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Showing 1 to 15 of 32 results Save | Export
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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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van der Kleij, S. W.; Segers, E.; Groen, M. A.; Verhoeven, L. – Annals of Dyslexia, 2019
The goal of this study was to examine the post-treatment development of word and pseudoword accuracy and fluency and its cognitive and linguistic predictors in Dutch children with dyslexia compared with typical readers in the upper primary grades. Word and pseudoword reading accuracy and fluency were assessed at the start and end of grade 5 and at…
Descriptors: Dyslexia, Reading Fluency, Reading Skills, Accuracy
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Lauterbach, Alexandra A.; Park, Yujeong; Lombardino, Linda J. – Annals of Dyslexia, 2017
This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to…
Descriptors: Dyslexia, Reading Skills, Reading Difficulties, Language Impairments
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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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Silva, Susana; Faísca, Luís; Araújo, Susana; Casaca, Luis; Carvalho, Loide; Petersson, Karl Magnus; Reis, Alexandra – Annals of Dyslexia, 2016
Two different forms of parafoveal dysfunction have been hypothesized as core deficits of dyslexic individuals: reduced parafoveal preview benefits ("too little parafovea") and increased costs of parafoveal load ("too much parafovea"). We tested both hypotheses in a single eye-tracking experiment using a modified serial rapid…
Descriptors: Dyslexia, Eye Movements, Hypothesis Testing, Adults
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Tamboer, Peter; Vorst, Harrie C. M.; Oort, Frans J. – Annals of Dyslexia, 2014
Methods for identifying dyslexia in adults vary widely between studies. Researchers have to decide how many tests to use, which tests are considered to be the most reliable, and how to determine cut-off scores. The aim of this study was to develop an objective and powerful method for diagnosing dyslexia. We took various methodological measures,…
Descriptors: Dyslexia, Foreign Countries, Adults, College Students
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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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Chik, Pakey Pui-man; Ho, Connie Suk-han; Yeung, Pui-sze; Wong, Yau-kai; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Lo, Lap-yan – Annals of Dyslexia, 2012
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…
Descriptors: Dyslexia, Reading Skills, Reading Comprehension, Thinking Skills
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Le Jan, Guylaine; Le Bouquin-Jeannes, Regine; Costet, Nathalie; Troles, Nolwenn; Scalart, Pascal; Pichancourt, Dominique; Faucon, Gerard; Gombert, Jean-Emile – Annals of Dyslexia, 2011
Dyslexia is a specific disorder of language development that mainly affects reading. Etiological researches have led to multiple hypotheses which induced various diagnosis methods and rehabilitation treatments so that many different tests are used by practitioners to identify dyslexia symptoms. Our purpose is to determine a subset of the most…
Descriptors: Reading Difficulties, Dyslexia, Language Acquisition, Etiology
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Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne; O'Brien, Beth; Kennedy, Becky; Lovett, Maureen; Morris, Robin – Annals of Dyslexia, 2006
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and…
Descriptors: Reading Skills, Reading Fluency, Reading Difficulties, Pattern Recognition
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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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Smit-Glaude, Sietsia W. D.; van Strien, Jan W.; Licht, Robert; Bakker, Dirk J. – Annals of Dyslexia, 2005
Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery. A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial flow verbal group…
Descriptors: Neuropsychology, Intervention, Kindergarten, Reading Difficulties
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Wood, Frank B.; Hill, Deborah F.; Meyer, Marianne S.; Flowers, D. Lynn – Annals of Dyslexia, 2005
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N = 220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and…
Descriptors: Predictive Measurement, Reading Fluency, Predictor Variables, Grade 1
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Molfese, Victoria J.; Molfese, Dennis L. – Annals of Dyslexia, 2002
A series of studies are reviewed that identify markers in the "event-related potentials" related to differences in the development of language and reading skills. In addition, home environment and other variables that influence the intellectual environment are linked with predictions of language and reading skill development. (Contains…
Descriptors: Dyslexia, Early Childhood Education, Elementary Secondary Education, Environmental Influences
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