice versa. Thus, the analysis further supported the phonological deficit hypothesis of dyslexia. Adapted from the source document Subject: *Dyslexia (20250); *Sweden (86250); *College Students (13250); *Reading Deficiencies (70900); *Phonology (65250); *Orthography (61750) Classification: 6511: learning disabilities; reading and writing disabilities Title: Phonological and Surface Subtypes among University Students with Dyslexia Correspondence author: Wolff, Ulrika   Publication title: International Journal of Disability, Development and Education Volume: 56 Issue: 1 Pages: 73-91 Number of pages: 19 Publication year: 2009 Country of publication: United Kingdom ISSN: 1034-912X CODEN: IJDEFF Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2009-05-01 Accession number: llba-200907937 ProQuest document ID: 85344111 Document URL: https://search.proquest.com/docview/85344111?accountid=50982 Last updated: 2014-06-17 Database: ComDisDome ____________________________________________________________ Phonological and Surface Subtypes among University Students with Dyslexia Author: Wolff, Ulrika11 Department of Education, University of Gothenburg, Goteborg, Sweden Publication info: International Journal of Disability, Development and Education  Vol. 56, Iss. 1,  (March 2009): 73-91. [Duplicate] https://search.proquest.com/docview/85694251?accountid=50982 Abstract: The prevalence of phonological and surface dyslexia subtypes among Swedish university students with dyslexia (n = 40) was examined using both the regression method, developed by Castles and Coltheart, and latent profile analysis. When an academic-level control group was used as a reference group in a regression, eight students with phonological dyslexia and 15 students with surface dyslexia were identified. In contrast, 17 students with phonological dyslexia and two students with surface dyslexia were identified when the subtypes were defined by reference to a reading-level control group, indicating a deviant profile among the students with phonological dyslexia and delayed development among those with surface dyslexia. The latent profile analysis was based on five phonological and four orthographic tasks. Seven profiles were obtained, of which none exhibited deficits in orthographic but not in phonological skills or vice versa. Thus, the analysis further supported the phonological deficit hypothesis of dyslexia. Adapted from the source document Subject: Dyslexia (20250); Sweden (86250); College Students (13250); Reading Deficiencies (70900); Phonology (65250); Orthography (61750) Classification: 6511: learning disabilities; reading and writing disabilities Title: Phonological and Surface Subtypes among University Students with Dyslexia Correspondence author: Wolff, Ulrika   Publication title: International Journal of Disability, Development and Education Volume: 56 Issue: 1 Pages: 73-91 Number of pages: 19 Publication year: 2009 Country of publication: United Kingdom ISSN: 1034-912X CODEN: IJDEFF Source type: Scholar ly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2009-05-01 Accession number: 200907937 ProQuest document ID: 85694251 Document URL: https://search.proquest.com/docview/85694251?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Sentence comprehension in young adults with developmental dyslexia Author: Wiseheart, Rebecca; Altmann, Lori J P; Park, Heeyoung; Lombardino, Linda J Publication info: Annals of Dyslexia ; New York  Vol. 59, Iss. 2,  (Dec 2009): 151-67. https://search.proquest.com/docview/225376186?accountid=50982 Abstract: 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. [PUBLICATION ABSTRACT] Subject: Dyslexia; Young adults; Reading comprehension; Memory; Neurological disorders; Phonetics MeSH: Adolescent, Contingent Negative Variation, Dyslexia -- physiopathology, Humans, Language Tests, Young Adult, Comprehension (major), Dyslexia -- diagnosis (major), Linguistics (major), Memory, Short-Term (major) Title: Sentence comprehension in young adults with developmental dyslexia Publication title: Annals of Dyslexia; New York Volume: 59 Issue: 2 Pages: 151-67 Number of pages: 17 Publication year: 2009 Publication date: Dec 2009 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Journal Article Document feature: Tables References DOI: http://dx.doi.org/10.1007/s11881-009-0028-7 Accession number: 19911285 ProQuest document ID: 225376186 Document URL: https://search.proquest.com/docview/225376186?accountid=50982 Copyright: Copyright Springer Science & Business Media Dec 2009 Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia Author: Hornstra, Lisette1; Denessen, Eddie; Bakker, Joep; van den Bergh, Linda; Voeten, Marinus1 University of Amsterdam, the Netherlands T.E.Hornstra@uva.nl Publication info: Journal of Learning Disabilities (Austin)  Vol. 43, Iss. 6,  (November 2010): 515-529. https://search.proquest.com/docview/919962534?accountid=50982 Abstract: The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any of the outcome measures. Neither the implicit nor the explicit measures of teacher attitudes related to teacher expectations. The results show implicit attitude measures to be a more valuable predictor of the achievement of students with dyslexia than explicit, self-report attitude measures. Adapted from the source document Subject: Dyslexia (20250); Teacher Attitudes (87840); Students (84750); Academic Achievement (00070); Student Teacher Relationship (84730) Classification: 6511: learning disabilities; reading and writing disabilities Title: Teacher Attitudes Toward Dyslexia: Effects on Teacher Expectations and the Academic Achievement of Students With Dyslexia Correspondence author: Hornstra, Lisette   Author e-mail address: T.E.Hornstra@uva.nl Publication title: Journal of Learning Disabilities (Austin) Volume: 43 Issue: 6 Pages: 515-529 Number of pages: 15 Publication year: 2010 Country of publication: United States ISSN: 0022-2194 CODEN: JLDIAD Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2012-02-01 Accession number: 201201900 ProQuest document ID: 919962534 Document URL: https://search.proquest.com/docview/919962534?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Author: Gooch, Debbie; Snowling, Margaret; Hulme, Charles Publication info: The Journal of Child Psychology and Psychiatry  Vol. 52, Iss. 2,  (February 2011): 195-203. https://search.proquest.com/docview/919962450?accountid=50982 Abstract: Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS). Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction). Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only. Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS. Adapted from the source document Subject: Children (11850); Time (89850); Dyslexia (20250); Perception (63450); Attention Deficit Disorders (05400); Executive Function (23470); Phonological Processing (65110) Classification: 6511: learning disabilities; reading and writing disabilities Title: Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Correspondence author: Gooch, Debbie   Publication title: The Journal of Child Psychology and Psychiatry Volume: 52 Issue: 2 Pages: 195-203 Number of pages: 9 Publication year: 2011 Country of publication: United Kingdom ISSN: 0021-9630 CODEN: JPPDAI Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2012-02-01 Accession number: 201201897 ProQuest document ID: 919962450 Document URL: https://search.proquest.com/docview/919962450?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles Author: McBride-Chang, Catherine1; Lam, Fanny; Lam, Catherine; Chan, Becky; Fong, Cathy Y-C; Wong, Terry T-Y; Wong, Simpson W-L1 The Chinese University of Hong Kong, China Publication info: The Journal of Child Psychology and Psychiatry  Vol. 52, Iss. 2,  (February 2011): 204-211. https://search.proquest.com/docview/919962705?accountid=50982 Abstract: Background: This work tested the rates at which Chinese children with either language delay or familial history of dyslexia at age 5 manifested dyslexia at age 7, identified which cognitive skills at age 5 best distinguished children with and without dyslexia at age 7, and examined how these early abilities predicted subsequent literacy skills. Method: Forty-seven at-risk children (21 who were initially language delayed and 26 with familial risk) and 47 control children matched on age, IQ, and mothers' education were tested on syllable awareness, tone detection, rapid automatized naming, visual skill, morphological awareness, and word reading at age 5 and subsequently tested for dyslexia on a standard Hong Kong measure at age 7. Results: Of those with an early language delay, 62% subsequently manifested dyslexia; for those with familial risk, the rate of dyslexia was 50%. Those with dyslexia were best distinguished from those without dyslexia by the age-5 measures of morphological awareness, rapid automatized naming, and word reading itself; other measures did not distinguish the groups. In a combined regression analysis across all participants, morphological awareness uniquely explained word reading accuracy and rapid automatized naming uniquely explained timed word reading at age 7, with all other measures statistically controlled. Separate stepwise regression analyses by group indicated that visual skill uniquely explained subsequent literacy skills in the at-risk group only, whereas tone and syllable awareness were unique predictors of literacy skills in the control group only. Conclusions: Both early language delay and familial risk strongly overlap with subsequent dyslexia in Chinese children. Overall, rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese; visual skill and phonological awareness may also be uniquely associated with subsequent literacy development in at-risk and typically developing children, respectively. Adapted from the source document Subject: Dyslexia (20250); Children (11850); Developmental Disabilities (18450); Delayed Language Acquisition (17950); Genetics (27600) Classification: 6511: learning disabilities; reading and writing disabilities Title: Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles Correspondence author: McBride-Chang, Catherine   Publication title: The Journal of Child Psychology and Psychiatry Volume: 52 Issue: 2 Pages: 204-211 Number of pages: 8 Publication year: 2011 Country of publication: United Kingdom ISSN: 0021-9630 CODEN: JPPDAI Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2012-02-01 Accession number: 201201916 ProQuest document ID: 919962705 Document URL: https://search.proquest.com/docview/919962705?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Response Inhibition and its Relationship to Phonological Processing in Children with and without Dyslexia Author: Schmid, Johanna M1; Labuhn, Andju S; Hasselhorn, Marcus1 German Institute for International Educational Research (DIPF), Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany schmid@dipf.de Publication info: International Journal of Disability, Development and Education  Vol. 58, Iss. 1,  (March 2011): 19-32. https://search.proquest.com/docview/868373884?accountid=50982 Abstract: This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a phonological short-term deficit in children with dyslexia but revealed no group differences with regard to performance on the stop signal task. There was no relationship between performance on the stop signal task and phonological short-term capacity for the group of children with dyslexia. In contrast, in the group of children without dyslexia, there was a tendency that better phonological short-term capacity was associated with faster primary reaction times on the stop signal task. Furthermore, better phonological short-term capacity was related to slower inhibitory processes among children without dyslexia. When controlling group-specifically for the effects of phonological short-term capacity on the performance on the stop signal task-we found slightly faster primary reaction times and significantly slower inhibitory processes in the group of children with dyslexia. Overall, these findings suggest the activation of phonological strategies during performance on the stop signal task in children without dyslexia but not in children with dyslexia. We discuss the possibility that in children without dyslexia, phonological processing strategies might have a beneficial effect on speed of response execution but might slow down response inhibition. Adapted from the source document Subject: Dyslexia (20250); Response Time (Psychology) (73130); Children (11850); Phonological Processing (65110); Executive Function (23470) Classification: 4019: psycholinguistics; phonological processing Title: Response Inhibition and its Relationship to Phonological Processing in Children with and without Dyslexia Correspondence author: Schmid, Johanna M   Author e-mail address: schmid@dipf.de Publication title: International Journal of Disability, Development and Education Volume: 58 Issue: 1 Pages: 19-32 Number of pages: 14 Publication year: 2011 Country of publication: United Kingdom ISSN: 1034-912X CODEN: IJDEFF Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2011-05-01 Accession number: 201105644 ProQuest document ID: 868373884 Document URL: https://search.proquest.com/docview/868373884?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Response Inhibition and its Relationship to Phonological Processing in Children with and without Dyslexia Author: Schmid, Johanna M1; Labuhn, Andju S; Hasselhorn, Marcus1 German Institute for International Educational Research (DIPF), Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany schmid@dipf.de Publication info: International Journal of Disability, Development and Education  Vol. 58, Iss. 1,  (Mar 2011): 19-32. [Duplicate] https://search.proquest.com/docview/871374703?accountid=50982 Abstract: This study investigates response inhibition and its relationship to phonological processing in third-graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a phonological short-term deficit in children with dyslexia but revealed no group differences with regard to performance on the stop signal task. There was no relationship between performance on the stop signal task and phonological short-term capacity for the group of children with dyslexia. In contrast, in the group of children without dyslexia, there was a tendency that better phonological short-term capacity was associated with faster primary reaction times on the stop signal task. Furthermore, better phonological short-term capacity was related to slower inhibitory processes among children without dyslexia. When controlling group-specifically for the effects of phonological short-term capacity on the performance on the stop signal task-we found slightly faster primary reaction times and significantly slower inhibitory processes in the group of children with dyslexia. Overall, these findings suggest the activation of phonological strategies during performance on the stop signal task in children without dyslexia but not in children with dyslexia. We discuss the possibility that in children without dyslexia, phonological processing strategies might have a beneficial effect on speed of response execution but might slow down response inhibition. Adapted from the source document Subject: *Dyslexia (20250); *Response Time (Psychology) (73130); *Children (11850); *Phonological Processing (65110); *Executive Function (23470) Classification: 4019: psycholinguistics; phonological processing Title: Response Inhibition and its Relationship to Phonological Processing in Children with and without Dyslexia Correspondence author: Schmid, Johanna M   Author e-mail address: schmid@dipf.de Publication title: International Journal of Disability, Development and Education Volume: 58 Issue: 1 Pages: 19-32 Number of pages: 14 Publication year: 2011 Country of publication: United Kingdom ISSN: 1034-912X CODEN: IJDEFF Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2011-05-01 Accession number: llba-201105644 ProQuest document ID: 871374703 Document URL: https://search.proquest.com/docview/871374703?accountid=50982 Last updated: 2014-06-17 Database: ComDisDome ____________________________________________________________ Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia Author: Selenius, Heidi; Hellstrom, Åke; Belfrage, Henrik Publication info: Dyslexia ; Bracknell  Vol. 17, Iss. 2,  (May 2011): 201-6. https://search.proquest.com/docview/1545298204?accountid=50982 Abstract: Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery 'The Pigeon'. The patients filled in the Aggression Questionnaire, and trained assessors performed the risk assessments using HCR-20 version 2. Patients with dyslexia self-reported more aggressive behaviour compared