Print‐Tuning Lateralization and Handedness: an Event‐Related Potential Study in Dyslexic Higher Education Students
Despite their ample reading experience, higher education students with dyslexia still show deficits in reading and reading‐related skills. Lateralized print tuning, the early sensitivity to print of the left parietal cortex signalled by the N1 event‐related potential (ERP) component, differs between beginning dyslexic readers and controls. For adults, the findings are mixed. The present study aims to investigate whether print tuning, as indexed by the N1 component, differs between 24 students with dyslexia and 15 non‐dyslexic controls. Because handedness has been linked to lateralization, first, a separate analysis w...
Source: Dyslexia - November 1, 2015 Category: Neurology Authors: Ellie R. H. Setten, Silvia Martinez‐Ferreiro, Natasha M. Maurits, Ben A. M. Maassen Tags: Research Article Source Type: research
Impaired Driving Performance as Evidence of a Magnocellular Deficit in Dyslexia and Visual Stress
High comorbidity and an overlap in symptomology have been demonstrated between dyslexia and visual stress. Several researchers have hypothesized an underlying or causal influence that may account for this relationship. The magnocellular theory of dyslexia proposes that a deficit in visuo‐temporal processing can explain symptomology for both disorders. If the magnocellular theory holds true, individuals who experience symptomology for these disorders should show impairment on a visuo‐temporal task, such as driving. Eighteen male participants formed the sample for this study. Self‐report measures assessed dyslexia and ...
Source: Dyslexia - September 3, 2015 Category: Neurology Authors: Carri Fisher, Eugene Chekaluk, Julia Irwin Tags: Short Report Source Type: research
Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia
Metacognition refers to ‘cognition about cognition’ and includes metacognitive knowledge, strategies and experiences (Efklides, ; Flavell, ). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, ), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, ). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task...
Source: Dyslexia - August 3, 2015 Category: Neurology Authors: Bjarte Furnes, Elisabeth Norman Tags: Research Article Source Type: research
Dyslexia: Creating impact through innovation
(Source: Dyslexia)
Source: Dyslexia - August 3, 2015 Category: Neurology Authors: Nicola Brunswick Tags: Editorial Source Type: research
Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old
The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre‐literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect.
The children's neurocognitive pattern changed both by literacy stage and domain. Visuo‐spatial recall and RAN appeared as early precursors of L1 literacy, while phonol...
Source: Dyslexia - August 1, 2015 Category: Neurology Authors: Turid Helland, Frøydis Morken Tags: Research Article Source Type: research
Academic Achievement of University Students with Dyslexia
Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course boo...
Source: Dyslexia - August 1, 2015 Category: Neurology Authors: Åke Olofsson, Karin Taube, Astrid Ahl Tags: Short Report Source Type: research
Verbal Short‐Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations
This study explored the underlying mechanism of the verbal short‐term memory deficit in Chinese children with developmental dyslexia. Twenty‐four children with dyslexia and 28 age‐matched normal readers participated in the study. They were required to memorize a visually presented series of six Chinese characters and identify them from a list also including code‐specific distracters and non‐code‐specific distracters. Error rates were recorded and were higher for code‐specific distracters in all three conditions, revealing phonological, visual, and semantic similarity effects respectively. Group comparisons sh...
Source: Dyslexia - August 1, 2015 Category: Neurology Authors: Jing Zhao, Yang Yang, Yao‐Wu Song, Hong‐Yan Bi Tags: Research Article Source Type: research
Relative Ease in Creating Detailed Orthographic Representations Contrasted with Severe Difficulties to Maintain Them in Long‐term Memory Among Dyslexic Children
Most research into orthographic learning abilities has been conducted in English with typically developing children using reading‐based tasks. In the present study, we examined the abilities of French‐speaking children with dyslexia to create novel orthographic representations for subsequent use in spelling and to maintain them in long‐term memory. Their performance was compared with that of chronological age (CA)‐matched and reading age (RA)‐matched control children. We used an experimental task designed to provide optimal learning conditions (i.e. 10 spelling practice trials) ensuring the short‐term acquisiti...
