English as a Foreign Language in Bilingual Language ‐minority Children, Children with Dyslexia and Monolingual Typical Readers
The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language‐minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be limited to the instructional language, owing to underexposure. All participants were enrolled in Italian primary schools (fourth and fifth grades). A non‐verbal reasoning task and Italian and English literacy tasks were...
Source: Dyslexia - January 31, 2017 Category: Neurology Authors: Paola Bonifacci, Elisa Canducci, Giulia Gravagna, Paola Palladino Tags: Research Article Source Type: research
Formation of Orthographic Representations in Spanish Dyslexic Children: The Role of Syllable Complexity and Frequency
The objective of this study was to determine whether syllabic frequency and syllabic complexity influence orthographic learning in children with dyslexia. We compared the performance of a group of dyslexic children with that of a group of typical readers on a task that involved reading short and long pseudowords six times; we manipulated the frequency and complexity of the syllables from which the pseudowords were constructed. The results showed that dyslexic children do not benefit from syllabic simplicity or frequency when it comes to storing orthographic representations as the length effect in the dyslexic group remaine...
Source: Dyslexia - January 8, 2017 Category: Neurology Authors: Paz Su árez‐Coalla, Fernando Cuetos Tags: Research Article Source Type: research
The 1 ‐min Screening Test for Reading Problems in College Students: Psychometric Properties of the 1‐min TIL
Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1‐min version of Teste de Idade de Leitura (Reading Age Test; 1‐min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age controls in Experiment 2. In Experiment 1A, test–retest reliability and convergent validity were evaluated in 185 students. Reliability was >.70, and phonological decoding underpinned 1‐min TIL. In Experiment 1B, int...
Source: Dyslexia - January 8, 2017 Category: Neurology Authors: T ânia Fernandes, Susana Araújo, Ana Sucena, Alexandra Reis, São Luís Castro Tags: Research Article Source Type: research
University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies
This study was designed to explore learning experiences of university students with dyslexia and factors that could contribute to their success. Thirteen students with dyslexia and 20 non‐dyslexic peers were interviewed about their university learning experiences using a semi‐structured qualitative approach. Students with dyslexia described engaging in learning activities intensively, frequently and strategically. They reported challenges and strengths relating to study skills, lectures, assessments, technology and support services. They also described helpful strategies including self‐directed adaptive techniques, p...
Source: Dyslexia - November 27, 2016 Category: Neurology Authors: Lois MacCullagh, Agnes Bosanquet, Nicholas A. Badcock Tags: Research Article Source Type: research
Selective Impairments in Covert Shifts of Attention in Chinese Dyslexic Children
Reading depends heavily on the efficient shift of attention. Mounting evidence has suggested that dyslexics have deficits in covert attentional shift. However, it remains unclear whether dyslexics also have deficits in overt attentional shift. With the majority of relevant studies carried out in alphabetic writing systems, it is also unknown whether the attentional deficits observed in dyslexics are restricted to a particular writing system. The present study examined inhibition of return (IOR)—a major driving force of attentional shifts—in dyslexic children learning to read a logographic script (i.e., Chinese). Robust...
Source: Dyslexia - November 1, 2016 Category: Neurology Authors: Yun Ding, Jing Zhao, Tao He, Yufei Tan, Lingshuang Zheng, Zhiguo Wang Tags: Research Article Source Type: research
Issue Information ‐ Info Page
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - November 1, 2016 Category: Neurology Tags: Issue Information ‐ Info Page Source Type: research
Cross ‐language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6
The present study examined unique and shared contributions of Korean (first language) phonological, orthographic and morphological awareness (PA, OA and MA, respectively) to English (second/foreign language) spelling among 287 fourth‐grade, fifth‐grade and sixth‐grade Korean children. Korean measures of PA, OA and MA were administered, in addition to English vocabulary and spelling measures. Results from structural equation modelling showed that PA, OA and MA were caused by one common construct, metalinguistic awareness (META), and the contribution of Korean META to English spelling was statistically significant, con...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Sookkyung Yeon, Han Suk Bae, Malatesha Joshi Tags: Research Article Source Type: research
Spelling and Morphology in Dyslexia: A Developmental Study Across the School Years
The current study examined the effect of morphological knowledge on spelling development in Hebrew‐speaking schoolchildren, adolescents and adults with dyslexia, compared with typically developing (TD) peers. Participants were 238 Hebrew‐speaking readers of five grade levels of whom 139 were TD and 99 had developmental dyslexia (DD). Participants were tested on a function letter spelling task, a phonological awareness task and a morphological awareness task. The overall picture that emerged from the results is that performance on all measures increased with grade level, with TD participants always scoring higher than p...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Rachel Schiff, Ronit Levie Tags: Research Article Source Type: research
Exploring Text and Icon Graph Interpretation in Students with Dyslexia: An Eye ‐tracking Study
A growing body of research suggests that individuals with dyslexia struggle to use graphs efficiently. Given the persistence of orthographic processing deficits in dyslexia, this study tested whether graph interpretation deficits in dyslexia are directly related to difficulties processing the orthographic components of graphs (i.e. axes and legend labels). Participants were 80 college students with and without dyslexia. Response times and eye movements were recorded as students answered comprehension questions about simple data displayed in bar graphs. Axes and legends were labelled either with words (mixed‐modality grap...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Sunjung Kim, Rebecca Wiseheart Tags: Research Article Source Type: research
Reading Comprehension: A Computerized Intervention with Primary ‐age Poor Readers
The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary‐age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty‐eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6‐week period, whilst the othe...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Joanna Kathryn Horne Tags: Research Article Source Type: research
Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia
Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple‐choice questionnaire with conventional and novel metaphors was used to assess comprehension; a concept‐explanation task was used to test conventional and novel metaphor generation (verbal creativity). The findings indicated differences between the dyslexic children and the control group i...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Anat Kasirer, Nira Mashal Tags: Research Article Source Type: research
The Effect of Illustration on Improving Text Comprehension in Dyslexic Adults
This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye‐tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text‐only or a text + picture stimuli. The results show that the controls made an early global overview of the material and (when a picture was present) rapid transitions between text and picture. Having text illustrated wit...
Source: Dyslexia - October 31, 2016 Category: Neurology Authors: Mona Holmqvist Olander, Eva Wenn ås Brante, Marcus Nyström Tags: Research Article Source Type: research
Issue Information ‐ TOC
No abstract is available for this article. (Source: Dyslexia)
Source: Dyslexia - October 31, 2016 Category: Neurology Tags: Issue Information ‐ TOC Source Type: research
Prosodic Similarity Effects in Short ‐Term Memory in Developmental Dyslexia
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 effe...
Source: Dyslexia - July 31, 2016 Category: Neurology Authors: Usha Goswami, Lisa Barnes, Natasha Mead, Alan James Power, Victoria Leong Tags: Research Article Source Type: research
The Effects of Visual Attention Span and Phonological Decoding in Reading Comprehension in Dyslexia: A Path Analysis
This study supports the hypothesis that at least part of the dyslexic profile can be explained by visual attention abilities. Copyright © 2016 John Wiley & Sons, Ltd. (Source: Dyslexia)
Source: Dyslexia - July 31, 2016 Category: Neurology Authors: Chen Chen, Matthew H. Schneps, Katherine E. Masyn, Jennifer M. Thomson Tags: Research Article Source Type: research
