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Novita, Shally; Uyun, Qurotul; Witruk, Evelin; Siregar, Juke Roosjati – Annals of Dyslexia, 2019
Hitherto the majority of research on anxiety and coping was undertaken on individuals with specific profiles (i.e., individuals with specific difficulties or in cross-cultural settings). However, to our knowledge, no studies have combined cross-cultural and specific difficulty settings to grant a complex analysis of this paradigm nor conducted an…
Descriptors: Foreign Countries, Children, Dyslexia, Cultural Differences
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Martínez-García, C.; Suárez-Coalla, P.; Cuetos, F. – Annals of Dyslexia, 2019
In transparent orthographic systems, the main characteristic of developmental dyslexia is poor reading fluency. Several studies have reported that children with dyslexia have difficulties forming orthographic representations of words, which hampers good reading fluency. This study aimed at evaluating whether the semantic-phonological training…
Descriptors: Dyslexia, Spanish Speaking, Children, Reading Fluency
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Conrad, Amy Lynn – Annals of Dyslexia, 2019
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…
Descriptors: Predictor Variables, Congenital Impairments, Reading Difficulties, Dyslexia
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Kuster, Sanne M.; van Weerdenburg, Marjolijn; Gompel, Marjolein; Bosman, Anna M. T. – Annals of Dyslexia, 2018
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…
Descriptors: Layout (Publications), Visual Aids, Dyslexia, Reading Rate
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Singh, Sonia; Walk, Anne M.; Conway, Christopher M. – Annals of Dyslexia, 2018
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…
Descriptors: Statistics, Dyslexia, Cognitive Processes, Brain Hemisphere Functions
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Ring, Jeremiah; Black, Jeffrey L. – Annals of Dyslexia, 2018
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…
Descriptors: Dyslexia, Disability Identification, Intervention, Reading Difficulties
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Duranovic, Mirela; Senka, Smajlagic; Babic-Gavric, Branka – Annals of Dyslexia, 2018
Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with…
Descriptors: Alphabets, Dyslexia, Layout (Publications), Readability
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Papagiannopoulou, Eleni A.; Lagopoulos, Jim – Annals of Dyslexia, 2017
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…
Descriptors: Dyslexia, Brain Hemisphere Functions, Children, Comparative Analysis
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Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel – Annals of Dyslexia, 2017
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…
Descriptors: Dyslexia, Grammar, Sequential Learning, Children
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Schiff, Rachel; Katan, Pesia; Sasson, Ayelet; Kahta, Shani – Annals of Dyslexia, 2017
There is 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…
Descriptors: Grammar, Dyslexia, Children, Comparative Analysis
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Giménez, A.; Ortiz, A.; López-Zamora, M.; Sánchez, A.; Luque, J. L. – Annals of Dyslexia, 2017
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's…
Descriptors: Foreign Countries, Parents, Reading Difficulties, Predictor Variables
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Horowitz-Kraus, Tzipi – Annals of Dyslexia, 2017
Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children…
Descriptors: Dyslexia, Reading Difficulties, Executive Function, Brain
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Horowitz-Kraus, Tzipi; Buck, Catherine; Dorrmann, Dana – Annals of Dyslexia, 2016
Narrative comprehension is a linguistic ability that is foundational for future reading ability. The aim of the current study was to examine the neural circuitry of children with reading difficulties (RD) compared to typical readers during a narrative-comprehension task. We hypothesized that due to deficient executive functions, which support…
Descriptors: Brain Hemisphere Functions, Diagnostic Tests, Executive Function, Reading Comprehension
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Suárez-Coalla, Paz; Álvarez-Cañizo, Marta; Martínez, Cristina; García, Noemí; Cuetos, Fernando – Annals of Dyslexia, 2016
Reading becomes expressive when word and text reading are quick, accurate and automatic. Recent studies have reported that skilled readers use greater pitch changes and fewer irrelevant pauses than poor readers. Given that developmental dyslexics have difficulty acquiring and automating the alphabetic code and developing orthographic…
Descriptors: Dyslexia, Suprasegmentals, Spanish Speaking, Oral Reading
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Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco – Annals of Dyslexia, 2016
The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n =…
Descriptors: Reading, Reading Instruction, Reading Aloud to Others, Dyslexia
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