搜索结果：Dyslexia (Chichester, England)

Growing evidence indicates that people with dyslexia have executive function deficits. The current study used a random generation task as a novel way to investigate executive function in adults with dyslexia. Participants (total N = 54) were asked to produce an unpredictable sequence of 100 digits verbally. Over the course of the task, the dyslexia group's performance improved gradually, while the control group's performance remained stable. An analysis by 25-digit quartiles showed that the group with dyslexia performed better in the middle to end of the task when compared with their performance earlier in the task. This result suggests that the dyslexia group initially struggled with the executive demands due to task novelty and difficulties with instantiating appropriate strategies. Over time, the group with dyslexia improved and performed better than the group without dyslexia by the end of the task. These initial difficulties are suggestive of dyslexia-related Supervisory Attentional System (SAS) dysfunction, with the SAS in dyslexia progressively operating more smoothly in its continuous monitoring and control of responses. As well as contributing to theoretical discussions about the role of executive function in dyslexia, the results have implications for supporting people with dyslexia when encountering new tasks.

Dyslexia is a language-based neurobiological and developmental learning disability marked by inaccurate and disfluent word recognition, poor decoding, and difficulty spelling. Individuals can be diagnosed with and experience symptoms of dyslexia throughout their lifespan. Screening tools such as the Dyslexia Adult Checklist allow individuals to self-evaluate common risk factors of dyslexia prior to or in lieu of obtaining costly and timely psychoeducational assessments. Although widely available online, the Dyslexia Adult Checklist has yet to be validated. The purpose of this study was to validate this Checklist in a sample of adults with and without dyslexia using both univariate and multivariate statistical approaches. We hypothesised that the Dyslexia Adult Checklist would accurately distinguish between individuals with a self-reported diagnosis of dyslexia (n = 200) and a control group (n = 200), as measured by total scores on the screening tool. Results from our sample found the Dyslexia Adult Checklist to be valid (Cronbach's α = 0.86), and reliable (sensitivity = 76%-91.5%, specificity = 80%-88%). Compared to the originally proposed cut-off score of 45, given the higher sensitivity rate and negative predictive value, we recommend researchers and clinicians use a cut-off score of 40 to indicate possible mild to severe symptoms of dyslexia when using the Dyslexia Adult Checklist.

Dyslexia is a common learning disability affecting language processing and literacy acquisition. In China, although prevalence rates are comparable to Western countries, awareness among teachers remains limited. Teachers are key to the early identification and support of students with dyslexia, yet many feel unprepared or hold misconceptions about the condition. This quantitative survey included 909 mainstream primary and secondary school teachers from Guangdong Province, China. A structured questionnaire assessed teachers' knowledge of developmental dyslexia, attitudes toward affected students and self-efficacy in supporting them. Teachers generally lacked sufficient knowledge of dyslexia and held notable misconceptions about its causes and interventions. Many expressed uncertainty about their ability to support students with dyslexia and showed ambivalent attitudes regarding these students' potential for improvement. Correlation and regression analyses indicated that teachers' knowledge and attitudes were significantly associated with and positively predicted their self-efficacy in teaching students with dyslexia. These findings reveal significant gaps in teachers' knowledge and confidence related to dyslexia, which may hinder effective inclusive education. The results highlight the need for targeted teacher training and professional development to address misconceptions, foster positive attitudes and enhance self-efficacy, ultimately improving support for students with dyslexia in mainstream classrooms.

Despite decades of research, misconceptions about developmental dyslexia remain widespread among those responsible for identifying and supporting affected children. Identifying the nature and persistence of these beliefs is essential to improving practice and policy. We conducted a scoping review to map the understanding of developmental dyslexia among teachers, parents and clinicians by identifying their beliefs about its features and interventions. The review included 95 studies on dyslexia features and 56 studies on dyslexia intervention. Thematic analyses identified several accurate beliefs (n = 17) across stakeholder groups (e.g., dyslexia is a neurological condition, early intervention is important) as well as false beliefs (n = 4) and partially correct beliefs (n = 18; e.g., dyslexia is a visual problem, dyslexia can be outgrown). Statistical analyses showed no significant differences in the prevalence of false beliefs between teachers, parents and clinicians. The findings suggest that misconceptions are rooted in the progressive scientific landscape of dyslexia research, highlighting the need for targeted professional development, improved dissemination of evidence-based practices and further research to address gaps in understanding and practice.