with those without dyslexia. There was only a nearly significant tendency (p = 0.06) for the patients with dyslexia to receive higher scores in the HCR-20 compared with the patients without dyslexia, and phonological processing skills did not significantly predict aggression or risk of future violence. However, regression analyses demonstrated that poor phonological processing skills are a significant predictor of anger, which in turn significantly predicts risk of future violence. Copyright © 2011 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Adult, Female, Forecasting, Forensic Psychiatry, Humans, Male, Risk Factors, Aggression -- psychology (major), Dyslexia -- psychology (major), Violence -- psychology (major) Title: Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia Publication title: Dyslexia; Bracknell Volume: 17 Issue: 2 Pages: 201-6 Publication year: 2011 Publication date: May 2011 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.425 Accession number: 21268184 ProQuest document ID: 1545298204 Document URL: https://search.proquest.com/docview/1545298204?accountid=50982 Copyright: Copyright © 2011 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Cognitive-linguistic performances of multilingual university students suspected of dyslexia Author: Lindgren, Signe-Anita; Laine, Matti Publication info: Dyslexia ; Bracknell  Vol. 17, Iss. 2,  (May 2011): 184-200. https://search.proquest.com/docview/1545298205?accountid=50982 Abstract: High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word retrieval, phonological processing and other cognitive functions relevant for dyslexia. Reading and writing were examined in the two domestic languages, Swedish and Finnish. The most prominent group differences in reading and writing emerged on accuracy measures in both languages (reading text aloud, proofreading, writing to dictation, free writing). The dyslexia group also performed less well on speeded segmentation of written input, complex speeded naming and complex phoneme manipulation. The pattern of results fits the phonological deficit hypothesis of dyslexia and indicates the presence of pervasive underlying defects in compensated dyslexia. Copyright © 2010 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Adult, Female, Humans, Male, Psychological Tests, Reading, Students, Universities, Young Adult, Aptitude (major), Cognition (major), Dyslexia -- psychology (major), Linguistics (major), Multilingualism (major) Title: Cognitive-linguistic performances of multilingual university students suspected of dyslexia Publication title: Dyslexia; Bracknell Volume: 17 Issue: 2 Pages: 184-200 Publication year: 2011 Publication date: May 2011 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.422 Accession number: 21500321 ProQuest document ID: 1545298205 Document URL: https://search.proquest.com/docview/1545298205?accountid=50982 Copyright: Copyright © 2010 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Teacher knowledge of basic language concepts and dyslexia Author: Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S Publication info: Dyslexia ; Bracknell  Vol. 17, Iss. 2,  (May 2011): 165-83. https://search.proquest.com/docview/1545298211?accountid=50982 Abstract: Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Humans, Teaching -- standards, Dyslexia (major), Faculty -- standards (major), Health Knowledge, Attitudes, Practice (major), Language (major), Schools -- standards (major) Title: Teacher knowledge of basic language concepts and dyslexia Publication title: Dyslexia; Bracknell Volume: 17 Issue: 2 Pages: 165-83 Publication year: 2011 Publication date: May 2011 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.426 Accession number: 21290479 ProQuest document ID: 1545298211 Document URL: https://search.proquest.com/docview/1545298211?accountid=50982 Copyright: Copyright © 2011 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia Author: Selenius, Heidi1; Hellstrom, Ake; Belfrage, Henrik1 Department of Psychology, Stockholm University, Stockholm, Sweden. Publication info: Dyslexia  Vol. 17, Iss. 2,  (May 2011): 201-206. [Duplicate] https://search.proquest.com/docview/1660012217?accountid=50982 Abstract: Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery 'The Pigeon'. The patients filled in the Aggression Questionnaire, and trained assessors performed the risk assessments using HCR-20 version 2. Patients with dyslexia self-reported more aggressive behaviour compared with those without dyslexia. There was only a nearly significant tendency (p = 0.06) for the patients with dyslexia to receive higher scores in the HCR-20 compared with the patients without dyslexia, and phonological processing skills did not significantly predict aggression or risk of future violence. However, regression analyses demonstrated that poor phonological processing skills are a significant predictor of anger, which in turn significantly predicts risk of future violence. [Copyright John Wiley and Sons, Ltd.] Subject: Dyslexia (20250); Behavior Disorders (07900); Patients (62950) Classification: 6511: learning disabilities; reading and writing disabilities Title: Aggression and risk of future violence in forensic psychiatric patients with and without dyslexia Correspondence author: Selenius, Heidi   Publication title: Dyslexia Volume: 17 Issue: 2 Pages: 201-206 Number of pages: 6 Publication year: 2011 Country of publication: United Kingdom ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-03-01 Accession number: 201502512 ProQuest document ID: 1660012217 Document URL: https://search.proquest.com/docview/1660012217?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Cognitive-linguistic performances of multilingual university students suspected of dyslexia Author: Lindgren, Signe-Anita1; Laine, Matti1 Department of English, Abo Akademi University, Turku, Finland. Publication info: Dyslexia  Vol. 17, Iss. 2,  (May 2011): 184-200. [Duplicate] https://search.proquest.com/docview/1660012263?accountid=50982 Abstract: High-performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age-matched and education-matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word retrieval, phonological processing and other cognitive functions relevant for dyslexia. Reading and writing were examined in the two domestic languages, Swedish and Finnish. The most prominent group differences in reading and writing emerged on accuracy measures in both languages (reading text aloud, proofreading, writing to dictation, free writing). The dyslexia group also performed less well on speeded segmentation of written input, complex speeded naming and complex phoneme manipulation. The pattern of results fits the phonological deficit hypothesis of dyslexia and indicates the presence of pervasive underlying defects in compensated dyslexia. [Copyright John Wiley and Sons, Ltd.] Subject: Dyslexia (20250); College Students (13250); Finnish (24450); Naming (56135); Lexical Access (46630); Multilingualism (55650); Cognitive Linguistics (12900); Diagnosis (18540) Classification: 6511: learning disabilities; reading and writing disabilities Title: Cognitive-linguistic performances of multilingual university students suspected of dyslexia Correspondence author: Lindgren, Signe-Anita   Publication title: Dyslexia Volume: 17 Issue: 2 Pages: 184-200 Number of pages: 17 Publication year: 2011 Country of publication: United Kingdom ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-03-01 Accession number: 201502506 ProQuest document ID: 1660012263 Document URL: https://search.proquest.com/docview/1660012263?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Computer-based learning of spelling skills in children with and without dyslexia Author: Kast, Monika; Baschera, Gian-marco; Gross, Markus; Jäncke, Lutz; Meyer, Martin Publication info: Annals of Dyslexia ; New York  Vol. 61, Iss. 2,  (Dec 2011): 177-200. https://search.proquest.com/docview/904498809?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Spelling; Phonetics; Developmental disabilities; Sensory perception; Learning MeSH: Child, Dyslexia -- psychology, Female, Humans, Male, Psychomotor Performance -- physiology, Acoustic Stimulation -- methods (major), Dyslexia -- physiopathology (major), Learning -- physiology (major), Photic Stimulation -- methods (major), Reading (major), Software (major) Title: Computer-based learning of spelling skills in children with and without dyslexia Publication title: Annals of Dyslexia; New York Volume: 61 Issue: 2 Pages: 177-200 Publication year: 2011 Publication date: Dec 2011 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article Document feature: References DOI: http://dx.doi.org/10.1007/s11881-011-0052-2 Accession number: 21562919 ProQuest document ID: 904498809 Document URL: https://search.proquest.com/docview/904498809?accountid=50982 Copyright: The International Dyslexia Association 2011 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Phonological Process Analysis in Telugu Speaking Children with Dyslexia Author: Patlolla, Nageshwar1; Venkatesh, Lakshmi; Ravindra, Swathi1 All India Institute of Speech & Hearing (AIISH) University of Mysore Mysore 570 006 Karnataka India nageshaslp@gmail.com Publication info: Language in India  Vol. 12, Iss. 1,  (January 2012): 449-461. https://search.proquest.com/docview/1081898664?accountid=50982 Abstract: Introduction: An underlying phonological deficit has been indicated as the best candidate for the cause of dyslexia or word decoding difficulties (Snowling, 2006). There is some evidence for concomitance of speech sound disorders in children with dyslexia indicating the need to study speech production abilities in children with dyslexia. Aim: The aim of the study was to study the type and frequency of phonological processes occurring in the speech of Telugu speaking children with dyslexia and age matched typically developing children in the age range of 5-6.5 years. Method: Thirty Telugu speaking children (15 children with dyslexia and 15 typically developing children) participated in the present study. Speech samples elicited from children with the help of picture cards of Telugu Test of Articulation and Phonology (TTAP; Vasanta, 1990) were subjected to phonological process analyses using the method described by Vasanta (1990). Results: Children with dyslexia continued to demonstrate phonological processes in their speech even beyond six years of age. In comparison to typically developing children, majority of children with dyslexia showed the presence of processes in the categories of syllable structure, substitution and assimilation processes. Discussion: The observation of presence of phonological processes in the speech of telugu speaking children with dyslexia even at the age of six and a half years are consistent with the findings of persisting phonological inaccuracy and processes among children with reading difficulties (Caravolas & Volin, 2001; Svensson & Jacobson, 2005). Conclusion: Delayed phonological processes present in children with dyslexia when compared to age matched typically developing children supports the notion of an underlying phonological deficit leading to the deficits in different domains in dyslexia. Adapted from the source document Subject: Children (11850); Dyslexia (20250); Telugu (88320); Phonological Processing (65110); Syllable Structure (86490) Classification: 6511: learning disabilities; reading and writing disabilities; 4019: psycholinguistics; phonological processing Title: Phonological Process Analysis in Telugu Speaking Children with Dyslexia Correspondence author: Patlolla, Nageshwar   Author e-mail address: nageshaslp@gmail.com Publication title: Language in India Volume: 12 Issue: 1 Pages: 449-461 Number of pages: 13 Publication year: 2012 Country of publication: India ISSN: 1930-2940 Source type: Scholarly Journals Language of publication: English Document type: Journal Article Update: 2012-10-01 Accession number: 201214035 ProQuest document ID: 1081898664 Document URL: https://search.proquest.com/docview/1081898664?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Author: McCarthy, Jillian H1; Hogan, Tiffany P; Catts, Hugh W1 Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville, TN, USA jmccar21@uthsc.edu Publication info: Clinical Linguistics & Phonetics  Vol. 26, Iss. 9,  (0, 2012): 791-805. https://search.proquest.com/docview/1266167789?accountid=50982 Abstract: The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single-word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. Adapted from the source document Subject: Children (11850); Spelling Acquisition (83245); Oral Language (61300); Dyslexia (20250); Specific Language Impairment (82200); Reading Accuracy (70550) Classification: 6410: language-pathological and normal; language and speech pathology Title: Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Correspondence author: McCarthy, Jillian H   Author e-mail address: jmccar21@uthsc.edu Publication title: Clinical Linguistics & Phonetics Volume: 26 Issue: 9 Pages: 791-805 Number of pages: 15 Publication year: 2012 Country of publication: United Kingdom ISSN: 0269-9206 CODEN: CLLPEZ Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2013-01-01 Accession number: 201300426 ProQuest document ID: 1266167789 Document URL: https://search.proquest.com/docview/1266167789?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Assessment Of Dyslexia In Croatian: Some Characteristics Of Reading And Writing In Students With Dyslexia Author: Lencek, Mirjana11 Sveuci1iste u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za logopediju, Znanstveno uci1isni kampus, Borongajska cesta 83f, Zagreb mlencek@erf.hr Publication info: Hrvatska Revija za Rehabilitacijska Istrazivanja  Vol. 48, Iss. 1,  (0, 2012): 11-26. https://search.proquest.com/docview/1347807799?accountid=50982 Abstract: Assessment of various developmental delays and disorders is a complex process that requires knowledge of normal development, sensibility to recognize and understand deviations as well as to detect one's fortes. When assessing adults who do not have any prior documentation of their difficulties or their problems have not been correctly identified (often occurring in adults with dyslexia), this process of evaluation is even more complex. Namely, during their upbringing, individuals with dyslexia often tend to develop many compensative mechanisms that complicate identification of basic problems and impairments. Therefore, familiarity with characteristics as well as understanding the idiosyncrasies of adult dyslexic functioning in terms of their accurate description is crucial for a valid assessment. The aim of this paper is to provide a review of the most important characteristics of reading and writing in students with dyslexia, compared to students without that disorder, in order to form the basis for assessment and understanding of dyslexia in terms of specific functioning of individuals who have it (according to the European Dyslexia Association definition; EDA, 2007). This paper is based on a hypothesis that dyslexia is a language disorder, manifesting itself in language-specific errors (made by individuals with dyslexia). Since Croatian can be identified as a 'transparent' language, signs of dyslexia can be readily noted in reading and writing. Description of various types and categories of errors will allow for better and more accurate identification of phenomenology of dyslexia in Croatian itself, which can further be beneficial in crosslinguistic research. Until now, there have not been any published papers related to the assessment of adults with dyslexia. Adapted from the source document Subject: Dyslexia (20250); Croatian and Serbian (16260); Developmental Disabilities (18450); Writing Disorders (98650); Reading Deficiencies (70900); Reading Instruction (70950); Written Language Instruction (99200) Classification: 6511: learning disabilities; reading and writing disabilities Title: Assessment Of Dyslexia In Croatian: Some Characteristics Of Reading And Writing In Students With Dyslexia Alternate title: Procjena Disleksije U Hrvatskome: Neke Znacajke Citanja I Pisanja Odraslih Correspondence author: Lencek, Mirjana   Author e-mail address: mlencek@erf.hr Publication title: Hrvatska Revija za Rehabilitacijska Istrazivanja Volume: 48 Issue: 1 Pages: 11-26 Number of pages: 16 Publication year: 2012 Country of publication: Croatia ISSN: 1331-3010 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: Serbo-Croatian with Roman alphabet/Croatian Document type: Journal Article Update: 2013-05-01 Accession number: 201306696 ProQuest document ID: 1347807799 Document URL: https://search.proquest.com/docview/1347807799?