Reading Processes of University Students with Dyslexia – An Examination of the Relationship between Oral Reading and Reading Comprehension
The purpose of this study was to examine the quality of oral reading and how it relates to reading comprehension in students with dyslexia. A group of Danish university students with dyslexia (n = 16) and a comparison group of students with no history of reading problems (n = 16) were assessed on their oral reading performance when reading a complex text. Along with reading speed, we measured not only the number and quality of reading errors but also the extent and semantic nature of the self‐corrections during reading. The reading comprehension was measured through aided text retellings. The results showed that,...
Source: Dyslexia - July 31, 2016 Category: Neurology Authors: Henriette Folkmann Pedersen, Riccardo Fusaroli, Lene Louise Lauridsen, Rauno Parrila Tags: Research Article Source Type: research
Is Reading Impairment Associated with Enhanced Holistic Processing in Comparative Visual Search?
This study explores a proposition that individuals with dyslexia develop enhanced peripheral vision to process visual–spatial information holistically. Participants included 18 individuals diagnosed with dyslexia and 18 who were not. The experiment used a comparative visual search design consisting of two blocks of 72 trials. Each trial presented two halves of the display each comprising three kinds of shapes in three colours to be compared side‐by‐side. Participants performed a conjunctive search to ascertain whether the two halves were identical. In the first block, participants were provided no instruction regardi...
Source: Dyslexia - July 31, 2016 Category: Neurology Authors: Jiahui Wang, Matthew H. Schneps, Pavlo D. Antonenko, Chen Chen, Marc Pomplun Tags: Research Article Source Type: research
Associations Between the KIAA0319 Dyslexia Susceptibility Gene Variants, Antenatal Maternal Stress, and Reading Ability in a Longitudinal Birth Cohort
This study investigated whether antenatal maternal perceived stress and variants of the rs12193738 and rs2179515 polymorphisms on the KIAA0319 gene interact to affect reading ability and full‐scale IQ (FSIQ) in members of the longitudinal Auckland Birthweight Collaborative study. Antenatal maternal stress was measured at birth, and reading ability was assessed at ages 7 and 16. Reading data were available for 500 participants at age 7 and 479 participants at age 16. FSIQ was measured at ages 7 and 11. At age 11, DNA samples were collected. Analyses of covariance revealed that individuals with the TT genotype of the rs121...
Source: Dyslexia - July 28, 2016 Category: Neurology Authors: Stephanie D'Souza, Amelia Backhouse ‐Smith, John M. D. Thompson, Rebecca Slykerman, Gareth Marlow, Clare Wall, Rinki Murphy, Lynnette R. Ferguson, Edwin A. Mitchell, Karen E. Waldie Tags: Research Article Source Type: research
Calibration of Self ‐Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability
This study examined the relationships between anxiety ratings and physiological arousal while reading among adults with reading disability (RD) compared to skilled readers (SR). Nineteen compensated adults with RD and 20 SR adults were administered a battery of reading tasks and anxiety self‐report questionnaires. Physiological measures of arousal were recorded during text reading task. Adults with RD scored significantly lower than SR on all cognitive and reading related measures. They showed no differences on any of the self‐report anxiety measures. Interestingly, in the skilled readers' sample, physiological arousal...
Source: Dyslexia - July 27, 2016 Category: Neurology Authors: Yael Meer, Zvia Breznitz, Tami Katzir Tags: Research Article Source Type: research
Why Are Reading Difficulties Associated with Mental Health Problems?
A growing literature indicates that children with reading difficulties are at elevated risk for mental health problems; however, little attention has been given to why this might be the case. Associations between reading difficulties and mental health differ substantially across studies, raising the possibility that these relationships may be ameliorated or exacerbated by risk or resilience‐promoting factors. Using socio‐ecological theory as a conceptual framework, we outline four potential lines of research that could shed light on why children with reading difficulties are at risk of mental health problems and identi...