Dyslexia can negatively affect attitudes such as self-concept, emotions and coping. Prior research has mainly focused on global academic self-concept and negative emotions, with limited focus on specific reading- and spelling-related self-concept, positive emotions and coping strategies. We examined the reading- and spelling-related attitudes of primary school students with (n = 90) and without (n = 1411) formally diagnosed dyslexia. Students were randomly assigned to fill out the Reading Attitudes Scales (n = 753) or the Spelling Attitudes Scales (n = 748), with which reading-/spelling-related self-concept, negative and positive emotions and (mal-)adaptive coping strategies were assessed. Findings showed that the attitudes of students with dyslexia towards reading and spelling differed from their peers without dyslexia. Students with dyslexia reported lower reading and spelling self-concept and less enjoyment of reading and spelling. For other attitudes, the patterns of findings diverged. For reading, students with dyslexia reported more anxiety and shame and more maladaptive coping than students without dyslexia. For spelling, students with dyslexia reported more worrying and rumination and support seeking. These findings call for more research into reading- and spelling-related attitudes and for integration of this information into diagnosis and intervention.

Children with dyslexia are at elevated risk of depression and anxiety. The transition from primary to secondary school may be particularly challenging given increased educational demands. Past research indicates school-connectedness may be a protective factor across this transition. We tested longitudinal relationships between dyslexia, school-connectedness, depression, and anxiety over the secondary school transition. Children (N = 208, Mage = 12.16, 58% girls, 61 with dyslexia) and their caregivers (95% mothers) completed standardised measures of school-connectedness, depression, and anxiety in Year 6, and again in Year 7 after the transition to secondary school. Mediation models tested direct and indirect effects of dyslexia on Year 7 depression and anxiety through domains of school-connectedness (whole school, peer, friend, and teacher). After adjusting for Year 6 depression, anxiety, and gender, there were no significant direct effects of dyslexia on depression or anxiety in Year 7. However, dyslexia was indirectly associated with both depression and anxiety via school- and peer-connectedness. These findings support the role of school-connectedness in supporting mental health, and suggest peer-connectedness might be an important protective factor post-transition to secondary school. Future studies should explore further change across adolescence and mental health promotion targeting school- and peer-connectedness among children with dyslexia.

Dyslexia is a lifelong developmental condition affecting reading, with a prevalence of approximately 5% in adulthood. A small group can partially compensate for reading difficulties and achieve effective reading skills. This study explores the characteristics of this group, comparing cognitive and reading variables with typical readers and non-compensated readers with dyslexia. The study included 101 adults: 30 without dyslexia, 21 with compensated dyslexia and 50 with non-compensated dyslexia. Cognitive and linguistic tests assessed non-verbal intelligence, working memory, phonological awareness, naming speed, verbal fluency, vocabulary, reading comprehension, lexical decision, reading frequent words, infrequent words, pseudowords, simple text and technical text. Results showed that the compensated group performed similarly to the control group in semantic verbal fluency, vocabulary and word recognition accuracy. Significant differences emerged between controls, compensated and non-compensated groups in phonological awareness, low-frequency word reading and technical text reading. Semantic verbal fluency and phonological awareness strongly determined membership in the non-compensated group. Speed performance on phonological tasks predicted speed reading in the compensated group for tasks involving the phonological reading route. Individuals with compensated dyslexia appear to have partially compensated for phonological processing difficulties. Their better performance in demanding phonological awareness tasks differentiates them from the non-compensated group.