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Author: McCarthy, Jillian H1; Hogan, Tiffany P; Catts, Hugh W1 Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, Knoxville, TN, USA jmccar21@uthsc.edu Publication info: Clinical Linguistics & Phonetics  Vol. 26, Iss. 9,  (0, 2012): 791-805. [Duplicate] https://search.proquest.com/docview/2008864682?accountid=50982 Abstract: The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single-word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. Adapted from the source document Classification: 6410: language-pathological and normal; language: and speech pathology Title: Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Correspondence author: McCarthy, Jillian H   Author e-mail address: jmccar21@uthsc.edu Publication title: Clinical Linguistics & Phonetics Volume: 26 Issue: 9 Pages: 791-805 Number of pages: 15 Publication year: 2012 Country of publication: United Kingdom ISSN: 0269-9206 CODEN: CLLPEZ Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2013-01-01 Accession number: 201300426 ProQuest document ID: 2008864682 Document URL: https://search.proquest.com/docview/2008864682?accountid=50982 Last updated: 2018-02-28 Database: ComDisDome ____________________________________________________________ Child and parental literacy levels within families with a history of dyslexia Author: van Bergen, Elsje1; de Jong, Peter F; Plakas, Anna; Maassen, Ben; van der Leij, Aryan1 Research Institute of Child Development and Education, University of Amsterdam, The Netherlands Publication info: The Journal of Child Psychology and Psychiatry  Vol. 53, Iss. 1,  (0, 2012): 28-36. https://search.proquest.com/docview/925725716?accountid=50982 Abstract: Background: The present study concerns literacy and its underlying cognitive skills in Dutch children who differ in familial risk (FR) for dyslexia. Previous studies with FR-children were inconclusive regarding the performance of FR-children without dyslexia as compared to the controls. Moreover, van Bergen et al. (2011) recently showed that FR-children with and without dyslexia differed in parental reading skills, suggesting that those who go on to develop dyslexia have a higher liability. The current study concerned 1) the comparison of three groups of children at the end of second grade and 2) the intergenerational transfer of reading and its underlying cognitive skills from parent to child. Method: Three groups of children were studied at the end of second grade: FR-dyslexia (n=42), FR-no-dyslexia (n=99), and control children (n=66). Parents and children were measured on naming, phonology, spelling, and word and pseudoword reading. Results: The FR-dyslexia children were severely impaired across all tasks. The FR-no-dyslexia children performed better than the FR-dyslexia children, but still below the level of the controls on all tasks; the only exception was rapid naming (RAN), on which they were as fast as the controls. Focusing on the FR subsample, parental reading and RAN were related to their offspring's reading status. Conclusions: We replicated and extended van Bergen et al.'s study in showing that the FR-children who develop dyslexia are likely to have a higher liability. Both the group comparisons and the parent-child relations highlight the importance of good RAN skills for reading acquisition. Adapted from the source document Subject: Dyslexia (20250); Parents (62770); At Risk Populations (05320); Children (11850); Literacy (48550) Classification: 6511: learning disabilities; reading and writing disabilities Title: Child and parental literacy levels within families with a history of dyslexia Correspondence author: van Bergen, Elsje   Publication title: The Journal of Child Psychology and Psychiatry Volume: 53 Issue: 1 Pages: 28-36 Number of pages: 9 Publication year: 2012 Country of publication: United Kingdom ISSN: 0021-9630 CODEN: JPPDAI Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2012-03-01 Accession number: 201203092 ProQuest document ID: 925725716 Document URL: https://search.proquest.com/docview/925725716?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ The Joint Effects of Risk Status, Gender, Early Literacy and Cognitive Skills on the Presence of Dyslexia Among a Group of High-Risk Chinese Children Author: Wong, Simpson W L; McBride-Chang, Catherine; Lam, Catherine; Chan, Becky; Lam, Fanny W F; Doo, Sylvia Publication info: Dyslexia ; Bracknell  Vol. 18, Iss. 1,  (Feb 2012): 40-57. https://search.proquest.com/docview/1766815287?accountid=50982 Abstract: This study sought to examine factors that are predictive of future developmental dyslexia among a group of 5-year-old Chinese children at risk for dyslexia, including 62 children with a sibling who had been previously diagnosed with dyslexia and 52 children who manifested clinical at-risk factors in aspects of language according to testing by paediatricians. The age-5 performances on various literacy and cognitive tasks, gender and group status (familial risk or language delayed) were used to predict developmental dyslexia 2years later using logistic regression analysis. Results showed that greater risk of dyslexia was related to slower rapid automatized naming, lower scores on morphological awareness, Chinese character recognition and English letter naming, and gender (boys had more risk). Three logistic equations were generated for estimating individual risk of dyslexia. The strongest models were those that included all print-related variables (including speeded number naming, character recognition and letter identification) and gender, with about 70% accuracy or above. Early identification of those Chinese children at risk for dyslexia can facilitate better dyslexia risk management. Copyright © 2012 John Wiley & Sons, Ltd. Subject: Dyslexia; English; Chinese; Children; Naming; Delayed language acquisition; Language acquisition; Letter recognition; Morphological processing; Early literacy; Statistical analysis; Risk management; Literacy; Language; Gender; Character recognition; Neurodevelopmental disorders; Age; Regression analysis; Cognitive ability; Risk groups; Cognitive tasks; Risk analysis; Risk; Cognition & reasoning; Risk factors Company / organization: Name: John Wiley & Sons Inc; NAICS: 511130 Classification: 6511: learning disabilities; reading and writing disabilities Title: The Joint Effects of Risk Status, Gender, Early Literacy and Cognitive Skills on the Presence of Dyslexia Among a Group of High-Risk Chinese Children Publication title: Dyslexia; Bracknell Volume: 18 Issue: 1 Pages: 40-57 Publication year: 2012 Publication date: Feb 2012 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1434 ProQuest document ID: 1766815287 Document URL: https://search.proquest.com/docview/1766815287?accountid=50982 Copyright: Copyright © 2012 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Visual search deficits are independent of magnocellular deficits in dyslexia Author: Wright, Craig M; Conlon, Elizabeth G; Dyck, Murray Publication info: Annals of Dyslexia ; New York  Vol. 62, Iss. 1,  (Apr 2012): 53-69. https://search.proquest.com/docview/923965891?accountid=50982 Abstract: 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 (η ^sub p^^sup 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Children & youth; Visual task performance MeSH: Case-Control Studies, Child, Female, Humans, Language Tests, Male, Motion Perception -- physiology, Psychomotor Performance, Reaction Time, Attention -- physiology (major), Dyslexia -- physiopathology (major), Geniculate Bodies -- physiopathology (major), Perceptual Disorders -- physiopathology (major), Visual Perception -- physiology (major) Title: Visual search deficits are independent of magnocellular deficits in dyslexia Publication title: Annals of Dyslexia; New York Volume: 62 Issue: 1 Pages: 53-69 Publication year: 2012 Publication date: Apr 2012 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article DOI: http://dx.doi.org/10.1007/s11881-011-0061-1 Accession number: 22090158 ProQuest document ID: 923965891 Document URL: https://search.proquest.com/docview/923965891?accountid=50982 Copyright: The International Dyslexia Association 2012 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Identifying students with dyslexia in higher education Author: Tops, Wim; Callens, Maaike; Lammertyn, Jan; Van Hees, Valérie; Brysbaert, Marc Publication info: Annals of Dyslexia ; New York  Vol. 62, Iss. 3,  (Oct 2012): 186-203. https://search.proquest.com/docview/1038760356?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Disabled students; Higher education; Classification MeSH: Adolescent, Executive Function, Female, Humans, Logistic Models, Male, Memory, Short-Term, Models, Statistical, Phonetics, Predictive Value of Tests, Reading, Verbal Learning, Vocabulary, Writing, Young Adult, Dyslexia -- diagnosis (major), Dyslexia -- epidemiology (major), Language Tests (major), Students -- statistics & numerical data (major), Universities -- statistics & numerical data (major) Title: Identifying students with dyslexia in higher education Publication title: Annals of Dyslexia; New York Volume: 62 Issue: 3 Pages: 186-203 Publication year: 2012 Publication date: Oct 2012 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article Document feature: References DOI: http://dx.doi.org/10.1007/s11881-012-0072-6 Accession number: 22815104 ProQuest document ID: 1038760356 Document URL: https://search.proquest.com/docview/1038760356?accountid=50982 Copyright: The International Dyslexia Association 2012 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Auditory Frequency Discrimination in Adults With Dyslexia: A Test of the Anchoring Hypothesis Author: Wijnen, Frank; Kappers, Astrid M L; Vlutters, Leoni D; Winkel, Sven Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 55, Iss. 5,  (Oct 2012): 1387-1394. https://search.proquest.com/docview/1130250348?accountid=50982 Abstract: A recent hypothesis ascribes dyslexia to a perceptual anchoring deficit. Supporting results have so far been obtained only in children with dyslexia and additional learning difficulties, but the hypothesis has been argued to apply to all individuals with dyslexia. The authors measured auditory frequency discrimination thresholds in 54 young adults (native speakers of Dutch; 25 individuals with dyslexia; 29 age- and education-matched controls), with a 2-alternative forced-choice staircase paradigm. There were 2 conditions: 1 in which 1 tone in each pair had a fixed frequency across trials (standard), and 1 in which both tones varied in frequency (no standard). Presence of a standard stimulus allows the creation of a stimulus-specific representation in short-termmemory (perceptual anchor). The standard condition yielded significantly lower discrimination thresholds in both controls and individuals with dyslexia; both groups benefited equally from the presence of an invariant stimulus. There is no difference between this group of adults with dyslexia and controls in their capacity to form a perceptual anchor. The implication is that an anchoring deficit cannot be generalized to all cases of dyslexia. Subject: Dyslexia; Reading; Spelling; Phonetics; Discrimination; Hypotheses; Orthography Title: Auditory Frequency Discrimination in Adults With Dyslexia: A Test of the Anchoring Hypothesis Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 55 Issue: 5 Pages: 1387-1394 Number of pages: 8 Publication year: 2012 Publication date: Oct 2012 Section: Research Note Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Feature Document feature: Tables Graphs References DOI: http://dx.doi.org/10.1044/1092-4388(2012/10-0302) ProQuest document ID: 1130250348 Document URL: https://search.proquest.com/docview/1130250348?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Oct 2012 Last updated: 2018-10-06 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Profiling dyslexia in bilingual adolescents Author: Hedman, Christina11 Stockholm University, Stockholm, Sweden christina.hedman@isd.su.se Publication info: International Journal of Speech-Language Pathology  Vol. 14, Iss. 6,  (December 2012): 529-542. https://search.proquest.com/docview/1323347013?accountid=50982 Abstract: This article addresses the issue of whether difficulties with reading and writing in a second language learner stem from developmental dyslexia or from issues associated with second language acquisition. In line with a phonological explanatory model of dyslexia, phonological processing and reading (decoding at both word and text levels) were tested, using data from 10 Spanish-Swedish speaking adolescents whose teachers had identified them as possibly having dyslectic difficulties, and a matched comparison group of 10 Spanish-Swedish speaking adolescents with no reading difficulties. Unlike previous studies, this analysis takes into account results from both languages and uses a matched bilingual comparison group as the norm. Based on these results, a bilingual dyslexia continuum is proposed as an analytical tool to be used for the assessment of developmental dyslexia from a bilingual perspective. The systematized continuum offers various degrees of difficulty -- from high indications of dyslexia to no indications of dyslexia -- and the positioning along this continuum by the target group participants of this study provides examples of both over- and under-identification of dyslexia. Overall, a greater number of participants in the target group were under-identified rather than over-identified by the schools. An important insight of this study is that the positioning of bilingual participants on the continuum would have been different if the analysis had taken only one of the two languages into account. Furthermore, possible effects from differences between Spanish and Swedish orthographies and syllable structure were observed, as, in general, the participants read more accurately in Spanish. The present data also suggest that decoding processing might vary more in second-language learners with dyslexia compared to monolingual individuals with dyslexia. Adapted from the source document Subject: Phonological Processing (65110); Second Language Learning (75850); Second Language Reading (75930); Second Language Writing (76180); Adolescents (00450); Dyslexia (20250); Bilingualism (08850); Spanish (81800); Swedish (86400) Classification: 6511: learning disabilities; reading and writing disabilities Title: Profiling dyslexia in bilingual adolescents Correspondence author: Hedman, Christina   Author e-mail address: christina.hedman@isd.su.se Publication title: International Journal of Speech-Language Pathology Volume: 14 Issue: 6 Pages: 529-542 Number of pages: 14 Publication year: 2012 Country of publication: United States ISSN: 1754-9507 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2013-04-01 Accession number: 201305453 ProQuest document ID: 1323347013 Document URL: https://search.proquest.com/docview/1323347013?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme Author: Firth, Nola; Frydenberg, Erica; Steeg, Charlotte; Bond, Lyndal Publication info: Dyslexia ; Bracknell  Vol. 19, Iss. 2,  (May 2013): 113-30. https://search.proquest.com/docview/1325252679?accountid=50982 Abstract: A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole-class coping programme and whole-school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post-test and at 1-year follow-up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow-up year suggested significant positive changes at first and second follow-ups in locus of control and nonproductive coping may also be associated with increase in age. Most trends were in the expected direction, especially for students with dyslexia. At follow-up, students with dyslexia reported similar perceived control and adaptive coping to students without dyslexia rather than a decrease in these areas as is usually the case. A larger sample and an ongoing control group are needed to confirm these results. Copyright © 2013 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Child, Female, Humans, Male, Schools, Adaptation, Psychological (major), Dyslexia -- psychology (major), Dyslexia -- rehabilitation (major), Resilience, Psychological (major) Title: Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme Publication title: Dyslexia; Bracknell Volume: 19 Issue: 2 Pages: 113-30 Publication year: 2013 Publication date: May 2013 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article, Clinical Trial DOI: http://dx.doi.org/10.1002/dys.1453 Accession number: 23526752 ProQuest document ID: 1325252679 Document URL: https://search.proquest.com/docview/1325252679?accountid=50982 Copyright: Copyright © 2013 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution Author: Sumner, Emma; Connelly, Vincent; Barnett, Anna L Publication info: Reading and Writing ; Dordrecht  Vol. 26, Iss. 6,  (Jul 2013): 991-1008. https://search.proquest.com/docview/1357218071?accountid=50982 Abstract: It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently.[PUBLICATION ABSTRACT] Subject: Disabled students; Dyslexia; Handwriting; Student writing; Information processing Title: Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution Publication title: Reading and Writing; Dordrecht Volume: 26 Issue: 6 Pages: 991-1008 Publication year: 2013 Publication date: Jul 2013 Publisher: Springer Science & Business Media Place of publication: Dordrecht Country of publication: Netherlands, Dordrecht Publication subject: Education, Psychology, Medica l Sciences--Psychiatry And Neurology, Linguistics ISSN: 09224777 CODEN: REWRE8 Source type: Scholarly Journals Language of publication: English Document type: Feature Document feature: References DOI: http://dx.doi.org/10.1007/s11145-012-9403-6 ProQuest document ID: 1357218071 Document URL: https://search.proquest.com/docview/1357218071?accountid=50982 Copyright: Springer Science+Business Media Dordrecht 2013 Last updated: 2018-10-05 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken Author: Schiff, Rachel; Katzir, Tami; Shoshan, Noa Publication info: Annals of Dyslexia ; New York  Vol. 63, Iss. 2,  (Jul 2013): 171-85. https://search.proquest.com/docview/1368544639?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Reading disabilities; Hebrew language; Developmental disabilities; Phonetics; Disabled children MeSH: Child, Cognition -- physiology, Dyslexia -- rehabilitation, Female, Humans, Israel, Male, Regression Analysis, Dyslexia -- physiopathology (major), Language (major), Phonetics (major), Reading (major) Title: Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken Publication title: Annals of Dyslexia; New York Volume: 63 Issue: 2 Pages: 171-85 Publication year: 2013 Publication date: Jul 2013 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article Document feature: References DOI: http://dx.doi.org/10.1007/s11881-012-0078-0 Accession number: 23239241 ProQuest document ID: 1368544639 Document URL: https://search.proquest.com/docview/1368544639?accountid=50982 Copyright: The International Dyslexia Association 2013 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia laws in the USA Author: Youman, Martha; Mather, Nancy Publication info: Annals of Dyslexia ; New York  Vol. 63, Iss. 2,  (Jul 2013): 133-53. https://search.proquest.com/docview/1368544643?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; State laws MeSH: Adult, Child, Dyslexia -- epidemiology, Humans, Language, Risk Factors, Terminology as Topic, United States -- epidemiology, Disabled Persons -- legislation & jurisprudence (major), Dyslexia -- rehabilitation (major), Legislation as Topic (major), Schools -- legislation & jurisprudence (major) Location: United States--US Title: Dyslexia laws in the USA Publication title: Annals of Dyslexia; New York Volume: 63 Issue: 2 Pages: 133-53 Publication year: 2013 Publication date: Jul 2013 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article Document feature: References DOI: http://dx.doi.org/10.1007/s11881-012-0076-2 Accession number: 23086699 ProQuest document ID: 1368544643 Document URL: https://search.proquest.com/docview/1368544643?accountid=50982 Copyright: The International Dyslexia Association 2013 Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Perceptual organization of speech signals by children with and without dyslexia Author: Nittrouer, Susan; Lowenstein, Joanna H Publication info: Research in Developmental Disabilities  Vol. 34, Iss. 8,  (August 2013): 2304-2325. https://search.proquest.com/docview/1449083363?accountid=50982 Abstract: Developmental dyslexia is a condition in which children encounter difficulty learning to read in spite of adequate instruction. Although considerable effort has been expended trying to identify the source of the problem, no single solution has been agreed upon. The current study explored a new hypothesis, that developmental dyslexia may be due to faulty perceptual organization of linguistically relevant sensory input. To test that idea, sentence-length speech signals were processed to create either sine-wave or noise-vocoded analogs. Seventy children between 8 and 11 years of age, with and without dyslexia participated. Children with dyslexia were selected to have phonological awareness deficits, although those without such deficits were retained in the study. The processed sentences were presented for recognition, and measures of reading, phonological awareness, and expressive vocabulary were collected. Results showed that children with dyslexia, regardless of phonological subtype, had poorer recognition scores than children without dyslexia for both kinds of degraded sentences. Older children with dyslexia recognized the sine-wave sentences better than younger children with dyslexia, but no such effect of age was found for the vocoded materials. Recognition scores were used as predictor variables in regression analyses with reading, phonological awareness, and vocabulary measures used as dependent variables. Scores for both sorts of sentence materials were strong predictors of performance on all three dependent measures when all children were included, but only performance for the sine-wave materials explained significant proportions of variance when only children with dyslexia were included. Finally, matching young, typical readers with older children with dyslexia on reading abilities did not mitigate the group difference in recognition of vocoded sentences. Conclusions were that children with dyslexia have difficulty organizing linguistically relevant sensory input, but learn to do so for the structure preserved by sine-wave signals before they do so for other sorts of signal structure. These perceptual organization deficits could account for difficulties acquiring refined linguistic representations, including those of a phonological nature, although ramifications are different across affected children. [Copyright Elsevier B.V.] Subject: Children (11850); Dyslexia (20250); Recognition (71850); Phonological Awareness (64970); Perception (63450); Phonological Analysis (64950) Classification: 6511: learning disabilities; reading and writing disabilities Title: Perceptual organization of speech signals by children with and without dyslexia Correspondence author: Nittrouer, Susan   Publication title: Research in Developmental Disabilities Volume: 34 Issue: 8 Pages: 2304-2325 Number of pages: 22 Publication year: 2013 Country of publication: Netherlands ISSN: 0891-4222 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2013-11-01 Accession number: 201318315 ProQuest document ID: 1449083363 Document URL: https://search.proquest.com/docview/1449083363?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Cognitive Endophenotypes of Dyslexia Author: Moll, Kristina; Loff, Ariana; Snowling, Margaret J Publication info: Scientific Studies of Reading ; Philadelphia  Vol. 17, Iss. 6,  (2013): 385. https://search.proquest.com/docview/1442996055?accountid=50982 Abstract: The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family risk and dyslexia status as predictors indicated that word recall, morphology, and rapid automatized naming were associated with the deficit, whereas the two phonological measures (phoneme awareness and nonword repetition) were associated with both literacy deficits and family risk, suggesting that the phonological deficit is an endophenotype of dyslexia. Whereas the association with familial risk was similar for the two phonological measures, they differed in their relation to dyslexia status: Phoneme awareness showed a stronger association with dyslexia than risk status, whereas nonword repetition was more strongly related to the risk. The data are interpreted within the framework of multiple deficit models of dyslexia. [PUBLICATION ABSTRACT] Subject: Risk assessment; Dyslexia; Comparative analysis; Regression analysis; Cognition & reasoning; Children & youth Title: Cognitive Endophenotypes of Dyslexia Publication title: Scientific Studies of Reading; Philadelphia Volume: 17 Issue: 6 First page: 385 Publication year: 2013 Publication date: 2013 Publisher: Routledge, Taylor & Francis Group Place of publication: Philadelphia Country of publication: United Kingdom, Philadelphia Publication subject: Education ISSN: 10888438 Source type: Scholarly Journals Language of publication: English Document type: Feature DOI: http://dx.doi.org/10.1080/10888438.2012.736439 ProQuest document ID: 1442996055 Document URL: https://search.proquest.com/docview/1442996055?accountid=50982 Copyright: Copyright Routledge 2013 Last updated: 2018-10-05 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Cognitive Endophenotypes of Dyslexia Author: Moll, Kristina1; Loff, Ariana; Snowling, Margaret J1 University of York kristina.moll@gmail.com Publication info: Scientific Studies of Reading  Vol. 17, Iss. 6,  (November 2013): 385-397. [Duplicate] https://search.proquest.com/docview/1504416250?accountid=50982 Abstract: The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family risk and dyslexia status as predictors indicated that word recall, morphology, and rapid automatized naming were associated with the deficit, whereas the two phonological measures (phoneme awareness and nonword repetition) were associated with both literacy deficits and family risk, suggesting that the phonological deficit is an endophenotype of dyslexia. Whereas the association with familial risk was similar for the two phonological measures, they differed in their relation to dyslexia status: Phoneme awareness showed a stronger association with dyslexia than risk status, whereas nonword repetition was more strongly related to the risk. The data are interpreted within the framework of multiple deficit models of dyslexia. Adapted from the source document Subject: Dyslexia (20250); Recall (Memory) (71700); Phonological Awareness (64970); At Risk Populations (05320); Phonological Processing (65110); Genetics (27600); Morphological Processing (55440); Naming (56135); Children (11850) Classification: 6511: learning disabilities; reading and writing disabilities Title: Cognitive Endophenotypes of Dyslexia Correspondence author: Moll, Kristina   Author e-mail address: kristina.moll@gmail.com Publication title: Scientific Studies of Reading Volume: 17 Issue: 6 Pages: 385-397 Number of pages: 13 Publication year: 2013 Country of publication: United States ISSN: 1088-8438 CODEN: SSTRFZ Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2014-03-01 Accession number: 201403946 ProQuest document ID: 1504416250 Document URL: https://search.proquest.com/docview/1504416250?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Space representation in children with dyslexia and children without dyslexia: Contribution of line bisection and circle centering tasks Author: Vieira, Stephanie; Quercia, Patrick; Bonnetblanc, Francois; Michel, Carine Publication info: Research in Developmental Disabilities  Vol. 34, Iss. 11,  (November 2013): 3997-4008. https://search.proquest.com/docview/1541992300?accountid=50982 Abstract: Line bisection tasks (different space locations and different line lengths) and circle centering tasks (visuo-proprioceptive and proprioceptive explorations, with left or right starting positions) were used to investigate space representation in children with dyslexia and children without dyslexia. In line bisection, children with dyslexia showed a significant rightward bias for central and right-sided locations and a leftward bias for left-sided location. Furthermore, the spatial context processing was asymmetrically more efficient in the left space. In children without dyslexia, no significant bias was observed in central lines but the spatial context processing was symmetrical in both spaces. When the line length varied, no main effect was shown. These results strengthen the 'inverse pseudoneglect' hypothesis in dyslexia. In the lateral dimension of the circle centering tasks, children showed a response bias in the direction of the starting hand location for proprioceptive condition. For radial dimension, the children showed a forward bias in visuo-proprioceptive condition and more backward error in proprioceptive condition. Children with dyslexia showed a forward bias in clockwise exploration and more accurate performance in counterclockwise exploration for left starting position which may be in accordance with leftward asymmetrical spatial context processing in line bisection. These results underline the necessity to use the line bisection task with different locations as an appropriate experimental paradigm to study lateral representational bias in dyslexia. The contribution of the present results in the understanding of space representation in children with dyslexia and children without dyslexia is discussed in terms of attentional processes and neuroanatomical substrate. [Copyright Elsevier B.V.] Subject: Space (81600); Dyslexia (20250); Children (11850); Context (15250); Laterals (45388); Attention (05350) Classification: 6511: learning disabilities; reading and writing disabilities Title: Space representation in children with dyslexia and children without dyslexia: Contribution of line bisection and circle centering tasks Correspondence author: Vieira, Stephanie   Publication title: Research in Developmental Disabilities Volume: 34 Issue: 11 Pages: 3997-4008 Number of pages: 12 Publication year: 2013 Country of publication: Netherlands ISSN: 0891-4222 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2014-07-01 Accession number: 201411330 ProQuest document ID: 1541992300 Document URL: https://search.proquest.com/docview/1541992300?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Assessing Auditory Processing Disorders in Children with Developmental Dyslexia Using Auditory Cognitive Event-Related Potentials Author: Maciejewska, Barbara; Wiskirska-woznica, Bozena; Swidzinski, Piotr; Michalak, Michal Publication info: Folia Phoniatrica et Logopaedica ; Basel  Vol. 65, Iss. 3,  (Feb 2014): 129-35. https://search.proquest.com/docview/1512591936?accountid=50982 Abstract: Objectives: It has been suggested that dyslexia is linked to a core cognitive deficit in phonological awareness tasks and/or in the processing of auditory stimuli. Auditory evoked potentials are a valid, objective measure of the accuracy of central auditory processing in humans. The aim of this study was to assess auditory evoked potentials in children with dyslexia. Patients and Methods: Sixty-six children participated in the study. A set of hearing tests and the recording of complex event-related potentials (ERPs) were performed. Results: Mixmatch negativity (MMN) and P300 waves were significantly more frequent in the healthy children (control group) than in children with dyslexia. The P300 wave was present in all subjects from the control group, the MMN wave in 92% of them. In the dyslexic group, complex ERPs were recorded roughly 33% of the time. Latencies of complex ERPs in children with dyslexia were greater than latencies in children in the control group. MMN and P300 maturation (change with age) was observed only for the control group. A wide range of MMN and P300 responses was observed across children with dyslexia. Conclusion: Complex ERPs may be useful in determining the condition of audiologic functions; however, on their own they are not sufficient to recognize dyslexia because of the heterogeneity of nonspecific changes. © 2013 S. Karger AG, Basel [PUBLICATION ABSTRACT] Title: Assessing Auditory Processing Disorders in Children with Developmental Dyslexia Using Auditory Cognitive Event-Related Potentials Publication title: Folia Phoniatrica et Logopaedica; Basel Volume: 65 Issue: 3 Pages: 129-35 Number of pages: 7 Publication year: 2014 Publication date: Feb 2014 Publisher: S. Karger AG Place of publication: Basel Country of publication: Switzerland, Basel Publication subject: Medical Sciences, Medical Sciences--Psychiatry And Neurology, Medical Sciences--Otorhinolaryngolo gy ISSN: 10217762 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1159/000354167 Accession number: 24296464 ProQuest document ID: 1512591936 Document URL: https://search.proquest.com/docview/1512591936?accountid=50982 Copyright: Copyright (c) 2014 S. Karger AG, Basel Last updated: 2018-10-06 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Project DyAdd: Implicit learning in adult dyslexia and ADHD Author: Laasonen, Marja; Väre, Jenni; Oksanen-hennah, Henna; Leppämäki, Sami; Tani, Pekka; Harno, Hanna; Hokkanen, Laura; Pothos, Emmanuel; Cleeremans, Axel Publication info: Annals of Dyslexia ; New York  Vol. 64, Iss. 1,  (Apr 2014): 1-33. https://search.proquest.com/docview/1507989880?