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Total 319 results found since Jan 2013.

Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language
J Learn Disabil. 2021 Apr 22:222194211003820. doi: 10.1177/00222194211003820. Online ahead of print.ABSTRACTThe study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typ...
Source: Journal of Learning Disabilities - April 22, 2021 Category: Disability Authors: Liat Feder Salim Abu-Rabia Source Type: research

Development and feasibility analysis of an assistance system for high school students with dyslexia
Publication date: April 2021Source: Research in Developmental Disabilities, Volume 111Author(s): Roxana Rodriguez-Goncalves, Angel Garcia-Crespo, Adrian Ruiz-Arroyo, Carlos Matheus-Chacin
Source: Research in Developmental Disabilities - February 9, 2021 Category: Disability Source Type: research

Impaired Perception and Neural Processing of Rules in Developmental Dyslexia.
This study investigated extraction and utilization of a complex auditory rule at neural and perceptual levels in 18 adults with dyslexia and 20 typical readers. Mismatch negativity (MMN) and P3a responses to rule violations in speech stimuli, reflecting change detection and attention switch, respectively, were recorded with electroencephalogram. Both groups reported no or little explicit awareness of the rule, suggesting implicit processing. People with dyslexia showed deficient extraction of the rule evidenced by diminished MMNs estimated to originate particularly from the left perisylvian region. The group difference per...
Source: Journal of Learning Disabilities - January 21, 2021 Category: Disability Authors: Virtala P, Partanen E, Kujala T Tags: J Learn Disabil Source Type: research

Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia.
Abstract Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants' EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia (n = 78) and to compare their EF with typically developing (TD) peers (n = 82). Th...
Source: Journal of Learning Disabilities - December 28, 2020 Category: Disability Authors: Morte-Soriano MR, Begeny JC, Soriano-Ferrer M Tags: J Learn Disabil Source Type: research

Cognitive correlates of dyslexia, dyscalculia and comorbid dyslexia/dyscalculia: Effects of numerical magnitude processing and phonological processing
Publication date: December 2020Source: Research in Developmental Disabilities, Volume 107Author(s): Lien Peters, Hans Op de Beeck, Bert De Smedt
Source: Research in Developmental Disabilities - November 3, 2020 Category: Disability Source Type: research

Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention.
PMID: 32779989 [PubMed - in process]
Source: Journal of Learning Disabilities - August 13, 2020 Category: Disability Authors: Al Otaiba S, Petscher Y Tags: J Learn Disabil Source Type: research

The Prevalence of Dyslexia: A New Approach to Its Estimation.
Abstract How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is not consistent with or expected based on their other performances. In the present article, we replicate and extend a new approach for determining the prevalence ...
Source: Journal of Learning Disabilities - May 25, 2020 Category: Disability Authors: Wagner RK, Zirps FA, Edwards AA, Wood SG, Joyner RE, Becker BJ, Liu G, Beal B Tags: J Learn Disabil Source Type: research

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

The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities.
This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combin...
Source: Journal of Learning Disabilities - February 19, 2020 Category: Disability Authors: Miciak J, Fletcher JM Tags: J Learn Disabil Source Type: research

Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters.
Abstract Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in children with dyslexia, by conducting an analysis of the legibility and fluency of handwritten letters, supplemented by an assessment of motor skills. The performances of 15 children with dyslexia (Mage = 11.4 years) were compared with those of two groups of typ...
Source: Journal of Learning Disabilities - February 9, 2020 Category: Disability Authors: Alamargot D, Morin MF, Simard-Dupuis E Tags: J Learn Disabil Source Type: research

Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia.
We examined the cognitive skill profiles of 352 college students (ages 18-35 years), using standardized and research-validated measures of reading, spoken language, nonverbal cognition, and self-reported childhood diagnostic history. We classified college students as having DLD (n = 50), and/or DD (n = 40), or as typically developed adults (n = 132) according to procedures described for adults with DLD and DD. A structural equation model determined the cognitive, language, and reading measures predicted by the classification group. Adults with DLD demonstrated poor verbal working memory and speeded sentence-level reading. ...
Source: Journal of Learning Disabilities - February 5, 2020 Category: Disability Authors: Del Tufo SN, Earle FS Tags: J Learn Disabil Source Type: research

Writing and Revision Strategies of Students With and Without Dyslexia.
Abstract Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students wi...
Source: Journal of Learning Disabilities - January 14, 2020 Category: Disability Authors: Sumner E, Connelly V Tags: J Learn Disabil Source Type: research

Do children with dyslexia present a handwriting deficit? Impact of word orthographic and graphic complexity on handwriting and spelling performance
Publication date: February 2020Source: Research in Developmental Disabilities, Volume 97Author(s): Claire Gosse, Marie Van ReybroeckAbstractSeveral studies have demonstrated that children with dyslexia frequently show poor and slow handwriting skills. It is not clear whether these difficulties are a consequence of their spelling deficit or if they arise from graphomotor difficulties. The present study aims to test the hypothesis of the presence of handwriting difficulties in dyslexia, through the investigation of the impact of graphic and orthographic complexity of words on writing. Participants were all monolingual French...
Source: Research in Developmental Disabilities - December 13, 2019 Category: Disability Source Type: research

Writing Impairments in Spanish Children With Developmental Dyslexia.
This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia (n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by manipulating lexical frequency, phonology-to-orthography (P-O) consistency, and word length in a copying task and a spelling-to-dictation task. Results revealed that children with dyslexia produced longer written latencies than chronological age-matched (CA) controls, more errors than CA and...
Source: Journal of Learning Disabilities - September 16, 2019 Category: Disability Authors: Afonso O, Suárez-Coalla P, Cuetos F Tags: J Learn Disabil Source Type: research