Students with dyslexia may produce shorter written texts with poorer content and less complex language than peers, but it remains unclear whether such differences reflect increased writing effort associated with dyslexia or co-occurring non-phonological language difficulties. Therefore, this study compared oral and written discourse skills in Swedish adolescents (11-16 years old) with dyslexia (n = 16) and typical development (n = 37). Each participant explained a sport or game of their choice-first orally and, on a later occasion, in writing. Samples were analysed for productivity, syntactic complexity, linguistic and spelling accuracy and content. No significant group differences were found in either task apart from spelling. Across groups oral samples had higher linguistic accuracy, more words and more content than written samples. The results indicate that the spelling and decoding abilities that characterise dyslexia are not associated with poorer content, productivity, complexity or accuracy of written or oral samples and highlight the importance of a thorough oral language evaluation when students present with written language difficulties beyond spelling. Future studies should compare discourse skills in adolescents with dyslexia only, dyslexia with co-occurring developmental language disorder/DLD and DLD only, to further investigate the role of non-phonological language skills in oral and written discourse production.

Dyslexia refers to difficulties in acquiring fluent reading in the absence of an intellectual deficit. In the current study, we addressed two controversial issues surrounding this disorder. Firstly, the hypothesis of an implicit learning impairment that could contribute to the development of dyslexia, and secondly, the need to distinguish reading difficulties according to IQ, the so-called discrepancy definition between reading ability and expected ability. Of relevance, it has been suggested that implicit learning is relatively independent of IQ in comparison to explicit/strategic learning. Consequently, we compared implicit sequence learning in children (8-9 years old) with dyslexia, poor readers associated with low intellectual functioning (LIF), and typically developing children (TD). Both the Dyslexia and LIF groups learned less than the TD group. Therefore, the Dyslexia group's performance supports the hypothesis of an implicit learning deficit in this population. However, the poor learning shown by the LIF group challenges the necessity of a discrepancy definition for dyslexia (poor reading despite average IQ). This paper argues that implicit learning may influence the severity of reading difficulties rather than act as a causal factor and highlights the need for further research on the usefulness of distinguishing reading difficulties based on LIF.

Previous studies have suggested that adults with dyslexia do not enjoy reading, based on data from trait-based questionnaires. This study uses state-based measures of reading to offer greater insight into different aspects of motivation, including liking and wanting. In a new paradigm sensitive to dynamic changes in reading enjoyment, adults with dyslexia (n = 59) and without dyslexia (n = 59) read 24 book extracts, rated their enjoyment and answered a question about the extract. Subsequently, participants decided whether to accept a cost (e.g., 3-6 s wait) to read the next paragraph. We also collected traditional trait-based measures of enjoyment. While neurotypical adults had higher trait-based reading enjoyment, average state-based reading enjoyment did not differ between groups. The relationship between high enjoyment states and subsequent benefits was altered in dyslexia. While heightened states of enjoyment increased the likelihood of continuing to read, this was attenuated in adults with dyslexia. In neurotypical adults, high states of enjoyment increased the likelihood of answering the question about the text correctly; this relationship did not hold in adults with dyslexia. Our findings shed light on how links between intrinsic value and subsequent motivation are altered in adults with dyslexia, suggesting that reading enjoyment can drive reading engagement but not comprehension.

Dyslexia is one of the most common language-based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms. The current study investigated the knowledge and beliefs of Turkish second language teachers (SLTs) about dyslexia. Data were collected from 150 participants using the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). The findings revealed that Turkish SLTs possess a moderate level of knowledge about dyslexia, with notable strengths in understanding the need for individualised instruction and rejecting common myths, such as the belief that dyslexia is linked to laziness or low intelligence. However, several misconceptions persist, including the belief that dyslexia primarily results from visual processing issues. Female teachers and those with less than 11 years of teaching experience demonstrated significantly higher levels of knowledge. The study highlights the need for targeted professional development that builds on teachers' existing strengths while addressing areas of misunderstanding. Further research is recommended to explore the impact of teacher knowledge on dyslexic students' learning outcomes in L2 classrooms.

