Query: dyslexia

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Total 1540 results found since Jan 2013.

Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia
Publication date: Available online 7 October 2020Source: Developmental Cognitive NeuroscienceAuthor(s): Johanna Liebig, Angela D. Friederici, Nicole E. Neef, A.D. Friederici, F. Emmrich, J. Brauer, A. Wilcke, N.E. Neef, J. Boltze, M. Skeide, H. Kirsten, G. Schaadt, B. Müller, I. Kraft, I. Czepezauer, L. Dörr
Source: Developmental Cognitive Neuroscience - October 7, 2020 Category: Neuroscience Source Type: research

Quantitative EEG in Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities.
Abstract The clinical use of the quantitative EEG (QEEG) from the pioneering work of John has received a new impetus thanks to new neuroimaging techniques and the possibility of using a number of normative databases both of normal subjects and of subjects with definite pathologies. In this direction, the term personalized medicine is becoming more and more common, a medical procedure that separates patients into different groups based on their predicted response to the quantitative EEG. This has allowed the study of single subjects and to customize health care, with decisions and treatments tailored to each indivi...
Source: Clinical EEG and Neuroscience - October 4, 2020 Category: Neuroscience Authors: Chiarenza GA Tags: Clin EEG Neurosci Source Type: research

IJERPH, Vol. 17, Pages 7140: The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China
This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. A total of 2955 students aged 7–12 years were enrolled by randomized cluster sampling. The study was divided into three stages. In stage I, all participating students were asked to finish the Combined Raven Test (CRT) and Chinese Vocabulary Test and Assessment Scale. In stage II, the Chinese teachers and parents of the children with suspected dyslexia were interviewed by psychiatrists, and finished the Dyslexia Checklist for Chinese Children (DCCC). In stage III, these children w...
Source: International Journal of Environmental Research and Public Health - September 28, 2020 Category: Environmental Health Authors: Yuhang Lin Xuanzhi Zhang Qingjun Huang Laiwen Lv Anyan Huang Ai Li Kusheng Wu Yanhong Huang Tags: Article Source Type: research

A Narrative Review on Clinical Applications of fNIRS
This article also covers a short history of fNIRS, fundamental theories, and significant outcomes reported by a number of scholarly articles. Since this review article is hopefully the first one th at comprehensively explores the potential scopes of the fNIRS in a clinical perspective, we hope it will be helpful for the researchers, physicians, practitioners, current students of the functional neuroimaging field, and the related personnel for their further studies and applications.
Source: Journal of Digital Imaging - September 27, 2020 Category: Radiology Source Type: research

The associations of zinc and GRIN2B genetic polymorphisms with the risk of dyslexia.
CONCLUSIONS: The associations between zinc levels and dyslexia risk were modified by polymorphism of rs1805502 in gene GRIN2B. PMID: 32937172 [PubMed - as supplied by publisher]
Source: Environmental Research - September 12, 2020 Category: Environmental Health Authors: Liu Q, Zhu B, Xue Q, Xie X, Zhou Y, Zhu K, Wan Z, Wu H, Zhang J, Song R Tags: Environ Res Source Type: research

Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis.
Abstract An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print e...
Source: Annals of Dyslexia - September 11, 2020 Category: Neurology Authors: Reis A, Araújo S, Morais IS, Faísca L Tags: Ann Dyslexia Source Type: research

Short-term memory capacity and sensitivity to language statistics in dyslexia and among musicians
Publication date: Available online 10 September 2020Source: NeuropsychologiaAuthor(s): Eva Kimel, Atalia Hai Weiss, Hilla Jakoby, Luba Daikhin, Merav Ahissar
Source: Neuropsychologia - September 11, 2020 Category: Neurology Source Type: research

Electrical Brain Stimulation Offers Hope Against Dyslexia
Title: Electrical Brain Stimulation Offers Hope Against DyslexiaCategory: Health NewsCreated: 9/10/2020 12:00:00 AMLast Editorial Review: 9/11/2020 12:00:00 AM
Source: MedicineNet Kids Health General - September 11, 2020 Category: Pediatrics Source Type: news

