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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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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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Schiff, Rachel; Katzir, Tami; Shoshan, Noa – Annals of Dyslexia, 2013
The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…
Descriptors: Dyslexia, Semitic Languages, Reading, Accuracy
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Elbro, Carsten; Daugaard, Hanne Trebbien; Gellert, Anna S. – Annals of Dyslexia, 2012
Dyslexia is hard to diagnose in a second language. Poor performance on a test of reading may be caused by poor language proficiency in the second language or by limited schooling rather than by poor reading ability per se. This confound was supported in a study of 88 adult second language learners and 65 native language speakers. The incidence of…
Descriptors: Dyslexia, Second Languages, Language Proficiency, Reading Ability
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Schiff, Rachel; Schwartz-Nahshon, Sarit; Nagar, Revital – Annals of Dyslexia, 2011
This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for…
Descriptors: Semitic Languages, Control Groups, Reading Comprehension, Reading Difficulties
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Shany, Michal; Share, David L. – Annals of Dyslexia, 2011
Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, "1993") have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading disability sub-typing beyond English in which fluency rather than accuracy is the key discriminator of developmental and individual…
Descriptors: Semitic Languages, Reading Difficulties, Phonological Awareness, Reading Ability
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Wiseheart, Rebecca; Altmann, Lori J. P.; Park, Heeyoung; Lombardino, Linda J. – Annals of Dyslexia, 2009
This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia. Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more…
Descriptors: Sentences, Dyslexia, Short Term Memory, Reading Ability
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Leong, Che Kan; Hau, Kit Tai; Tse, Shek Kam; Loh, Ka Yee – Annals of Dyslexia, 2007
The present study examined the role of verbal working memory (memory span and tongue-twister), two-character Chinese pseudoword reading (two tasks), rapid automatized naming (RAN) (letters and numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 31 less competent comprehenders…
Descriptors: Reading Comprehension, Memory, Control Groups, Chinese
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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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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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Miles, T. R.; Wheeler, T. J.; Haslum, M. N. – Annals of Dyslexia, 2003
This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling,…
Descriptors: Dyslexia, Elementary Education, Literacy, Mathematics Achievement
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Mann, Virginia A.; Foy, Judith G. – Annals of Dyslexia, 2003
This study examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. Findings indicated that phoneme awareness, but not rhyme awareness, correlated with early reading measures and that phoneme manipulation was closely associated with letter knowledge and with…
Descriptors: Beginning Reading, Phoneme Grapheme Correspondence, Phonological Awareness, Phonology
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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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Badian, Nathlie A. – Annals of Dyslexia, 2001
Ninety-six children were administered an orthographic test as preschoolers and two measures of non-phonemic phonological awareness in mid-kindergarten. Both phonological measures and the orthographic measure added significant variance to grade 1 word reading. The orthographic measure contributed to variance in reading vocabulary and reading…
Descriptors: Elementary Education, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonetics
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Wesseling, Ralph; Reitsma, Pieter – Annals of Dyslexia, 2001
Three longitudinal studies involving kindergartners are presented that attempt to measure variance in the quality of phonological structures within lexical items using three tasks: non-word repetition, cued word fluency, and a gated auditory word recognition task. Nonword repetition was a consistent predictor of later phonological awareness.…
Descriptors: Early Identification, Kindergarten Children, Longitudinal Studies, Phoneme Grapheme Correspondence
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