French law requires children with disabilities to receive schooling, wherever possible in ordinary schools. To achieve this goal, schools must create a truly inclusive environment that meets every child's specific needs. Ensuring other students accept peers with disabilities is an essential part of providing an inclusive environment. We postulated that reading children's books featuring characters with disabilities can foster this acceptance by enabling students to understand and empathise with peers with disabilities. Indeed, readers' tendency to attribute emotions, beliefs, intentions and perceptions to characters helps them better appreciate characters' feelings, mental states and experiences. The present study analysed the impact that reading a children's book about a young boy with dyslexia had on children without dyslexia. We read Les mots d'Enzo to 25 fourth- and fifth-grade students (13 girls and 12 boys) and then conducted semi-structured interviews with each student. Reading Les mots d'Enzo taught participants a lot about dyslexia, the difficulties it causes, its consequences for children with dyslexia and the help these children need. In addition to gaining a relatively accurate understanding of dyslexia, participants grasped the story's moral, attributed emotions, beliefs and intentions to the character with dyslexia, appreciated how he felt, and showed empathy towards him. They were also capable of generalising these aspects to real students with dyslexia or other disorders.

Recent research suggests that dyslexia involves not only reading difficulties but also deficits in working memory, attention, language, and information processing. This study examined the role of auditory attention in the comprehension of syntactically complex sentences in children with dyslexia. Participants completed an auditory language comprehension test and an auditory sustained attention task. Results showed that the dyslexic group scored lower than controls on both tasks, indicating weaker auditory attention and comprehension. They gave fewer correct answers and exhibited longer reaction times, particularly as syntactic complexity increased. Dyslexic individuals also made more errors and required more time to respond, suggesting impairments in auditory language processing, likely linked to attention deficits. While increased syntactic complexity reduced performance in both groups, the dyslexic group consistently demonstrated more pronounced difficulties than their typical peers did. These findings highlight that auditory attention and syntactic complexity significantly affect sentence comprehension in children with dyslexia. The results suggest that comprehension challenges in dyslexia are not solely due to reading limitations but also involve broader cognitive processing issues. Insights into specific sentence structures and processing delays can inform the development of more sensitive diagnostic tools and targeted interventions for assessing and supporting language comprehension in dyslexic populations.

This study investigated Theory of Mind (ToM) in Chinese children with and without dyslexia and examined the moderating effect of early picture book reading experience on the relationship between ToM and reading comprehension. Grounded in the Landscape Model of Reading, we compared ToM between groups and explored how early literacy experiences influence reading comprehension. In total, 86 Chinese children, including 44 with dyslexia and 42 typically developing, were recruited for this study. Results revealed that typically developing children outperformed those with dyslexia in ToM tasks (&#x3b7;2 p&#x2009;=&#x2009;0.86). Early picture book reading experience significantly moderated the relationship between ToM and reading comprehension for children with dyslexia (&#x3b2;&#x2009;=&#x2009;0.03, p&#x2009;<&#x2009;0.05), but not for typically developing children. Notably, the moderating effect of picture book reading was significant only for children with dyslexia who had richer early literacy experiences. On the contrary, this moderation effect was not observed in typically developing children. The study contributes to our understanding of the universal and language-specific factors influencing reading development and suggests targeted interventions for children with dyslexia in Chinese-speaking populations.

Dyslexia, impacting children's reading skills, prompts families to seek cost-effective neurofeedback therapy solutions. Utilising machine learning, we identified predictive factors for dyslexia classification. Employing advanced techniques, we gathered 14-channel Quantitative Electroencephalography (QEEG) data from 200 participants, achieving 99.6% dyslexic classification accuracy through cross-validation. During validation, 48% of dyslexic children's sessions were consistently classified as normal, with a 95% confidence interval of 47.31 to 48.68. Focusing on individuals consistently diagnosed with dyslexia during therapy, we found that dyslexic individuals exhibited higher theta values and lower beta1 values compared to typically developing children. This study pioneers machine learning in predicting dyslexia classification factors, offering valuable insights for families considering neurofeedback therapy investment.