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Attention deficit disorder; Hyperactivity MeSH: Adolescent, Adult, Case-Control Studies, Female, Humans, Language, Male, Middle Aged, Young Adult, Attention Deficit Disorder with Hyperactivity -- physiopathology (major), Dyslexia -- physiopathology (major), Learning -- physiology (major), Reaction Time -- physiology (major) Title: Project DyAdd: Implicit learning in adult dyslexia and ADHD Publication title: Annals of Dyslexia; New York Volume: 64 Issue: 1 Pages: 1-33 Publication year: 2014 Publication date: Apr 2014 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article DOI: http://dx.doi.org/10.1007/s11881-013-0083-y Accession number: 24162872 ProQuest document ID: 1507989880 Document URL: https://search.proquest.com/docview/1507989880?accountid=50982 Copyright: The International Dyslexia Association 2014 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Identifying dyslexia in adults: an iterative method using the predictive value of item scores and self-report questions Author: Tamboer, Peter; Vorst, Harrie C; M; Oort, Frans J Publication info: Annals of Dyslexia ; New York  Vol. 64, Iss. 1,  (Apr 2014): 34-56. https://search.proquest.com/docview/1507989896?accountid=50982 Abstract: 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.[PUBLICATION ABSTRACT] Subject: Dyslexia; Psychological tests MeSH: Adolescent, Adult, Case-Control Studies, Communication, Female, Functional Laterality, Humans, Language, Male, Predictive Value of Tests, Psychometrics -- instrumentation, Questionnaires, Reading, Reproducibility of Results, Young Adult, Dyslexia -- diagnosis (major), Self Report (major) Title: Identifying dyslexia in adults: an iterative method using the predictive value of item scores and self-report questions Publication title: Annals of Dyslexia; New York Volume: 64 Issue: 1 Pages: 34-56 Publication year: 2014 Publication date: Apr 2014 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article DOI: http://dx.doi.org/10.1007/s11881-013-0085-9 Accession number: 24362924 ProQuest document ID: 1507989896 Document URL: https://search.proquest.com/docview/1507989896?accountid=50982 Copyright: The International Dyslexia Association 2014 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Short-term memory for order but not for item information is impaired in developmental dyslexia Author: Hachmann, Wibke M; Bogaerts, Louisa; Szmalec, Arnaud; Woumans, Evy; Duyck, Wouter; Job, Remo Publication info: Annals of Dyslexia ; New York  Vol. 64, Iss. 2,  (Jul 2014): 121-36. https://search.proquest.com/docview/1551594439?accountid=50982 Abstract: 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 2×2×2 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.[PUBLICATION ABSTRACT] Subject: Memory; Dyslexia; Developmental psychology Title: Short-term memory for order but not for item information is impaired in developmental dyslexia Publication title: Annals of Dyslexia; New York Volume: 64 Issue: 2 Pages: 121-36 Publication year: 2014 Publication date: Jul 2014 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature, Journal Article DOI: http://dx.doi.org/10.1007/s11881-013-0089-5 Accession number: 24488229 ProQuest document ID: 1551594439 Document URL: https://search.proquest.com/docview/1551594439?accountid=50982 Copyright: The International Dyslexia Association 2014 Last updated: 2018-10-04 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Auditory Temporal Processing Skills in Musicians with Dyslexia Author: Bishop-Liebler, Paula; Welch, Graham; Huss, Martina; Thomson, Jennifer M; Goswami, Usha Publication info: Dyslexia ; Bracknell  Vol. 20, Iss. 3,  (Aug 2014): 261-79. https://search.proquest.com/docview/1543874986?accountid=50982 Abstract: The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with and without dyslexia in musical conservatoires, comparing their auditory temporal processing abilities with those of dyslexic non-musicians matched for cognitive ability. Musicians with dyslexia showed equivalent auditory sensitivity to musicians without dyslexia and also showed equivalent rhythm perception. The data support the view that extensive rhythmic experience initiated during childhood (here in the form of music training) can affect basic auditory processing skills which are found to be deficient in individuals with dyslexia. Copyright © 2014 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Adult, Child, Female, Humans, Language, Linguistics, Male, Psychomotor Performance, Reading, Auditory Perception -- physiology (major), Cognition -- physiology (major), Dyslexia -- physiopathology (major), Music (major), Phonetics (major), Task Performance & Analysis (major) Title: Auditory Temporal Processing Skills in Musicians with Dyslexia Publication title: Dyslexia; Bracknell Volume: 20 Issue: 3 Pages: 261-79 Publication year: 2014 Publication date: Aug 2014 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article, Comparative Study DOI: http://dx.doi.org/10.1002/dys.1479 Accession number: 25044949 ProQuest document ID: 1543874986 Document URL: https://search.proquest.com/docview/1543874986?accountid=50982 Copyright: Copyright © 2014 John Wiley & Sons, Ltd. Last updated: 2014-10-07 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ The Effects of Automatic Spelling Correction Software on Understanding and Comprehension in Compensated Dyslexia: Improved Recall Following Dictation Author: Hiscox, Lucy; Leonaviciut, Erika; Humby, Trevor Publication info: Dyslexia ; Bracknell  Vol. 20, Iss. 3,  (Aug 2014): 208-24. https://search.proquest.com/docview/1543875007?accountid=50982 Abstract: Dyslexia is associated with difficulties in language-specific skills such as spelling, writing and reading; the difficulty in acquiring literacy skills is not a result of low intelligence or the absence of learning opportunity, but these issues will persist throughout life and could affect long-term education. Writing is a complex process involving many different functions, integrated by the working memory system; people with dyslexia have a working memory deficit, which means that concentration on writing quality may be detrimental to understanding. We confirm impaired working memory in a sample of university students with (compensated) dyslexia, and using a within-subject design with three test conditions, we show that these participants demonstrated better understanding of a piece of text if they had used automatic spelling correction software during a dictation/transcription task. We hypothesize that the use of the autocorrecting software reduced demand on working memory, by allowing word writing to be more automatic, thus enabling better processing and understanding of the content of the transcriptions and improved recall. Long-term and regular use of autocorrecting assistive software should be beneficial for people with and without dyslexia and may improve confidence, written work, academic achievement and self-esteem, which are all affected in dyslexia. Copyright © 2014 John Wiley & Sons, Ltd. Key Messages Working memory is a finite temporal storage of information, which integrates different ongoing behaviours and functions. In addition to the problems with language-specific skills shown by people with dyslexia, reduced working memory capacity is also found. If someone with dyslexia is concentrating on writing, and making sure that their spelling/grammar is accurate, they might not fully appreciate the content of the information they are writing. Our results show that using autocorrecting assistive software during transcription increases the understanding of the content of the written information. We propose that using autocorrecting software during lectures/class will aid understanding of the presented material and may improve academic achievement. Our study investigated university students, that is, compensated dyslexia, but these findings may be extrapolated to pre-university students. [PUBLICATION ABSTRACT] MeSH: Comprehension, Dyslexia -- psychology, Female, Handwriting, Humans, Male, Self Efficacy, Students -- psychology, Universities, Young Adult, Dyslexia -- physiopathology (major), Dyslexia -- therapy (major), Language Therapy -- methods (major), Memory, Short-Term (major), Memory, Short-Term (major) -- physiology, Mental Recall -- physiology (major), Software (major), Writing (major) Title: The Effects of Automatic Spelling Correction Software on Understanding and Comprehension in Compensated Dyslexia: Improved Recall Following Dictation Publication title: Dyslexia; Bracknell Volume: 20 Issue: 3 Pages: 208-24 Publication year: 2014 Publication date: Aug 2014 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1480 Accession number: 24976387 ProQuest document ID: 1543875007 Document URL: https://search.proquest.com/docview/1543875007?accountid=50982 Copyright: Copyright © 2014 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being Author: Jordan, Julie-Ann; McGladdery, Gary; Dyer, Kevin Publication info: Dyslexia ; Bracknell  Vol. 20, Iss. 3,  (Aug 2014): 225-40. https://search.proquest.com/docview/1543875010?accountid=50982 Abstract: This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n=28) and those without dyslexia (n=71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia. Copyright © 2014 John Wiley & Sons, Ltd. [PUBLICATION ABSTRACT] MeSH: Adaptation, Psychological, Adult, Anxiety -- etiology, Dyslexia -- complications, Emotions, Female, Humans, Male, Universities, Young Adult, Anxiety -- psychology (major), Dyslexia -- psychology (major), Mathematics (major), Self Concept (major), Students -- psychology (major) Title: Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being Publication title: Dyslexia; Bracknell Volume: 20 Issue: 3 Pages: 225-40 Publication year: 2014 Publication date: Aug 2014 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article, Comparative Study DOI: http://dx.doi.org/10.1002/dys.1478 Accession number: 24965499 ProQuest document ID: 1543875010 Document URL: https://search.proquest.com/docview/1543875010?accountid=50982 Copyright: Copyright © 2014 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being Author: Jordan, Julie-Ann1; McGladdery, Gary; Dyer, Kevin1 School of Education, Queen's University Belfast, Northern Ireland, UK. Publication info: Dyslexia  Vol. 20, Iss. 3,  (August 2014): 225-240. [Duplicate] https://search.proquest.com/docview/1660012202?accountid=50982 Abstract: This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n=28) and those without dyslexia (n=71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia. [Copyright John Wiley and Sons, Ltd.] Subject: Dyslexia (20250); Anxiety (03350); Mathematics (51850); College Students (13250); Cognitive Processes (12950); Emotions (21600); Reading Ability (70500) Classification: 6511: learning disabilities; reading and writing disabilities Title: Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being Correspondence author: Jordan, Julie-Ann   Publication title: Dyslexia Volume: 20 Issue: 3 Pages: 225-240 Number of pages: 16 Publication year: 2014 Country of publication: United Kingdom ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-03-01 Accession number: 201502504 ProQuest document ID: 1660012202 Document URL: https://search.proquest.com/docview/1660012202?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Development of Reading and Phonological Skills of Children at Family Risk for Dyslexia: A Longitudinal Analysis from Kindergarten to Sixth Grade Author: Dandache, Sophie; Wouters, Jan; Ghesquiere, Pol Publication info: Dyslexia ; Bracknell  Vol. 20, Iss. 4,  (Nov 2014): 305-29. https://search.proquest.com/docview/1619521537?accountid=50982 Abstract: The main focus of this article is to develop a better understanding of the developmental trajectories of literacy and phonological skills within Dutch-speaking children. Children at high and low risk for dyslexia were followed and compared at four different moments: kindergarten and first, third and sixth grades. Three groups were then compared: (1) dyslexic readers; (2) normal readers at high risk for dyslexia; and (3) normal readers at low risk for dyslexia. Children diagnosed with dyslexia scored lower than high-risk normal readers on phonological awareness (PA), rapid automatized naming (RAN), verbal short-term memory and literacy skills. Normal readers at high risk scored between both groups, confirming that dyslexia is to be considered as a continuum rather than an all-or-none condition. Growth analyses showed that the three groups evolved similarly on all measures except for phoneme deletion and literacy measures. Finally, solely PA and RAN explained a significant amount of variance in the evolution of reading skills. Copyright © 2014 John Wiley & Sons, Ltd. Title: Development of Reading and Phonological Skills of Children at Family Risk for Dyslexia: A Longitudinal Analysis from Kindergarten to Sixth Grade Publication title: Dyslexia; Bracknell Volume: 20 Issue: 4 Pages: 305-29 Publication year: 2014 Publication date: Nov 2014 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1482 Accession number: 25257672 ProQuest document ID: 1619521537 Document URL: https://search.proquest.com/docview/1619521537?accountid=50982 Copyright: Copyright © 2014 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis Author: Pino, Marco; Mortari, Luigina Publication info: Dyslexia ; Bracknell  Vol. 20, Iss. 4,  (Nov 2014): 346-69. https://search.proquest.com/docview/1619521565?accountid=50982 Abstract: This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed. ©2014 The Authors. Dyslexia published by John Wiley & Sons, Ltd. Title: The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis Publication title: Dyslexia; Bracknell Volume: 20 Issue: 4 Pages: 346-69 Publication year: 2014 Publication date: Nov 2014 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1484 Accession number: 25293652 ProQuest document ID: 1619521565 Document URL: https://search.proquest.com/docview/1619521565?accountid=50982 Copyright: Copyright © 2014 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading Author: Wang, Li-Chih; Yang, Hsien-Ming Publication info: Research in Developmental Disabilities  Vol. 35, Iss. 11,  (November 2014): 2702-2713. https://search.proquest.com/docview/1738471833?accountid=50982 Abstract: This present study focuses on classifying developmental dyslexia by combining two famous models, the dual-route model and the triangle model of Chinese reading, re-examining validity of the subtypes, and observing the error types of word recognition for each subtype. Sixty-sixth graders with dyslexia in Chinese and 45 sixth graders who were matched by age and IQ with the dyslexic group were involved in the present study. Twelve (20%) sixth graders from the dyslexic group were classified as having phonological dyslexia, 11 (18.3%) were classified as surface dyslexia, 12 (20%) were classified as deep dyslexia, and five (8.3%) of them were classified as displaying more than one kind of deficit. Besides, still more than half (31; 51.7%) of the dyslexic group did not belong to any subtypes here. These subtypes had a good validity based on comparison of their phonological awareness, orthography, and semantics. Finally, for their error types of word recognition, both children with multiple-deficit dyslexia and children with non-subtype dyslexia showed a proportional pattern of six kinds of errors. Children with phonological dyslexia showed more phonetic errors and analogy errors, children with surface dyslexia showed more visual errors and analogy errors, and children with deep dyslexia showed more semantic errors and selective errors. [Copyright Elsevier B.V.] Subject: Dyslexia (20250); Chinese (12100); Reading Processes (71150); Phonology (65250); Semantics (76850); Word Recognition (98200); Orthography (61750); Phonetics (64850); High School Students (31700) Classification: 6511: learning disabilities; reading and writing disabilities Title: Classifying Chinese children with dyslexia by dual-route and triangle models of Chinese reading Correspondence author: Wang, Li-Chih   Publication title: Research in Developmental Disabilities Volume: 35 Issue: 11 Pages: 2702-2713 Number of pages: 12 Publication year: 2014 Country of publication: Netherlands ISSN: 0891-4222 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-12-01 Accession number: 201516898 ProQuest document ID: 1738471833 Document URL: https://search.proquest.com/docview/1738471833?