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Showing 1 to 15 of 57 results Save | Export
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Peltier, Tiffany K.; Heddy, Benjamin C.; Peltier, Corey – Annals of Dyslexia, 2020
Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of this study was to…
Descriptors: Dyslexia, Preservice Teachers, Misconceptions, Concept Formation
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Galliussi, Jessica; Perondi, Luciano; Chia, Giuseppe; Gerbino, Walter; Bernardis, Paolo – Annals of Dyslexia, 2020
Over the last years, several studies have suggested a possible link between dyslexia and deficits in low-level visual processing (e.g., excessive crowding). At the same time, specially designed "dyslexia-friendly" fonts appeared on the market. This class of fonts presents two main features: the particular graphic characteristics of the…
Descriptors: Alphabets, Proximity, Layout (Publications), Design
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Moojen, Sônia Maria Pallaoro; Gonçalves, Hosana Alves; Bassôa, Ana; Navas, Ana Luiza; de Jou, Graciela; Miguel, Emílio Sánchez – Annals of Dyslexia, 2020
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the…
Descriptors: Dyslexia, Academic Achievement, Basic Skills, Reading Comprehension
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Wong, Richard Kwok-Shing; Russak, Susie – Annals of Dyslexia, 2020
The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first…
Descriptors: Preschool Teachers, Kindergarten, English (Second Language), Second Language Instruction
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Parrila, Rauno; Dudley, Dean; Song, Shuang; Georgiou, George K. – Annals of Dyslexia, 2020
We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included children with dyslexia younger than 13 years of age as participants, and included measures of one or more of the potential causes of dyslexia. We identified 21 studies meeting…
Descriptors: Reading Research, Dyslexia, Children, Phonological Awareness
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Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi – Annals of Dyslexia, 2020
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada.…
Descriptors: French, Dyslexia, English, Native Language
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Moura, Octávio; Pereira, Marcelino; Moreno, Joana; Simões, Mário R. – Annals of Dyslexia, 2020
The present study aimed to investigate the double-deficit hypothesis (DDH) in an orthography of intermediate depth. Eighty-five European Portuguese-speaking children with developmental dyslexia, aged 7 to 12, were tested on measures of phonological awareness (PA), naming speed (NS), reading, and spelling. The results indicated that PA and NS were…
Descriptors: Dyslexia, Portuguese, Children, Developmental Disabilities
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McMahan, K. Melissa; Oslund, Eric L.; Odegard, Timothy N. – Annals of Dyslexia, 2019
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different…
Descriptors: Dyslexia, Teaching Methods, Reading Instruction, Intervention
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Al Otaiba, Stephanie; Baker, Kristi; Lan, Patrick; Allor, Jill; Rivas, Brenna; Yovanoff, Paul; Kamata, Akihito – Annals of Dyslexia, 2019
In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so…
Descriptors: Elementary School Teachers, Knowledge Level, Response to Intervention, Program Implementation
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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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Cavalli, Eddy; Colé, Pascale; Brèthes, Hélène; Lefevre, Elise; Lascombe, Samuel; Velay, Jean-Luc – Annals of Dyslexia, 2019
Developmental dyslexia is a long-lasting reading deficit that persists into adulthood. In spite of many difficulties, some adults with dyslexia reach levels of reading comprehension similar to those of unimpaired readers and successfully study at university. While digital technologies offer many potential tools to facilitate reading, there are…
Descriptors: Adults, College Students, Books, Electronic Publishing
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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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Wang, Li-Chih; Liu, Duo; Xu, Zhengye – Annals of Dyslexia, 2019
This study aimed to examine the effects of temporal processing training on the reading abilities of Chinese children with dyslexia. In total, 69 Chinese children with dyslexia in grades three through six were recruited in Taiwan. The children were divided into the following three equal groups: (1) auditory temporal processing training group, (2)…
Descriptors: Dyslexia, Reading Ability, Foreign Countries, Elementary School Students
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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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Lockiewicz, Marta; Jaskulska, Martyna – Annals of Dyslexia, 2019
The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word…
Descriptors: Reading Skills, Correlation, Phonological Awareness, Phonemes
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