Brain stimulation reduces dyslexia deficits
(Universit é de Gen è ve) Dyslexia is a frequent disorder of reading acquisition that affects up to 10% of the population. Although several possible causes have been proposed for dyslexia, the predominant one is a phonological deficit associated with changes in rhythmic or repetitive patterns of neural activity in a sound-processing region of the brain. Neuroscientists from the University of Geneva have demonstrated a causal relationship between brain oscillations and the ability to process phonemes.
Source: EurekAlert! - Medicine and Health - September 9, 2020 Category: International Medicine & Public Health Source Type: news

Low-dose electrical stimulation helps adults with dyslexia read, study finds
Electrical stimulation of the brain improves reading accuracy in adults with dyslexia, according to a study published Tuesday by PLOS Biology.
Source: Health News - UPI.com - September 8, 2020 Category: Consumer Health News Source Type: news

Selective enhancement of low-gamma activity by tACS improves phonemic processing and reading accuracy in dyslexia
by Silvia Marchesotti, Johanna Nicolle, Isabelle Merlet, Luc H. Arnal, John P. Donoghue, Anne-Lise Giraud The phonological deficit in dyslexia is associated with altered low-gamma oscillatory function in left auditory cortex, but a causal relationship between oscillatory function and phonemic processing has never been established. After confirming a deficit at 30 Hz with electroencephalography (EEG), we applied 20 minutes of transcranial alternating current stimulation (tACS) to transiently restore this activity in adults with dyslexia. The intervention significantly improved phonological processing and reading accuracy a...
Source: PLoS Biology: Archived Table of Contents - September 7, 2020 Category: Biology Authors: Silvia Marchesotti Source Type: research

E.E. Cummings and dyslexia.
Abstract We suggest that the American poet E.E. Cummings was probably mildly dyslexic. Evidence, which is drawn in particular from inspection of his archival papers, includes consideration of his spelling, letter formation, handwriting, approach to page orientation, proclivity for exploration of the mirror-image, reading and educational history, struggles in the composition of analytical prose, and notable strengths in lateral thinking and the making of surprising lateral connections. We emphasise the importance of Cummings' modernist literary context as the primary shaping force for his literary aesthetic and we ...
Source: Annals of Dyslexia - September 2, 2020 Category: Neurology Authors: Rosenblitt JA, Siegel LS Tags: Ann Dyslexia Source Type: research

Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia.
Abstract In skilled adult readers, reading words is generally assumed to rapidly and automatically activate the phonological code. In adults with dyslexia, despite the main consensus on their phonological processing deficits, little is known about the activation time course of this code. The present study investigated this issue in both populations. Participants' accuracy and eye movements were recorded while they performed a visual lexical decision task in which phonological consistency of written words was manipulated. Readers with dyslexia were affected by phonological consistency during second fixation duratio...
Source: Annals of Dyslexia - July 24, 2020 Category: Neurology Authors: Denis-Noël A, Pattamadilok C, Castet É, Colé P Tags: Ann Dyslexia Source Type: research

Better read it to me: Benefits of audio versions of variable message signs in drivers with dyslexia.
Abstract Adults with dyslexia may find difficulties in reading the messages on variable message signs (VMS) while driving. These signs are an essential part of the traffic communication systems, aimed at informing road users of special circumstances, such as congestion, traffic diversion, or unexpected events. A driving simulation experiment was conducted to test if complementary audio versions of the VMS would be helpful for drivers with dyslexia. Twenty adults with dyslexia and 20 matched controls participated. They were asked to classify the messages displayed on VMS posted along a simulated route, which was co...
Source: Annals of Dyslexia - May 29, 2020 Category: Neurology Authors: Tejero P, Pi-Ruano M, Roca J Tags: Ann Dyslexia Source Type: research

Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill.
Abstract The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether qua...
Source: Annals of Dyslexia - March 26, 2020 Category: Neurology Authors: Moojen SMP, Gonçalves HA, Bassôa A, Navas AL, de Jou G, Miguel ES Tags: Ann Dyslexia Source Type: research

Inter-letter spacing, inter-word spacing, and font with dyslexia-friendly features: testing text readability in people with and without dyslexia.
Abstract Over the last years, several studies have suggested a possible link between dyslexia and deficits in low-level visual processing (e.g., excessive crowding). At the same time, specially designed "dyslexia-friendly" fonts appeared on the market. This class of fonts presents two main features: the particular graphic characteristics of the letterform designed to avoid confusion between similarly shaped letters, and wider inter-letter and inter-word spacing to limit crowding. The literature testing the efficacy of "dyslexia-friendly" fonts in improving reading accuracy and increasing reading speed is controver...
Source: Annals of Dyslexia - March 13, 2020 Category: Neurology Authors: Galliussi J, Perondi L, Chia G, Gerbino W, Bernardis P Tags: Ann Dyslexia Source Type: research

Using conceptual change theory to help preservice teachers understand dyslexia.
Abstract Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to determine whether a researcher-created refutation text grounded in conceptual change theory could produce significant conceptual change in preservice teacher knowledge of dyslexia when compared with a control text about dyslexia (Dyslexia Basics, International Dyslexi...
Source: Annals of Dyslexia - February 25, 2020 Category: Neurology Authors: Peltier TK, Heddy BC, Peltier C Tags: Ann Dyslexia Source Type: research

Investigating the double-deficit hypothesis of developmental dyslexia in an orthography of intermediate depth.
In conclusion, the findings of the present study are partially consistent with the DDH and provide evidence for the multifactorial model of developmental dyslexia. Implications of the DDH for an orthography of intermediate depth are emphasized. PMID: 32096102 [PubMed - as supplied by publisher]
Source: Annals of Dyslexia - February 23, 2020 Category: Neurology Authors: Moura O, Pereira M, Moreno J, Simões MR Tags: Ann Dyslexia Source Type: research

A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies.
Abstract We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting these criteria that examined one or more of phonological awareness, rapid naming, verbal short-term memory, or auditory temporal processing. A random effects model analysis showed first that the groups were matched imperfectly and they differed significantly in w...
Source: Annals of Dyslexia - October 29, 2019 Category: Neurology Authors: Parrila R, Dudley D, Song S, Georgiou GK Tags: Ann Dyslexia Source Type: research

Post-treatment reading development in children with dyslexia: the challenge remains.
Abstract The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at the end of grade 6. Phonological awareness, rapid naming, verbal short-term memory, vocabulary, and visual attention span were assessed at the start of grade 5. Repeated measures ANOVAs revealed that children with dyslexia were less accurate than typical readers...
Source: Annals of Dyslexia - October 14, 2019 Category: Neurology Authors: van der Kleij SW, Segers E, Groen MA, Verhoeven L Tags: Ann Dyslexia Source Type: research

Morphological processing influences on dyslexia in Greek-speaking children.
Abstract The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and noun-adjective inflections). The noun-adjective inflection task assessed children's ability to produce the plural of articles, adjectives, and nouns in the context of a sentence. The verb inflection task required children to change the tense of the verb in a sentence....
Source: Annals of Dyslexia - September 15, 2019 Category: Neurology Authors: Rothou KM, Padeliadu S Tags: Ann Dyslexia Source Type: research

Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD.
Abstract Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125). In study 2, we administered the curriculum-based measures to four groups (each with n = 25): college students without disabilities, college students with dyslexia, college students with ADHD, and a...
Source: Annals of Dyslexia - August 23, 2019 Category: Neurology Authors: Nelson JM, Lindstrom W, Foels PA, Lamkin J, Dwyer L Tags: Ann Dyslexia Source Type: research