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Neuroanatomical precursors of dyslexia identified from pre-reading through to age 11 Author: Clark, Kristi A1; Helland, Turid; Specht, Karsten; Narr, Katherine L; Manis, Franklin R; Toga, Arthur W; Hugdahl, Kenneth1 Correspondence to: Kristi A. Clark, PhD, Laboratory of Neuro Imaging and Institute for Neuroimaging and Informatics, Department of Neurology, Keck School of Medicine of USC, University of Southern California, 2001 N. Soto Street, Suite 102, Los Angeles, CA 90032, USA kristi.clark@ini.usc.edu Publication info: Brain  Vol. 137, Iss. 12,  (December 2014): 3136-3141. https://search.proquest.com/docview/1738472261?accountid=50982 Abstract: See Goswami (doi:10.1093/brain/awu296) for a scientific commentary on this article. Clark et al. present longitudinal MRI data from children at high risk of dyslexia, from before reading instruction began until after dyslexia was diagnosed. Prior to learning to read, children with dyslexia have thinner cortex in visual and auditory processing areas than controls, whereas the 'reading network' itself is unaffected. Developmental dyslexia is a common reading disorder that negatively impacts an individual's ability to achieve literacy. Although the brain network involved in reading and its dysfunction in dyslexia has been well studied, it is unknown whether dyslexia is caused by structural abnormalities in the reading network itself or in the lower-level networks that provide input to the reading network. In this study, we acquired structural magnetic resonance imaging scans longitudinally from 27 Norwegian children from before formal literacy training began until after dyslexia was diagnosed. Thus, we were able to determine that the primary neuroanatomical abnormalities that precede dyslexia are not in the reading network itself, but rather in lower-level areas responsible for auditory and visual processing and core executive functions. Abnormalities in the reading network itself were only observed at age 11, after children had learned how to read. The findings suggest that abnormalities in the reading network are the consequence of having different reading experiences, rather than dyslexia per se, whereas the neuroanatomical precursors are predominantly in primary sensory cortices. Adapted from the source document Subject: Dyslexia (20250); Reading Acquisition (70650); Children (11850); Brain (09350); Literacy (48550); Magnetic Resonance Imaging (MRI) (50620); Visual Processing (94640) Classification: 6511: learning disabilities; reading and writing disabilities Title: Neuroanatomical precursors of dyslexia identified from pre-reading through to age 11 Correspondence author: Clark, Kristi A   Author e-mail address: kristi.clark@ini.usc.edu Publication title: Brain Volume: 137 Issue: 12 Pages: 3136-3141 Number of pages: 6 Publication year: 2014 Country of publication: United Kingdom ISSN: 0006-8950 CODEN: BRAIAK Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-12-01 Accession number: 201516879 ProQuest document ID: 1738472261 Document URL: https://search.proquest.com/docview/1738472261?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity Author: Christmann, Corinna A; Lachmann, Thomas; Steinbrink, Claudia Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 58, Iss. 1,  (Feb 2015): 107-121. https://search.proquest.com/docview/1658880978?accountid=50982 Abstract: It is unknown whether phonological deficits are the primary cause of developmental dyslexia or whether they represent a secondary symptom resulting from impairments in processing basic acoustic parameters of speech. This might be due, in part, to methodological difficulties. Our aim was to overcome two of these difficulties: the comparability of stimulus material and task in speech versus nonspeech conditions. In this study, the authors assessed auditory processing of German vowel center stimuli, spectrally rotated versions of these stimuli, and bands of formants; used the same task for linguistic and nonlinguistic conditions; and varied systematically temporal and spectral parameters inherent in the German vowel system. Forty-two adolescents and adults with and without reading disabilities participated. Group differences were found for all linguistic and nonlinguistic conditions for both temporal and spectral parameters. Auditory deficits were identified in most but not all participants with dyslexia. These deficits were not restricted to speech stimuli-they were also found for nonspeech stimuli with equal and lower complexity compared with the vowel stimuli. Subject: Dyslexia; Phonetics; Ears & hearing; Child psychology; Writing; Discrimination; Studies; Experiments; Hypotheses Title: Evidence for a General Auditory Processing Deficit in Developmental Dyslexia From a Discrimination Paradigm Using Speech Versus Nonspeech Sounds Matched in Complexity Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 58 Issue: 1 Pages: 107-121 Number of pages: 15 Publication year: 2015 Publication date: Feb 2015 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Feature Document feature: Tables Graphs References DOI: http://dx.doi.org/10.1044/2014_JSLHR-L-14-0174 ProQuest document ID: 1658880978 Document URL: https://search.proquest.com/docview/1658880978?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Feb 2015 Last updated: 2018-10-05 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Reading difficulties in Spanish adults with dyslexia Author: Suárez-coalla, Paz; Cuetos, Fernando Publication info: Annals of Dyslexia ; New York  Vol. 65, Iss. 1,  (Apr 2015): 33-51. https://search.proquest.com/docview/1674196953?accountid=50982 Abstract: Recent studies show that dyslexia persists into adulthood, even in highly educated and well-read people. The main characteristic that adults with dyslexia present is a low speed when reading. In Spanish, a shallow orthographic system, no studies about adults with dyslexia are available; and it is possible that the consistency of the orthographic system favors the reading fluency. The aim of this study was to get an insight of the reading characteristics of Spanish adults with dyslexia and also to infer the reading strategies that they are using. For that purpose, a group of 30 dyslexics (M age=32 years old) and an age-matched group of 30 adults without reading disabilities completed several phonological and reading tasks: phonological awareness tasks, rapid automatic naming, lexical decision, word and pseudoword reading, letter detection and text reading. The results showed that highly educated Spanish dyslexics performed significantly worse than the control group in the majority of the tasks. Specifically, they showed difficulties reading long pseudowords, indicating problems in automating the grapheme-phoneme rules, but they also seem to present difficulties reading words, which indicate problems with the lexical route. It seems that the Spanish dyslexic adults, as in deep orthographies, continue having difficulties in phonological awareness tasks, rapid naming and reading. Subject: Dyslexia; Adults; Spanish language Title: Reading difficulties in Spanish adults with dyslexia Publication title: Annals of Dyslexia; New York Volume: 65 Issue: 1 Pages: 33-51 Publication year: 2015 Publication date: Apr 2015 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Feature DOI: http://dx.doi.org/10.1007/s11881-015-0101-3 ProQuest document ID: 1674196953 Document URL: https://search.proquest.com/docview/1674196953?accountid=50982 Copyright: The International Dyslexia Association 2015 Last updated: 2018-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine Author: Parhiala, P; Torppa, M; Eklund, K; Aro, T; Poikkeus, A-M; Heikkila, R; Ahonen, T Publication info: Dyslexia ; Bracknell  Vol. 21, Iss. 3,  (Aug 2015): 197-211. https://search.proquest.com/docview/1700594684?accountid=50982 Abstract: This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entry into school. Significant interactions of gender and diagnosis of dyslexia emerged for social skills and inattention. The social skills of boys with dyslexia improved after school entry as compared to the level of girls without dyslexia, whereas the social skills of girls with dyslexia did not improve. Boys with dyslexia were rated as showing a high level of inattention both prior to and after school entry, whereas, for girls with dyslexia, inattention ratings increased after school entry, eventually matching the boys' levels. Copyright © 2014 John Wiley & Sons, Ltd. Title: Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine Publication title: Dyslexia; Bracknell Volume: 21 Issue: 3 Source details: Creating Impact Through Innovation: Selected papers from Pages: 197-211 Publication year: 2015 Publication date: Aug 2015 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1486 ProQuest document ID: 1700594684 Document URL: https://search.proquest.com/docview/1700594684?accountid=50982 Copyright: Copyright © 2015 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine Author: Parhiala, P1; Torppa, M; Eklund, K; Aro, T; Poikkeus, A -M; Heikkila, R; Ahonen, T1 Department of Psychology, University of Jyvaskyla, Jyvaskyla, Finland. Publication info: Dyslexia  Vol. 21, Iss. 3,  (August 2015): 197-211. [Duplicate] https://search.proquest.com/docview/1735640070?accountid=50982 Abstract: This longitudinal study compares developmental changes in psychosocial functioning during the transition into school of children with and without dyslexia. In addition, it examines the effects of gender and family risk for dyslexia in terms of the associations between dyslexia and psychosocial functioning. Children's psychosocial functioning (social skills, inattention and externalizing and internalizing problems) was evaluated by their parents at ages 4, 6 and 9, and diagnosis for dyslexia was made at age 8 (in grade 2). The findings indicated that children with dyslexia were already rated as having poorer social skills and being more inattentive than were typical readers before their entry into school. Significant interactions of gender and diagnosis of dyslexia emerged for social skills and inattention. The social skills of boys with dyslexia improved after school entry as compared to the level of girls without dyslexia, whereas the social skills of girls with dyslexia did not improve. Boys with dyslexia were rated as showing a high level of inattention both prior to and after school entry, whereas, for girls with dyslexia, inattention ratings increased after school entry, eventually matching the boys' levels. [Copyright John Wiley and Sons, Ltd.] Subject: Dyslexia (20250); Children (11850); Social Factors (79910); Diagnosis (18540); Reading (70400); Elementary School Students (21520); Longitudinal Studies (49900) Classification: 6511: learning disabilities; reading and writing disabilities Title: Psychosocial Functioning of Children with and without Dyslexia: A Follow-up Study from Ages Four to Nine Correspondence author: Parhiala, P   Publication title: Dyslexia Volume: 21 Issue: 3 Pages: 197-211 Number of pages: 15 Publication year: 2015 Country of publication: United Kingdom ISSN: 1076-9242 Source type: Scholarly Journals Peer reviewed: Yes Language of publication: English Document type: Journal Article Update: 2015-12-01 Accession number: 201514725 ProQuest document ID: 1735640070 Document URL: https://search.proquest.com/docview/1735640070?accountid=50982 Last updated: 2016-09-27 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Risk and protective factors in gifted children with dyslexia Author: van Viersen, Sietske; de Bree, Elise H; Kroesbergen, Evelyn H; Slot, Esther M; de Jong, Peter F Publication info: Annals of Dyslexia ; New York  Vol. 65, Iss. 3,  (Oct 2015): 178-198. https://search.proquest.com/docview/1710905656?accountid=50982 Abstract: This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group, and a borderline-dyslexic group (i.e., gifted children with relative literacy problems). Children were assessed on literacy, phonology, language, and working memory. Competing hypotheses were formulated, comparing the core-deficit view to the twice-exceptionality view on compensation with giftedness-related strengths. The results showed no indication of compensation of dyslexia-related deficits by giftedness-related strengths in gifted children with dyslexia. The higher literacy levels of borderline children compared to gifted children with dyslexia seemed the result of both fewer combinations of risk factors and less severe phonological deficits in this group. There was no evidence for compensation by specific strengths more relevant to literacy development in the borderline group. Accordingly, the findings largely supported the core-deficit view, whereas no evidence for the twice-exceptionality view was found. Besides practical implications, the findings also add to knowledge about the different manifestations of dyslexia and associated underlying cognitive factors at the higher end of the intelligence spectrum. Subject: Dyslexia; Gifted children; Literacy; Risk factors Identifier / keyword: Bayesian statistics Case series Dyslexia Giftedness Literacy Risk/protective factors Title: Risk and protective factors in gifted children with dyslexia Publication title: Annals of Dyslexia; New York Volume: 65 Issue: 3 Pages: 178-198 Publication year: 2015 Publication date: Oct 2015 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-015-0106-y ProQuest document ID: 1710905656 Document URL: https://search.proquest.com/docview/1710905656?accountid=50982 Copyright: The International Dyslexia Association 2015 Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers Author: Soriano-Ferrer, Manuel1; Echegaray-Bengoa, Joyce1; Joshi, R Malathesa21 Department of Developmental and Educational Psychology, University of Valencia, Valencia, Spain2 TLAC, Texas A & M University, College Station, TX, USA Publication info: Annals of Dyslexia ; New York  Vol. 66, Iss. 1,  (Apr 2016): 91-110. https://search.proquest.com/docview/1786625766?accountid=50982 Abstract: The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). In-service teachers scored significantly higher on the total scale, and on the symptoms/diagnosis and general information subscales, than pre-service teachers. The percentages for misconceptions and lack of information ("do not know responses") were higher for PSTs than for ISTs on the general information subscale, the symptoms/diagnosis subscale, and the treatment subscale. Analyses of individual items were conducted to differentiate concepts that teachers did not know from misconceptions. In-service teacher self-efficacy, years of teaching experience, post-graduate training in dyslexia, and prior exposure to a child with dyslexia were positively related to knowledge about dyslexia. Implications for pre-service teacher training and professional development are discussed. Subject: Studies; Dyslexia; Spanish; Teacher attitudes; Teacher education; Knowledge; Teachers; Spanish language Location: Peru Spain Company / organization: Name: American Psychiatric Association; NAICS: 813920; Name: United Nations Development Programme; NAICS: 928120 Classification: 6511: learning disabilities; reading and writing disabilities Identifier / keyword: Dyslexia Spanish Teacher education Teacher knowledge Title: Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers Publication title: Annals of Dyslexia; New York Volume: 66 Issue: 1 Pages: 91-110 Publication year: 2016 Publication date: Apr 2016 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 CODEN: ANDYDD Source type: Scholarly Journals Language of publication: English Document type: Journal Article Document feature: References DOI: http://dx.doi.org/10.1007/s11881-015-0111-1 ProQuest document ID: 1786625766 Document URL: https://search.proquest.com/docview/1786625766?accountid=50982 Copyright: The International Dyslexia Association 2016 Last updated: 2018-10-07 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Is There a Relationship Between Speech Identification in Noise and Categorical Perception in Children With Dyslexia? Author: Calcus, Axelle; Lorenzi, Christian; Collet, Gregory; Colin, Cécile; Kolinsky, Régine Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 59, Iss. 4,  (Aug 2016): 835-852. https://search.proquest.com/docview/1826110594?accountid=50982 Abstract: Children with dyslexia have been suggested to experience deficits in both categorical perception (CP) and speech identification in noise (SIN) perception. However, results regarding both abilities are inconsistent, and the relationship between them is still unclear. Therefore, this study aimed to investigate the relationship between CP and the psychometric function of SIN perception. Sixteen children with dyslexia, 16 chronological-age controls, and 16 reading-level controls were evaluated in CP of a voicing continuum and in consonant identification in both stationary and fluctuating noises. There was a small but significant impairment in speech identification performance of children with dyslexia in stationary noise compared with chronological age-matched controls (but not reading level-matched controls). However, their performance increased in a fluctuating background, hence suggesting normal masking and unmasking effects and preserved sensory processing of speech information. Regarding CP, location of the phoneme boundary differed in the children with dyslexia compared with both control groups. However, scrutinizing individual profiles failed to reveal consistently poor performance in SIN and CP tasks. In addition, there was no significant correlation between CP, SIN perception, and reading scores in the group with dyslexia. The relationship between the SIN deficit and CP, and how they potentially affect reading in children with dyslexia, remains unclear. However, these results are inconsistent with the notion that children with dyslexia suffer from a low-level temporal processing deficit and rather suggest a role of nonsensory (e.g., attentional) factors in their speech perception difficulties. Subject: Studies; Speech; Sensory perception; Research; Noise; Acoustics; Hypotheses; Identification; Reading; Labeling; Phonetics; Dyslexia; Researchers Title: Is There a Relationship Between Speech Identification in Noise and Categorical Perception in Children With Dyslexia? Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 59 Issue: 4 Pages: 835-852 Number of pages: 18 Publication year: 2016 Publication date: Aug 2016 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Feature Document feature: References Tables Graphs DOI: http://dx.doi.org/10.1044/2016_JSLHR-H-15-0076 ProQuest document ID: 1826110594 Document URL: https://search.proquest.com/docview/1826110594?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Aug 2016 Last updated: 2018-10-06 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Dyslexia Limits the Ability to Categorize Talker Dialect Author: Long, Gayle Beam; Fox, Robert Allen; Jacewicz, Ewa Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 59, Iss. 5,  (Oct 2016): 900-914. https://search.proquest.com/docview/1848094917?accountid=50982 Abstract: The purpose of this study was to determine whether the underlying phonological impairment in dyslexia is associated with a deficit in categorizing regional dialects. Twenty adults with dyslexia, 20 school-age children with dyslexia, and 40 corresponding control listeners with average reading ability listened to sentences produced by multiple talkers (both sexes) representing two dialects: Midland dialect in Ohio (same as listeners' dialect) and Southern dialect in Western North Carolina. Participants' responses were analyzed using signal detection theory. Listeners with dyslexia were less sensitive to talker dialect than listeners with average reading ability. Children were less sensitive to dialect than adults. Under stimulus uncertainty, listeners with average reading ability were biased toward Ohio dialect, whereas listeners with dyslexia were unbiased in their responses. Talker sex interacted with sensitivity and bias differently for listeners with dyslexia than for listeners with average reading ability. The correlations between dialect sensitivity and phonological memory scores were strongest for adults with dyslexia. The results imply that the phonological deficit in dyslexia arises from impaired access to intact phonological representations rather than from poorly specified representations. It can be presumed that the impeded access to implicit long-term memory representations for indexical (dialect) information is due to less efficient operations in working memory, including deficiencies in utilizing talker normalization processes. Subject: Spelling; Language disorders; Speech; Memory; Reading; Phonetics; Dyslexia; Access to information Title: Dyslexia Limits the Ability to Categorize Talker Dialect Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 59 Issue: 5 Pages: 900-914 Number of pages: 15 Publication year: 2016 Publication date: Oct 2016 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Feature Document feature: Tables References Graphs DOI: http://dx.doi.org/10.1044/2016_JSLHR-S-15-0106 ProQuest document ID: 1848094917 Document URL: https://search.proquest.com/docview/1848094917?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Oct 2016 Last updated: 2018-10-05 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Prosodic Similarity Effects in Short-Term Memory in Developmental Dyslexia Author: Goswami, Usha1; Barnes, Lisa1; Mead, Nat asha1; Power, Alan James1; Leong, Victoria1 University of Cambridge, Department of Psychology, Cambridge, UK Publication info: Dyslexia ; Bracknell  Vol. 22, Iss. 4,  (Nov 2016): 287-304. https://search.proquest.com/docview/1834787950?accountid=50982 Abstract: Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this 'phonological deficit' in dyslexia has been investigated with tasks using single-syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short-term memory have not yet been investigated. Here we create a new instrument based on three-syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effects on short-term memory. We study participants with dyslexia and age-matched and younger reading-level-matched typically developing controls. We find that all participants, including dyslexic participants, show prosodic similarity effects in short-term memory. All participants exhibited better retention of words that differed in prosodic structure, although participants with dyslexia recalled fewer words accurately overall compared to age-matched controls. Individual differences in prosodic memory were predicted by earlier vocabulary abilities, by earlier sensitivity to syllable stress and by earlier phonological awareness. To our knowledge, this is the first demonstration of prosodic similarity effects in short-term memory. The implications of a prosodic similarity effect for theories of lexical representation and of dyslexia are discussed. © 2016 The Authors. Dyslexia published by John Wiley & Sons Ltd. Key Messages *Children find it more difficult to recall three-syllable words which have the same prosodic pattern of strong and weak syllables. *This implies that phonological remediation in dyslexia should include a focus on the stress patterning of strong and weak syllables in words. Subject: Retention (Memory); Prosody; Dyslexia; Recall (Memory); Children; Syllables; Individual differences; Phonological awareness; Short term memory; Similarity; Alternation learning; Pattern formation; Neurodevelopmental disorders; Predictive control; Phonology; Short term; Recall; Stresses; Patterning; Stress Company / organization: Name: John Wiley & Sons Inc; NAICS: 511130 Classification: 6511: learning disabilities; reading and writing disabilities Title: Prosodic Similarity Effects in Short-Term Memory in Developmental Dyslexia Publication title: Dyslexia; Bracknell Volume: 22 Issue: 4 Pages: 287-304 Publication year: 2016 Publication date: Nov 2016 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1535 ProQuest document ID: 1834787950 Document URL: https://search.proquest.com/docview/1834787950?accountid=50982 Copyright: Copyright © 2016 John Wiley & Sons, Ltd. Last updated: 2018-10-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Word Learning Deficits in Children with Dyslexia Author: Alt, Mary1; Hogan, Tiffany2; Green, Samuel3; Gray, Shelley3; Cabbage, Kathryn2; Cowan, Nelson1 University of Arizona, Tucson2 MGH Institute of Health Professions, Boston, MA3 Arizona State University, Tempe Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 60, Iss. 4,  (Apr 2017): 1012-1028. https://search.proquest.com/docview/1917699614?accountid=50982 Abstract: The purpose of this study is to investigate word learning in children with dyslexia to ascertain their strengths and weaknesses during the configuration stage of word learning. Children with typical development (N =116) and dyslexia (N = 68) participated in computer-based word learning games that assessed word learning in 4 sets of games that manipulated phonological or visuospatial demands. All children were monolingual English-speaking 2nd graders without oral language impairment. The word learning games measured children's ability to link novel names with novel objects, to make decisions about the accuracy of those names and objects, to recognize the semantic features of the objects, and to produce the names of the novel words. Accuracy data were analyzed using analyses of covariance with nonverbal intelligence scores as a covariate. Word learning deficits were evident for children with dyslexia across every type of manipulation and on 3 of 5 tasks, but not for every combination of task/ manipulation. Deficits were more common when task demands taxed phonology. Visuospatial manipulations led to both disadvantages and advantages for children with dyslexia. Children with dyslexia evidence spoken word learning deficits, but their performance is highly dependent on manipulations and task demand, suggesting a processing trade-off between visuospatial and phonological demands. Subject: Reading comprehension; Language disorders; Speech; Dyslexia; Vocabulary learning; Semantic features; Oral language; English; Phonology; Elementary school students; Intelligence; Language impairment Title: Word Learning Deficits in Children with Dyslexia Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 60 Issue: 4 Pages: 1012-1028 Number of pages: 17 Publication year: 2017 Publication date: Apr 2017 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1044/2016_JSLHR-L-16-0036 ProQuest document ID: 1917699614 Document URL: https://search.proquest.com/docview/1917699614?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Apr 2017 Last updated: 2018-02-13 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Foreign language reading and spelling in gifted students with dyslexia in secondary education Author: van Viersen, Sietske1; de Bree, Elise H1; Kalee, Lilian2; Kroesbergen, Evelyn H2; de Jong, Peter F11 Research Institute of Child Development and Education (RICDE), University of Amsterdam, PO Box 15780, Amsterdam, The Netherlands2 Department of Pedagogical and Educational Sciences, Utrecht University, PO Box 80140, Utrecht, The Netherlands Publication info: Reading and Writing ; Dordrecht  Vol. 30, Iss. 6,  (Jun 2017): 1173-1192. https://search.proquest.com/docview/1902060820?accountid=50982 Abstract: A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure. Subject: Dyslexia; Secondary education; English; Literacy; Second language reading; French; Gifted children; Spelling; Dutch; Secondary school students; German; Reading deficiencies; Foreign language learning Classification: 6511: learning disabilities; reading and writing disabilities Identifier / keyword: Dyslexia Giftedness Foreign language Secondary education Bayes Title: Foreign language reading and spelling in gifted students with dyslexia in secondary education Publication title: Reading and Writing; Dordrecht Volume: 30 Issue: 6 Pages: 1173-1192 Publication year: 2017 Publication date: Jun 2017 Publisher: Springer Science & Business Media Place of publication: Dordrecht Country of publication: Netherlands, Dordrecht Publication subject: Education, Psychology, Medical Sciences--Psychiatry And Neurology, Linguistics ISSN: 09224777 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11145-016-9717-x ProQuest document ID: 1902060820 Document URL: https://search.proquest.com/docview/1902060820?accountid=50982 Copyright: Reading and Writing is a copyright of Springer, 2017. Last updated: 2017-05-26 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain Author: Gilger, Jeffrey W11 Psychological Sciences, Merced, CA, USA Publication info: Annals of Dyslexia ; New York  Vol. 67, Iss. 2,  (Jul 2017): 109-113. https://search.proquest.com/docview/1947363509?accountid=50982 Abstract: A panel of practioners and researchers convened to consider how to advance a broader understanding of the neurocognitive profile of people with dyslexia. While a great deal of research has been conducted on the reading process, the panel recognized that the “dyslexia brain” may be unique in other ways as well. In particular, the panel focused on complex nonverbal/spatial skills and correlated attributes such as career choice. The conclusion of the panel was that there is more to be learned about how people with dyslexia reason spatially and how these qualities manifest in academic, personal, and career behaviors. Subject: Dyslexia; Reading processes; Brain; Reading deficiencies Classification: 6511: learning disabilities; reading and writing disabilities Identifier / keyword: Careers Commentary Dyslexia Dyslexia Research Skill profile Talents Visuo-spatial skills Title: Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain Corporate/institutional author: A Special Topics Panel of The Dyslexia Foundation (TDF) Publication title: Annals of Dyslexia; New York Volume: 67 Issue: 2 Pages: 109-113 Publication year: 2017 Publication date: Jul 2017 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-017-0142-x ProQuest document ID: 1947363509 Document URL: https://search.proquest.com/docview/1947363509?accountid=50982 Copyright: Annals of Dyslexia is a copyright of Springer, 2017. Last updated: 2017-10-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Verbal and Non-verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems? Author: Smith-Spark, James H1; Henry, Lucy A2; Messer, David J3; Zicik, Adam P11 Division of Psychology, School of Applied Sciences, London South Bank University, London, UK2 Language and Communication Sciences, City, University of London, UK3 Faculty of Education and Language Studies, Open University, Milton Keynes, UK Publication info: Dyslexia ; Bracknell  Vol. 23, Iss. 3,  (Aug 2017): 234-250. https://search.proquest.com/docview/1925091798?accountid=50982 Abstract: The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties. Phonemic, semantic and design fluency tasks were presented to adults with dyslexia and without dyslexia, using fine-grained performance measures and controlling for IQ. Hierarchical regressions indicated that dyslexia predicted lower phonemic fluency, but not semantic or design fluency. At the fine-grained level, dyslexia predicted a smaller number of switches between subcategories on phonemic fluency, while dyslexia did not predict the size of phonemically related clusters of items. Overall, the results suggested that phonological processing problems were at the root of dyslexia-related fluency deficits; however, executive control difficulties could not be completely ruled out as an alternative explanation. Developments in research methodology, equating executive demands across fluency tasks, may resolve this issue. Copyright © 2017 John Wiley & Sons, Ltd. Subject: Dyslexia; Phonological analysis; Fluency; Executive function; Phonological processing; Intelligence; Semantic processing; Neurodevelopmental disorders; Predictive control; Adults; Switches; Information processing; Phonetics; Clusters; Design; Semantics Classification: 4019: psycholinguistics; phonological processing Title: Verbal and Non-verbal Fluency in Adults with Developmental Dyslexia: Phonological Processing or Executive Control Problems? Publication title: Dyslexia; Bracknell Volume: 23 Issue: 3 Pages: 234-250 Publication year: 2017 Publication date: Aug 2017 Section: Research Articles Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1558 ProQuest document ID: 1925091798 Document URL: https://search.proquest.com/docview/1925091798?accountid=50982 Copyright: Copyright © 2017 John Wiley & Sons, Ltd. Last updated: 2017-08-02 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective Author: Obidziński, Michał1    ; Nieznański, Marek11 Institute of Psychology, Cardinal Stefan Wyszyński University, Warsaw, Poland Publication info: Annals of Dyslexia ; New York  Vol. 67, Iss. 3,  (Oct 2017): 318-332. https://search.proquest.com/docview/1972157132?accountid=50982 Abstract: The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces — assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning. Subject: Dyslexia; Semantics; High school students; Trace theory; False memory; Memory; Learning disabilities; Orthographic similarity; Cognitive processes; Adolescents