Source: Dyslexia - July 27, 2016 Category: Neurology Authors: Mark E. Boyes, Suze Leitao, Mary Claessen, Nicholas A. Badcock, Mandy Nayton Tags: Innovations and Insights Source Type: research
Responsiveness to Intervention in Children with Dyslexia
We examined the responsiveness to a 12‐week phonics intervention in 54 s‐grade Dutch children with dyslexia, and compared their reading and spelling gains to a control group of 61 typical readers. The intervention aimed to train grapheme–phoneme correspondences (GPCs), and word reading and spelling by using phonics instruction. We examined the accuracy and efficiency of grapheme–phoneme correspondences, decoding words and pseudowords, as well as the accuracy of spelling words before and after the intervention. Moreover, responsiveness to intervention was examined by studying to what extent scores at posttest coul...
Source: Dyslexia - July 27, 2016 Category: Neurology Authors: Elisabeth A. T. Tilanus, Eliane Segers, Ludo Verhoeven Tags: Research Article Source Type: research
Issue Information ‐ Info Page
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - July 27, 2016 Category: Neurology Tags: Issue Information ‐ Info Page Source Type: research
Issue Information ‐ TOC
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - July 27, 2016 Category: Neurology Tags: Issue Information ‐ TOC Source Type: research
Spelling Errors in French ‐speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence
For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 fra...
Source: Dyslexia - May 3, 2016 Category: Neurology Authors: Daniel Daigle, Agn ès Costerg, Anne Plisson, Noémia Ruberto, Joëlle Varin Tags: Research Article Source Type: research
Effects of a Randomized Reading Intervention Study Aimed at 9 ‐Year‐Olds: A 5‐Year Follow‐up
The present paper reports on a 5‐year follow‐up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading‐related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness...
Source: Dyslexia - May 3, 2016 Category: Neurology Authors: Ulrika Wolff Tags: Research Article Source Type: research
Spelling Errors in French‐speaking Children with Dyslexia: Phonology May Not Provide the Best Evidence
For children with dyslexia, learning to write constitutes a great challenge. There has been consensus that the explanation for these learners' delay is related to a phonological deficit. Results from studies designed to describe dyslexic children's spelling errors are not always as clear concerning the role of phonological processes as those found in reading studies. In irregular languages like French, spelling abilities involve other processes than phonological processes. The main goal of this study was to describe the relative contribution of these other processes in dyslexic children's spelling ability. In total, 32 fra...
Source: Dyslexia - May 3, 2016 Category: Neurology Authors: Daniel Daigle, Agnès Costerg, Anne Plisson, Noémia Ruberto, Joëlle Varin Tags: Research Article Source Type: research
Novel Word Learning, Reading Difficulties, and Phonological Processing Skills
This study assesses PAL performance in children with reading difficulties using a modified version of the PAL paradigm, comprising a comprehension and a production phase, to determine whether the PAL deficit lies in children's ability to establish and retain novel object–novel word associations or their ability to retrieve the learned novel labels for production. Results showed that while children with reading difficulties required significantly more trials to learn the object–word associations, when they were required to use these associations in a comprehension‐referent selection task, their accuracy and speed did ...
Source: Dyslexia - May 3, 2016 Category: Neurology Authors: Marina Kalashnikova, Denis Burnham Tags: Research Article Source Type: research
Effects of a Randomized Reading Intervention Study Aimed at 9‐Year‐Olds: A 5‐Year Follow‐up
The present paper reports on a 5‐year follow‐up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading‐related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness...
Source: Dyslexia - May 3, 2016 Category: Neurology Authors: Ulrika Wolff Tags: Research Article Source Type: research
Issue Information ‐ Info Page
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - May 3, 2016 Category: Neurology Tags: Issue Information ‐ Info Page Source Type: research
Issue Information ‐ TOC
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - May 3, 2016 Category: Neurology Tags: Issue Information ‐ TOC Source Type: research