Dyslexia remains a struggle even among university students. This study aimed to better describe the profiles of college students with dyslexia using a multi-step screening process. The process included a phone screening interview, a developmental and family history questionnaire, and norm-referenced tests to identify students with phonological processing and word-level reading fluency deficits consistent with extant data on college students and adults with dyslexia. Eighty-two university students responded to our questionnaire, and 71 completed a battery of standardised tests including word-level reading and decoding, phonological processing measures, and cognitive tasks. Over 81% of the participants demonstrated deficits in word-level reading fluency, and 98% showed deficits in rapid automatized naming (RAN). Conversely, phonological awareness and phonological memory deficits were less commonly observed. The overwhelming majority of students reported a history of learning difficulties with reading, spelling, writing, or math. Additionally, the majority had a positive family history of language learning difficulties. This process of identifying college students with dyslexia and the profiles of their strengths and weaknesses supports a multifaceted approach to diagnosing dyslexia. These insights should provide guidelines for clinicians and educators seeking to identify and support college students with dyslexia.

Metaphor has long been used by scholars to make concepts more comprehensible. However, this use of figurative language has never been investigated in relation to the way students with dyslexia learn from academic texts. This study aims to assess the impact of metaphors on overall academic text comprehension in university students with and without dyslexia. Excerpts from scientific articles containing metaphors were adapted to be presented in two comparable conditions: metaphorical and literal. Legibility indexes were controlled for to guarantee the same difficulty between conditions. Twenty-eight students with dyslexia and thirty students without dyslexia underwent a multiple-choice comprehension task for two texts, one for each condition, and provided evaluations of text perception. A standardised assessment of general reading comprehension and cognitive abilities, such as reading speed, reading accuracy, and working memory was conducted. Data revealed that, when reading ability was controlled for, students with dyslexia presented significantly lower comprehension scores only in texts containing metaphors, despite comparable perceived complexity and increased interest in metaphorical texts. These findings suggest that metaphors used in educational discourse may not be entirely inclusive, as they seem to impose additional cognitive demands on students with dyslexia.

Previous research suggests that dyslexic university students are unlikely to experience significant co-occurring motor or balance difficulties and may represent instances of 'pure' dyslexia. However, the motor and balance measures used in previous studies have been limited in scope. The primary aim of the present study was to capture a wider profile of the motor and balance difficulties experienced by dyslexic students. A group of 24 university students with dyslexia were matched on age and IQ to a group of 28 students without dyslexia. Both groups completed standardised tests of reading efficiency, IQ, and attention deficit/hyperactivity disorder (ADHD) symptoms, as well as standardised motor and balance tests and a clinical procedure for primary reflex persistence. The dyslexia group had significant reading efficiency and inattention problems, as well as significantly more difficulties on specific tests of balance and primary reflex persistence. Regression analyses revealed that inattention, balance, and primary reflex persistence were unique predictors of reading efficiency. An individual profile analysis also revealed that 75% of the dyslexic students experienced at least one type of significant motor/balance difficulty (lowest 5 percentiles) relative to their peers. The findings suggest that levels of motor/balance problems in university students with dyslexia have been underestimated in previous research.

Children with dyslexia have persistent and well-characterised reading difficulties but may also have less well-known socio-emotional abilities. Socio-emotional abilities in dyslexia could be leveraged in remediation efforts to improve outcomes, including resilience. Our aim was to characterise these socio-emotional abilities from parents' perspectives, to inform strength-based curricula. We analysed 97 parent responses to an open-ended question on the behavioural and emotional strengths of their child with dyslexia using a reflexive thematic analysis approach. We identified five themes, including: (1) social skills, (2) positivity, (3) reliability, (4) determination and (5) creativity. Subthemes indicated children with dyslexia had particular strengths in prosocial behaviour, empathy, optimism, conscientiousness and originality. The frequency of reported strengths was variable, with rarer descriptions of creativity alongside widespread social skills. Our findings suggest that dyslexia may be associated with previously overlooked socio-emotional strengths which could be harnessed in remediation efforts to improve outcomes by reducing stigma and fostering resilience and self-esteem.