Music-related abilities among readers with dyslexia.
Abstract Research suggests that a central difficulty in dyslexia may be impaired rapid temporal processing. Good temporal processing is also needed for musical perception, which relies on the ability to detect rapid changes. Our study is the first to measure the perception of adults with and without dyslexia on all three dimensions of music (rhythm, pitch, and spectrum), as well as their capacity for auditory imagery and detection of slow changes, while controlling for working memory. Participants were undergraduate students, aged 20-35 years: 26 readers with dyslexia and 30 typical readers. Participants complete...
Source: Annals of Dyslexia - August 23, 2019 Category: Neurology Authors: Lifshitz-Ben-Basat A, Fostick L Tags: Ann Dyslexia Source Type: research

E-book reading hinders aspects of long-text comprehension for adults with dyslexia.
This study used long-text reading to investigate (1) different aspects of reading comprehension skills (literal and inferential processes, location of events within a story, and reconstruction of the plot) among university students with dyslexia and (2) the impact of e-book reading on reading comprehension in this population. Thirty adults with dyslexia and 30 matched skilled readers read the same text presented from a printed book and an e-book (Amazon Kindle). Questions were open-ended and both questions and answers used oral format. Results showed that with the printed book, dyslexic adults performed similarly to skille...
Source: Annals of Dyslexia - July 15, 2019 Category: Neurology Authors: Cavalli E, Colé P, Brèthes H, Lefevre E, Lascombe S, Velay JL Tags: Ann Dyslexia Source Type: research

NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency.
Abstract The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word recognition skills of Polish students with and without dyslexia. Sixty-three (45%) high school and junior high school students with and 78 (55%) without dyslexia participated. We found that dyslexia, years of studying EFL at school and privately, NL phoneme blending and...
Source: Annals of Dyslexia - July 7, 2019 Category: Neurology Authors: Łockiewicz M, Jaskulska M Tags: Ann Dyslexia Source Type: research

Children with dyslexia in different cultures: Investigation of anxiety and coping strategies of children with dyslexia in Indonesia and Germany.
This study investigates the anxiety profile and coping strategies of children with and without dyslexia from different cultures. A total of 124 children ranging from the age of eight to eleven from Indonesia (n = 64) and Germany (n = 60) were administered a coping and an anxiety scale. Around 50% of the sample were diagnosed with dyslexia and therefore were specifically asked what strategies they implemented in dealing with their difficulties in reading. Findings indicate that dyslexia and cultural factors have distinct contributions in explaining the variance of anxiety and coping strategies. Specifically, dyslexi...
Source: Annals of Dyslexia - July 4, 2019 Category: Neurology Authors: Novita S, Uyun Q, Witruk E, Siregar JR Tags: Ann Dyslexia Source Type: research

Development of orthographic representations in Spanish children with dyslexia: the influence of previous semantic and phonological knowledge.
This study aimed at evaluating whether the semantic-phonological training prior to word reading could facilitate the formation of orthographic representations and leading an improvement in reading fluency. Twenty-four native Spanish-speaking children with developmental dyslexia carried out two different reading tasks. In one of them, participants previously received semantic and phonological information about stimuli whereas in the other task no previous information was provided. Eight different unfamiliar words (four short and four long) were used in each reading task and the reduction of the length effect across reading ...
Source: Annals of Dyslexia - April 14, 2019 Category: Neurology Authors: Martínez-García C, Suárez-Coalla P, Cuetos F Tags: Ann Dyslexia Source Type: research

Annals of Dyslexia New Investigator Award.
Authors: Abstract PMID: 30767116 [PubMed - as supplied by publisher]
Source: Annals of Dyslexia - February 14, 2019 Category: Neurology Tags: Ann Dyslexia Source Type: research

Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia.
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2) visual temporal processing training group, and (3) control group with no specific training. The participants in both training groups received instruction with identical durations (30-40 min), intensities (12 times in total), and frequencies (three to four times per week). The part...
Source: Annals of Dyslexia - January 22, 2019 Category: Neurology Authors: Wang LC, Liu D, Xu Z Tags: Ann Dyslexia Source Type: research