Source: Dyslexia - August 1, 2015 Category: Neurology Authors: Florence Binamé, Sophie Danzio, Martine Poncelet Tags: Short Report Source Type: research
Pay Attention!: Sluggish Multisensory Attentional Shifting as a Core Deficit in Developmental Dyslexia
The aim of this review is to provide a background on the neurocognitive aspects of the reading process and review neuroscientific studies of individuals with developmental dyslexia, which provide evidence for amodal processing deficits. Hari, Renvall, and Tanskanen (2001) propose amodal sluggish attentional shifting (SAS) as a causal factor for temporal processing deficits in dyslexia. Undergirding this theory is the notion that when dyslexics are faced with rapid sequences of stimuli, their automatic attentional systems fail to disengage efficiently, which leads to difficulty when moving from one item to the next (Lallier...
Source: Dyslexia - August 1, 2015 Category: Neurology Authors: Margaret B. Krause Tags: Research Article Source Type: research
Academic Attainment in Students with Dyslexia in Distance Education
This investigation studied attainment in students with dyslexia or other specific learning difficulties who were taking modules by distance learning with the Open University in 2012. Students with dyslexia or other specific learning difficulties who had no additional disabilities were just as likely as nondisabled students to complete their modules, but they were less likely to pass the modules that they had completed and less likely to obtain good grades on the modules that they had passed. Students with dyslexia or other specific learning difficulties who had additional disabilities were less likely to complete their mod...
Source: Dyslexia - May 1, 2015 Category: Neurology Authors: John T. E. Richardson Tags: Research Article Source Type: research
Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross‐Sectional Study
The purpose of this cross‐sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in c...
Source: Dyslexia - May 1, 2015 Category: Neurology Authors: Hyun‐Rin Park, Akira Uno Tags: Research Article Source Type: research
List of Reviewers
(Source: Dyslexia)
Source: Dyslexia - April 20, 2015 Category: Neurology Tags: Editors Notes Source Type: research
The Role of Phonology, Morphology, and Orthography in English and Russian Spelling
The purpose of the present study was to explore the role of phonology, morphology and orthography in predicting the spelling performance in English‐speaking and Russian‐speaking children. Tests that tap phonology, morphology and orthography were administered to students in grades 4 and 6 in the USA and Russia. Multiple regression analyses showed that phonology and morphology contributed more for spelling of English words while orthography and morphology contributed more to the spelling of Russian words. The results are explained in terms of the orthographic nature of English and Russian languages as well as the instruc...
Source: Dyslexia - February 1, 2015 Category: Neurology Authors: Regina Boulware‐Gooden, R. Malatesha Joshi, Elena Grigorenko Tags: Research Article Source Type: research
Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye‐tracking
It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye‐tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language‐mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier...
Source: Dyslexia - February 1, 2015 Category: Neurology Authors: Falk Huettig, Susanne Brouwer Tags: Research Article Source Type: research
Behavioural Difficulties That Co‐occur With Specific Word Reading Difficulties: A UK Population‐ Based Cohort Study
This study aimed to examine the association between specific word reading difficulties (SWRD) identified at age 7 years using a discrepancy approach and subsequent dimensional measures of behavioural difficulties reported by teachers and parents at age 11 years. Behavioural problems were assessed using the Strengths and Difficulties Questionnaire. Secondary analysis of a UK representative population‐based sample of children (n = 12 631) was conducted using linear regression models.
There were 284 children (2.2%) identified with SWRD at age 7 years. Children with SWRD had significantly higher scores on all mea...
Source: Dyslexia - February 1, 2015 Category: Neurology Authors: Ginny Russell, Denise Ryder, Brahm Norwich, Tamsin Ford Tags: Research Article Source Type: research
