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Verpalen, Anick; Van de Vijver, Fons; Backus, Ad – Annals of Dyslexia, 2018
We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in…
Descriptors: Screening Tests, Dyslexia, Indo European Languages, Cultural Background
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Gellert, Anna S.; Elbro, Carsten – Annals of Dyslexia, 2018
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with…
Descriptors: Reading Difficulties, Decoding (Reading), Reading Instruction, Longitudinal Studies
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Chung, Kevin Kien Hoa; Lo, Jason C. M.; McBride, Catherine – Annals of Dyslexia, 2018
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of…
Descriptors: Dyslexia, Longitudinal Studies, Identification, Chinese
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Kahn-Horwitz, Janina – Annals of Dyslexia, 2016
This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…
Descriptors: Quasiexperimental Design, Dyslexia, English (Second Language), Preservice Teachers
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Wolff, Ulrika – Annals of Dyslexia, 2014
Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…
Descriptors: Foreign Countries, Reading Skills, Naming, Early Reading
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Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Annals of Dyslexia, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
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Daigle, Daniel; Berthiaume, Rachel; Plisson, Anne; Demont, Elisabeth – Annals of Dyslexia, 2012
Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language…
Descriptors: Dyslexia, French, Longitudinal Studies, Language Processing
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Torppa, Minna; Tolvanen, Asko; Poikkeus, Anna-Maija; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Leskinen, Esko; Lyytinen, Heikki – Annals of Dyslexia, 2007
The present findings are drawn from the Jyvaskyla Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four…
Descriptors: Reading Comprehension, Dyslexia, Word Recognition, Profiles
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Wadsworth, Sally J.; DeFries, John C.; Olson, Richard K.; Willcutt, Erik G. – Annals of Dyslexia, 2007
The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive…
Descriptors: Reading Difficulties, Twins, Genetics, Cognitive Ability
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Johansson, Barbro B. – Annals of Dyslexia, 2006
Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related to various language functions in the intact human brain. Learning to read and write influences the functional organization of the brain. What is universal and what is specific in the languages of the world are important…
Descriptors: Second Language Learning, Memory, Linguistics, Cultural Influences
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Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Annals of Dyslexia, 2006
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…
Descriptors: Written Language, Intervals, Cognitive Ability, Oral Language
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Lyytinen, Heikki; Aro, Mikko; Eklund, Kenneth; Erskine, Jane; Guttorm, Tomi; Laakso, Marja-Leena; Leppanen, Paavo H. T.; Lyytinen, Paula; Poikkeus, Anna-Maija; Richardson, Ulla; Torppa, Minna – Annals of Dyslexia, 2004
Children at risk for familial dyslexia (n = 107) and their controls (n = 93) have been followed from birth to school entry in the Jyvaskyla Longitudinal study of Dyslexia (JLD) on developmental factors linked to reading and dyslexia. At the point of school entry, the majority of the at-risk children displayed decoding ability that fell at least 1…
Descriptors: School Entrance Age, Child Development, At Risk Persons, Young Children
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Mazzocco, Michele M. M.; Myers, Gwen F. – Annals of Dyslexia, 2003
Findings from a prospective longitudinal study of math disability (MD) addressed its incidence during primary school, the utility of different MD definitions, and evidence of MD subtypes. Findings indicated only 22 of 209 participants demonstrated "persistent MD"; reading disability was more frequent in this group; and reading related skills and…
Descriptors: Incidence, Learning Disabilities, Longitudinal Studies, Mathematical Aptitude
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Scarborough, Hollis S.; Parker, Jennifer D. – Annals of Dyslexia, 2003
Reading Achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. "Matthew effects" did not occur for most of the children with learning disabilities, although a widening of the group difference in IQ was seen between the math disabled and nondisabled groups. Elevated rates…
Descriptors: Behavior Problems, Elementary Secondary Education, Intelligence Quotient, Learning Disabilities
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Molfese, Dennis L.; Molfese, Victoria J.; Key, Sasha; Modglin, Arlene; Kelley, Spencer; Terrell, Shona – Annals of Dyslexia, 2002
This article focuses on methods useful for identifying differences in the development of language reading abilities in children that rely on measures of brain responses and behavioral assessments. Findings from these methods are described and indicate that even behaviors strongly influenced by biological mechanisms can be influenced through…
Descriptors: Biological Influences, Cognitive Ability, Cognitive Processes, Dyslexia
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