Are predictors of reading impairment in isolated cleft similar to those in idiopathic dyslexia?
Abstract Children with isolated cleft of the lip and/or palate (iCL/P) are at increased risk for reading impairment. The purpose of this study was to evaluate the impact of early risk factors (hearing, speech, and early literacy) on reading performance compared to unaffected participants with average (uAR) and impaired (uIR) reading. Reading achievement and early literacy skills were evaluated across three groups (27 iCL/P, 32 uAR, and 33 uIR). All participants were males, ages 8-11 years old. Those with history of head trauma/injury or major medical/mental health conditions were excluded. Group differences in ac...
Source: Annals of Dyslexia - November 7, 2018 Category: Neurology Authors: Conrad AL Tags: Ann Dyslexia Source Type: research

Adult perceptions of children with dyslexia in the USA.
This study examined adult perceptions of dyslexia among US adults. Participants (n = 623) answered survey questions pertaining to characteristics, views, and possible causes of DYS. Exploratory factor analysis revealed five distinct factors: (1) psychosocial causes, (2) external causes, (3) biological causes, (4) consequences, and (5) controllability. Three-way ANOVA's were conducted to determine the effects of ethnicity, gender, and parental status on how DYS was perceived. The results revealed ethnic, gender, and parental status differences. Males endorsed psychosocial causes and external causes more often than femal...
Source: Annals of Dyslexia - August 9, 2018 Category: Neurology Authors: Castillo A, Gilger JW Tags: Ann Dyslexia Source Type: research

Predictors for grade 6 reading in children at familial risk of dyslexia.
Abstract The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted ...
Source: Annals of Dyslexia - July 11, 2018 Category: Neurology Authors: van Setten ERH, Hakvoort BE, van der Leij A, Maurits NM, Maassen BAM Tags: Ann Dyslexia Source Type: research

Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study.
Abstract Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the s...
Source: Annals of Dyslexia - June 15, 2018 Category: Neurology Authors: Singh S, Walk AM, Conway CM Tags: Ann Dyslexia Source Type: research

The multiple deficit model of dyslexia: what does it mean for identification and intervention?
Abstract Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disabilit...
Source: Annals of Dyslexia - April 24, 2018 Category: Neurology Authors: Ring J, Black JL Tags: Ann Dyslexia Source Type: research

Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?
Abstract The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results...
Source: Annals of Dyslexia - March 6, 2018 Category: Neurology Authors: Georgiou GK, Ghazyani R, Parrila R Tags: Ann Dyslexia Source Type: research

Bias in dyslexia screening in a Dutch multicultural population.
Abstract We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in Dutch and immigrant third, fifth, and seventh graders, combining a cross-sectional and longitudinal design. Sensitivity and specificity increased with grade, but were non-significant for various subtests in the lowest grade, suggesting considerable non-convergence be...
Source: Annals of Dyslexia - February 23, 2018 Category: Neurology Authors: Verpalen A, Van de Vijver F, Backus A Tags: Ann Dyslexia Source Type: research

Dyslexie font does not benefit reading in children with or without dyslexia.
Abstract In two experiments, the claim was tested that the font "Dyslexie", specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading? (2) Do children have a preference for the Dyslexie font? And, (3) is font preference related to reading performance? In Experiment 1, children with dyslexia (n = 170) did not read text written in Dyslexie font faster or more accurately than in Arial font. The majority preferred reading in Arial and preference was not ...
Source: Annals of Dyslexia - December 4, 2017 Category: Neurology Authors: Kuster SM, van Weerdenburg M, Gompel M, Bosman AMT Tags: Ann Dyslexia Source Type: research

Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia.
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 ...
Source: Annals of Dyslexia - November 13, 2017 Category: Neurology Authors: Phillips BAB, Odegard TN Tags: Ann Dyslexia Source Type: research

Inflectional morphology and dyslexia: Italian children's performance in a nonword pluralization task.
In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko's Wug Test, had the aim of testing the subjects' ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy...
Source: Annals of Dyslexia - November 13, 2017 Category: Neurology Authors: Vender M, Mantione F, Savazzi S, Delfitto D, Melloni C Tags: Ann Dyslexia Source Type: research

