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Specialty: Disability
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Total 319 results found since Jan 2013.
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
We examined how children (n = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly ...
Source: Journal of Learning Disabilities - June 21, 2022 Category: Disability Authors: Dawna M Duff Alison E Hendricks Lisa Fitton Suzanne M Adlof Source Type: research
Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series
Learn Disabil Q. 2021 Aug;44(3):140-144. doi: 10.1177/0731948720929010. Epub 2021 Jul 24.ABSTRACTThis introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive-behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and ...
Source: Learning Disability Quarterly - April 11, 2022 Category: Disability Authors: Colby Hall Sharon Vaughn Source Type: research
The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia
J Learn Disabil. 2022 Feb 22:222194221077685. doi: 10.1177/00222194221077685. Online ahead of print.ABSTRACTThe present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with dyslexia: n = 27; age-matched peers: n = 26). The regularity of phonetic cues and the transparency of semantic cues embedded in the characters were experimentally manipulate...
Source: Journal of Learning Disabilities - February 23, 2022 Category: Disability Authors: Yixun Li Yi Hui Hong Li Xiangping Liu Source Type: research
