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Total 319 results found since Jan 2013.

Gov. Signs New California Dyslexia Laws
Decoding Dyslexia California comments on the benefits for public schoolchildren with dyslexia and their families of new California dyslexia laws
Source: Disabled World - October 17, 2015 Category: Disability Tags: Dyslexia Source Type: news

DyslexiaScreen Provides Early Identification of Children With Dyslexia
Shaywitz DyslexiaScreen is an evidence-based and user-friendly assessment to help teachers identify students in kindergarten and first grade who may have dyslexia
Source: Disabled World - October 19, 2016 Category: Disability Tags: Dyslexia Source Type: news

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation.
Abstract All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned identification of individuals with dyslexia. Deidentified data on 7,947 second-grade students in 126 schools from one U.S. state included a universal screening measure...
Source: Journal of Learning Disabilities - April 26, 2020 Category: Disability Authors: Odegard TN, Farris EA, Middleton AE, Oslund E, Rimrodt-Frierson S Tags: J Learn Disabil Source Type: research

Five Describing Factors of Dyslexia.
Abstract Two subtypes of dyslexia (phonological, visual) have been under debate in various studies. However, the number of symptoms of dyslexia described in the literature exceeds the number of subtypes, and underlying relations remain unclear. We investigated underlying cognitive features of dyslexia with exploratory and confirmatory factor analyses. A sample of 446 students (63 with dyslexia) completed a large test battery and a large questionnaire. Five factors were found in both the test battery and the questionnaire. These 10 factors loaded on 5 latent factors (spelling, phonology, short-term memory, rhyme/co...
Source: Journal of Learning Disabilities - November 14, 2014 Category: Disability Authors: Tamboer P, Vorst HC, Oort FJ Tags: J Learn Disabil Source Type: research

High Reading Skills Mask Dyslexia in Gifted Children.
This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with dyslexia). The test battery included measures of literacy (reading/spelling) and cognitive abilities related to literacy and language (phonological awareness [PA], rapid automatized naming [RAN], verbal short-term memory [VSTM], working memory [WM], grammar, and vocabulary). It was hypothe...
Source: Journal of Learning Disabilities - June 16, 2014 Category: Disability Authors: van Viersen S, Kroesbergen EH, Slot EM, de Bree EH Tags: J Learn Disabil Source Type: research

Time-based prospective memory in adults with developmental dyslexia
Publication date: February–March 2016 Source:Research in Developmental Disabilities, Volumes 49–50 Author(s): James H. Smith-Spark, Adam P. Zięcik, Christopher Sterling Prospective memory (PM) is memory for delayed intentions. Despite its importance to everyday life, the few studies on PM function in adults with dyslexia which exist have relied on self-report measures. To determine whether self-reported PM deficits can be measured objectively, laboratory-based PM tasks were administered to 24 adults with dyslexia and 25 age- and IQ-matched adults without dyslexia. Self-report data indicated that people with dysle...
Source: Research in Developmental Disabilities - December 2, 2015 Category: Disability Source Type: research

Speech Recognition in Noise by Children with and without Dyslexia: How is it Related to Reading?
Conclusions No substantial evidence was found to support the suggestion that the reading and speech recognition in noise problems of children with dyslexia arise from a single factor that could be defined as a spectral processing disorder. The reading and speech recognition in noise deficits of these children appeared to be largely independent.
Source: Research in Developmental Disabilities - May 1, 2018 Category: Disability Source Type: research

No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis
J Learn Disabil. 2021 Apr 24:222194211010350. doi: 10.1177/00222194211010350. Online ahead of print.ABSTRACTResearch on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included (n = 770 individuals with dyslexia, n = 1,671 controls). A random-effects robust variance estimation (RVE) analysis indicated no mean (g = -0.02, p = .84) or variance differences (g = -0.0004, p = .99) in creativity between groups. The mean summary ...
Source: Journal of Learning Disabilities - April 26, 2021 Category: Disability Authors: Florina Erbeli Peng Peng Marianne Rice Source Type: research

Adults with developmental dyslexia show selective impairments in time-based and self-initiated prospective memory: Self-report and clinical evidence
Conclusions and implications Dyslexia-related PM deficits were found under both laboratory and everyday conditions in the same participants; the first time that this has been demonstrated. These findings support previous experimental research which has highlighted dyslexia-related deficits in PM when the enacting of intentions is based on time cues and/or has to be self-initiated rather than being in prompted by environmental events.
Source: Research in Developmental Disabilities - January 12, 2017 Category: Disability Source Type: research

Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test.
In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i.e., phonological skills). However, the test's psychometric properties have not previously been available, and it is not standardized for adults. The results showed that, on the Alouette test, dyslexic readers were impaired on measures of accuracy, speed, and efficiency (accuracy/reading time). We also foun...
Source: Journal of Learning Disabilities - April 1, 2017 Category: Disability Authors: Cavalli E, Colé P, Leloup G, Poracchia-George F, Sprenger-Charolles L, El Ahmadi A Tags: J Learn Disabil Source Type: research

Forced-Attention Dichotic Listening With University Students With Dyslexia: Search for a Core Deficit.
Abstract Rapidly changing environments in day-to-day activities, enriched with stimuli competing for attention, require a cognitive control mechanism to select relevant stimuli, ignore irrelevant stimuli, and shift attention between alternative features of the environment. Such attentional orchestration is essential to the acquisition of reading skills. In the present forced attention dichotic listening study, adults with moderate and severe dyslexia and nondisabled adults were tested on their ability to switch attention between ears for immediate recall. Blocks of pairs of consonant-vowel syllables were counterba...
Source: Journal of Learning Disabilities - August 19, 2014 Category: Disability Authors: Kershner JR Tags: J Learn Disabil Source Type: research