False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective.
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 orthograph...
Source: Annals of Dyslexia - November 13, 2017 Category: Neurology Authors: Obidziński M, Nieznański M Tags: Ann Dyslexia Source Type: research

Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity.
Abstract There's a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls' perform...
Source: Annals of Dyslexia - April 13, 2017 Category: Neurology Authors: Schiff R, Katan P, Sasson A, Kahta S Tags: Ann Dyslexia Source Type: research

Beyond a reading disability: comments on the need to examine the full spectrum of abilities/disabilities of the atypical dyslexic brain.
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 be...
Source: Annals of Dyslexia - March 14, 2017 Category: Neurology Authors: Gilger JW, A Special Topics Panel of The Dyslexia Foundation (TDF) Tags: Ann Dyslexia Source Type: research

The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment.
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 ab...
Source: Annals of Dyslexia - November 14, 2016 Category: Neurology Authors: Lauterbach AA, Park Y, Lombardino LJ Tags: Ann Dyslexia Source Type: research

Statistical learning and dyslexia: a systematic review.
Abstract The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. It is therefore of practical importance to evaluate the evidence for a group difference. From a theoretical perspective, such a group difference wou...
Source: Annals of Dyslexia - October 19, 2016 Category: Neurology Authors: Schmalz X, Altoè G, Mulatti C Tags: Ann Dyslexia Source Type: research

P300 event-related potentials in children with dyslexia.
Abstract To elucidate the timing and the nature of neural disturbances in dyslexia and to further understand the topographical distribution of these, we examined entire brain regions employing the non-invasive auditory oddball P300 paradigm in children with dyslexia and neurotypical controls. Our findings revealed abnormalities for the dyslexia group in (i) P300 latency, globally, but greatest in frontal brain regions and (ii) decreased P300 amplitude confined to the central brain regions (Fig. 1). These findings reflect abnormalities associated with a diminished capacity to process mental workload as well as del...
Source: Annals of Dyslexia - October 18, 2016 Category: Neurology Authors: Papagiannopoulou EA, Lagopoulos J Tags: Ann Dyslexia Source Type: research

Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task.
Abstract Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children's performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched control...
Source: Annals of Dyslexia - October 18, 2016 Category: Neurology Authors: Katan P, Kahta S, Sasson A, Schiff R Tags: Ann Dyslexia Source Type: research

Phonemic-Morphemic dissociation in university students with dyslexia: an index of reading compensation?
Abstract A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated at both the individual and group levels, whether the development of another oral language skill, namely, morphological knowledge, can be preserved and dissociated from the development of phonological knowledge. Reading, phonological, and morphological abilities...
Source: Annals of Dyslexia - October 12, 2016 Category: Neurology Authors: Cavalli E, Duncan LG, Elbro C, El Ahmadi A, Colé P Tags: Ann Dyslexia Source Type: research

IDA urges ILA to review and clarify key points in dyslexia research advisory.
Authors: PMID: 27709521 [PubMed - as supplied by publisher]
Source: Annals of Dyslexia - October 4, 2016 Category: Neurology Tags: Ann Dyslexia Source Type: research

Morphology and spelling in French students with dyslexia: the case of silent final letters.
Abstract Spelling is a challenge for individuals with dyslexia. Phoneme-to-grapheme correspondence rules are highly inconsistent in French, which make them very difficult to master, in particular for dyslexics. One recurrent manifestation of this inconsistency is the presence of silent letters at the end of words. Many of these silent letters perform a morphological function. The current study examined whether students with dyslexia (aged between 10 and 15 years) benefit from the morphological status of silent final letters when spelling. We compared, their ability to spell words with silent final letters that ar...
Source: Annals of Dyslexia - August 22, 2016 Category: Neurology Authors: Quémart P, Casalis S Tags: Ann Dyslexia Source Type: research