Identifier / keyword: Developmental dyslexia False memory Fuzzy-trace theory Gist Specific learning disorders Verbatim Title: False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective Publication title: Annals of Dyslexia; New York Volume: 67 Issue: 3 Pages: 318-332 Publication year: 2017 Publication date: Oct 2017 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-017-0146-6 ProQuest document ID: 1972157132 Document URL: https://search.proquest.com/docview/1972157132?accountid=50982 Copyright: Annals of Dyslexia is a copyright of Springer, (2017). All Rights Reserved. Last updated: 2017-12-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment Author: Lauterbach, Alexandra A1; Park, Yujeong2; Lombardino, Linda J31 College of Education, University of Massachusetts Amherst, Amherst, MA, USA2 University of Tennessee, Knoxville, TN, USA3 University of Florida, Gainesville, FL, USA Publication info: Annals of Dyslexia ; New York  Vol. 67, Iss. 3,  (Oct 2017): 201-218. https://search.proquest.com/docview/1972157137?accountid=50982 Abstract: This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants ( n  = 44 for the dyslexia; n  = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions. Subject: Language thought relationship; Dyslexia; Decoding (Reading); Reading comprehension; Diagnostic tests; Specific language impairment; Language disorders; Reading deficiencies; Phonological awareness; Reading ability; Phonology phonetics relationship; Decoding (Cognitive process) Identifier / keyword: Cognitive ability Dyslexia Reading disability Specific language impairment Title: The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment Publication title: Annals of Dyslexia; New York Volume: 67 Issue: 3 Pages: 201-218 Publication year: 2017 Publication date: Oct 2017 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-016-0139-x ProQuest document ID: 1972157137 Document URL: https://search.proquest.com/docview/1972157137?accountid=50982 Copyright: Annals of Dyslexia is a copyright of Springer, (2016). All Rights Reserved. Last updated: 2017-12-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia Author: Barber Phillips, B Anne1; Odegard, Timothy N11 Middle Tennessee State University, Murfreesboro, TN, USA Publication info: Annals of Dyslexia ; New York  Vol. 67, Iss. 3,  (Oct 2017): 356-368. https://search.proquest.com/docview/1972157189?accountid=50982 Abstract: Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD. The second aim of the study was to characterize the rate of identifying dyslexia in the two states (Texas and Arkansas) that require public schools to report the number of students identified with dyslexia. The third aim was to characterize the identification rate across first to 12th grades. Current SLD rates range from 3.2 to 8.5% in all 50 states. Analysis of SLD prevalence rates did not vary between states with and without dyslexia laws in place. Moreover, there was no change in the identification of SLD once states had implemented these laws. Rates of dyslexia in Arkansas and Texas were less than 5%. Given the persistent levels indicating lack of reading proficiency, our review of data suggests that overall students with dyslexia are being underidentified. Subject: Dyslexia; Secondary education; Students; Elementary education; Fluency; Learning disabilities; Reading accuracy; Diagnosis Location: Arkansas Texas Identifier / keyword: Dyslexia Legislation Prevalence Specific learning disability Title: Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia Publication title: Annals of Dyslexia; New York Volume: 67 Issue: 3 Pages: 356-368 Publication year: 2017 Publication date: Oct 2017 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-017-0148-4 ProQuest document ID: 1972157189 Document URL: https://search.proquest.com/docview/1972157189?accountid=50982 Copyright: Annals of Dyslexia is a copyright of Springer, (2017). All Rights Reserved. Last updated: 2017-12-05 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study Author: Andreassen, Rune1; Jensen, Magne S1; Bråten, Ivar21 Østfold University College, Halden, Norway2 Department of Education, University of Oslo, P.O. Box 1092, Oslo, Norway Publication info: Reading and Writing ; Dordrecht  Vol. 30, Iss. 9,  (Nov 2017): 1891-1916. https://search.proquest.com/docview/1947781085?accountid=50982 Abstract: We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work. Subject: Dyslexia; Diaries; Student behavior; College students; Study skills; Disabled students Identifier / keyword: Self-regulated strategies Dyslexia Higher education Diary method Title: Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study Publication title: Reading and Writing; Dordrecht Volume: 30 Issue: 9 Pages: 1891-1916 Publication year: 2017 Publication date: Nov 2017 Publisher: Springer Science & Business Media Place of publication: Dordrecht Country of publication: Netherlands, Dordrecht Publication subject: Education, Psychology, Medical Sciences--Psychiatry And Neurology, Linguistics ISSN: 09224777 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11145-017-9758-9 ProQuest document ID: 1947781085 Document URL: https://search.proquest.com/docview/1947781085?accountid=50982 Copyright: Reading and Writing is a copyright of Springer, 2017. Last updated: 2017-10-11 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia Author: Barber Phillips, B Anne1; Odegard, Timothy N11 Middle Tennessee State University, Murfreesboro, TN, USA Publication info: Annals of Dyslexia ; New York (Nov 2017): 1-13. [Duplicate] https://search.proquest.com/docview/1963302416?accountid=50982 Abstract: Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD. The second aim of the study was to characterize the rate of identifying dyslexia in the two states (Texas and Arkansas) that require public schools to report the number of students identified with dyslexia. The third aim was to characterize the identification rate across first to 12th grades. Current SLD rates range from 3.2 to 8.5% in all 50 states. Analysis of SLD prevalence rates did not vary between states with and without dyslexia laws in place. Moreover, there was no change in the identification of SLD once states had implemented these laws. Rates of dyslexia in Arkansas and Texas were less than 5%. Given the persistent levels indicating lack of reading proficiency, our review of data suggests that overall students with dyslexia are being underidentified. Subject: Dyslexia; Secondary education; Students; Elementary education; Fluency; Learning disabilities; Reading accuracy; Diagnosis Location: Arkansas Texas Identifier / keyword: Dyslexia Legislation Prevalence Specific learning disability Title: Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia Publication title: Annals of Dyslexia; New York Pages: 1-13 Publication year: 2017 Publication date: Nov 2017 Publisher: Springer Science & Business Media Place of publication: New York Country of publication: Netherlands, New York Publication subject: Education--Special Education And Rehabilitation ISSN: 07369387 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1007/s11881-017-0148-4 ProQuest document ID: 1963302416 Document URL: https://search.proquest.com/docview/1963302416?accountid=50982 Copyright: Annals of Dyslexia is a copyright of Springer, (2017). All Rights Reserved. Last updated: 2017-11-14 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Quantity Matters: Children with Dyslexia Are Impaired in a Small, but Not Large, Number of Exposures During Implicit Repeated Sequence Learning Author: He, Xinjie1; Tong, Shelley Xiuli11 Division of Speech and Hearing Sciences, The University of Hong Kong, Pokfulam Publication info: American Journal of Speech - Language Pathology (Online) ; Rockville  Vol. 26, Iss. 4,  (Nov 2017): 1080-1091. https://search.proquest.com/docview/1968929068?accountid=50982 Abstract: The present study investigated the onset of statistical learning and examined whether the number of exposures to a repeated sequence influences the learning performance of children with dyslexia on a serial reaction time task. Three groups of children (29 with dyslexia, 29 age-matched controls, and 30 reading level-matched controls) were administered a serial reaction time task, and their statistical learning performances after a small and a large number of exposures (40 vs. 180 exposures) were recorded and compared. Children with dyslexia showed impaired statistical learning after a small number of exposures to a sequence, but intact statistical learning after a large number of exposures. In contrast, the age-matched and reading level-matched control groups showed intact statistical learning after both small and large numbers of exposures. Children with dyslexia also exhibited a slower learning rate than either control group. These results suggest that the amount of exposure to statistical patterns influences statistical learning performance in children with dyslexia. Subject: Reading comprehension; Text editing; Language disorders; Studies; Dyslexia; Response time (Psychology); Children; Learning processes Title: Quantity Matters: Children with Dyslexia Are Impaired in a Small, but Not Large, Number of Exposures During Implicit Repeated Sequence Learning Publication title: American Journal of Speech - Language Pathology (Online); Rockville Volume: 26 Issue: 4 Pages: 1080-1091 Publication year: 2017 Publication date: Nov 2017 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1044/2017_AJSLP-15-0190 ProQuest document ID: 1968929068 Document URL: https://search.proquest.com/docview/1968929068?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Nov 2017 Last updated: 2018-01-24 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia Author: Carolien A N Knoop‐van Campen1    ; Segers, Eliane1; Verhoeven, Ludo11 Behavioural Science Institute, Radboud University, Nijmegen, HR, Netherlands Publication info: Dyslexia ; Bracknell  Vol. 24, Iss. 2,  (May 2018): 156-169. https://search.proquest.com/docview/2034230517?accountid=50982 Abstract: This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. Subject: Mediation; Dyslexia; Phonological awareness; Elementary education; Children; Short term memory; Efficiency Identifier / keyword: dyslexia phonological awareness reading working memory Title: How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia Publication title: Dyslexia; Bracknell Volume: 24 Issue: 2 Pages: 156-169 Publication year: 2018 Publication date: May 2018 Section: RESEARCH ARTICLES Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1583 ProQuest document ID: 2034230517 Document URL: https://search.proquest.com/docview/2034230517?accountid=50982 Copyright: Copyright © 2018 John Wiley & Sons, Ltd. Last updated: 2018-07-27 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences Author: Knight, Cathryn1    1 School of Social Sciences, Cardiff University, Cardiff, UK Publication info: Dyslexia ; Bracknell  Vol. 24, Iss. 3,  (Aug 2018): 207-219. https://search.proquest.com/docview/2083644193?accountid=50982 Abstract: Given that an estimated 5–10% of the worldwide population is said to have dyslexia, it is of great importance that teachers have an accurate understanding of what dyslexia is and how it effects their students. Using results from a large‐scale survey of teachers in England and in Wales ( N  ≈ 2,600), this paper demonstrates that teachers held a basic understanding of dyslexia, based on the behavioural issues that it is associated with. Teachers lacked the knowledge of the biological (i.e., neurological) and cognitive (i.e., processing) aspects of dyslexia. Moreover, a number of teachers mentioned visual factors in their description of dyslexia, despite there being inconclusive evidence to suggest a direct relationship between visual functioning and dyslexia. Further findings demonstrate the importance of good‐quality teacher training in increasing teachers' confidence working with those with dyslexia, while increasing their knowledge of the cognitive aspects of dyslexia. This paper argues that evidence‐based teacher training, which informs teachers of the up‐to‐date research on the biological, cognitive, and behavioural aspects of dyslexia, is essential to combat misconceptions and ensure that teachers have more nuanced and informed understandings of dyslexia. Subject: Dyslexia; Teacher education; Teachers; Student teacher relationship; Visual aspects; Information processing; Training; Cognitive ability; Cognitive processes Identifier / keyword: dyslexia learning teaching training Title: What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences Publication title: Dyslexia; Bracknell Volume: 24 Issue: 3 Pages: 207-219 Publication year: 2018 Publicationdate: Aug 2018 Section: RESEARCH ARTICLES Publisher: Wiley Subscription Services, Inc. Place of publication: Bracknell Country of publication: United States, Bracknell Publication subject: Education--Special Education And Rehabilitation, Medical Sciences--Psychiatry And Neurology ISSN: 10769242 Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1002/dys.1593 ProQuest document ID: 2083644193 Document URL: https://search.proquest.com/docview/2083644193?accountid=50982 Copyright: © 2018 John Wiley & Sons, Ltd. Last updated: 2018-08-06 Database: ComDisDome,Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning Author: Baron, Lauren S1; Hogan, Tiffany P1; Alt, Mary2; Gray, Shelley3; Cabbage, Kathryn L4; Green, Samuel; Cowan, Nelson1 MGH Institute of Health Professions, Boston, MA2 University of Arizona, Tucson3 Arizona State University, Tempe4 Brigham Young University, Provo, UT Publication info: Journal of Speech, Language and Hearing Research (Online) ; Rockville  Vol. 61, Iss. 8,  (Aug 2018): 1-13. https://search.proquest.com/docview/2108177295?accountid=50982 Abstract: Orthographic facilitation describes the phenomenon in which a spoken word is produced more accurately when its corresponding written word is present during learning. We examined the orthographic facilitation effect in children with dyslexia because they have poor learning and recall of spoken words. We hypothesized that including orthography during spoken word learning would facilitate learning and recall. Children with dyslexia and children with typical development (n = 46 per group), 7-9 years old, were matched for grade and nonverbal intelligence. Across 4 blocks of exposure in 1 session, children learned pairings between 4 spoken pseudowords and novel semantic referents in a modified paired-associate learning task. Two of the pairings were presented with orthography present, and 2 were presented with orthography absent. Recall of newly learned spoken words was assessed using a naming task. Both groups showed orthographic facilitation during learning and naming. During learning, both groups paired pseudowords and referents more accurately when orthography was present. During naming, children with typical development showed a large orthographic facilitation effect that increased across blocks. For children with dyslexia, this effect was present initially but then plateaued. We demonstrate for the first time that children with dyslexia benefit from orthographic facilitation during spoken word learning. These findings have direct implications for teaching spoken vocabulary to children with dyslexia. Subject: Dyslexia; Reference (Semantic); Vocabulary learning; Children; Hypotheses; Pseudowords; Educational activities; Child psychology; Orthography; Children & youth; Naming; Reading disabilities; Semantics Title: Children With Dyslexia Benefit From Orthographic Facilitation During Spoken Word Learning Publication title: Journal of Speech, Language and Hearing Research (Online); Rockville Volume: 61 Issue: 8 Pages: 1-13 Publication year: 2018 Publication date: Aug 2018 Section: Research Article Publisher: American Speech-Language-Hearing Association Place of publication: Rockville Country of publication: United States, Rockville Publication subject: Medical Sciences--Otorhinolaryngology, Handicapped--Hearing Impaired Source type: Scholarly Journals Language of publication: English Document type: Journal Article DOI: http://dx.doi.org/10.1044/2018_JSLHR-L-17-0336 ProQuest document ID: 2108177295 Document URL: https://search.proquest.com/docview/2108177295?accountid=50982 Copyright: Copyright American Speech-Language-Hearing Association Aug 2018 Last updated: 2018-09-18 Database: Linguistics and Language Behavior Abstracts (LLBA) ____________________________________________________________ Contact us at: http://www.proquest.com/go/pqissupportcontact Database copyright © 2018 ProQuest LLC. All rights reserved. Terms and Conditions: https://search.proquest.com/info/termsAndConditions