Dyslexia最新文献

Dyslexia, impacting children's reading skills, prompts families to seek cost-effective neurofeedback therapy solutions. Utilising machine learning, we identified predictive factors for dyslexia classification. Employing advanced techniques, we gathered 14-channel Quantitative Electroencephalography (QEEG) data from 200 participants, achieving 99.6% dyslexic classification accuracy through cross-validation. During validation, 48% of dyslexic children's sessions were consistently classified as normal, with a 95% confidence interval of 47.31 to 48.68. Focusing on individuals consistently diagnosed with dyslexia during therapy, we found that dyslexic individuals exhibited higher theta values and lower beta1 values compared to typically developing children. This study pioneers machine learning in predicting dyslexia classification factors, offering valuable insights for families considering neurofeedback therapy investment.

This qualitative study examines the writing processes of four students (aged 10–12) with severe dyslexia in an educational context, using Hayes and Berninger's (2014) writing process model as the theoretical framework. The participants attended a 7-week instructional program focusing on speech-to-text (STT). Their writing processes were examined through screencasts of verbal protocols during writing with reading and writing technology (RWT), with a particular focus on STT. The transcribed screencasts were coded and analysed. Our analysis shows that although no conventional spelling errors were found, other technology-based errors occurred. The most frequent were misrecognition of single words and omission of words or parts of sentences. Three categories of technology-based errors were identified: homophonic or nearly homophonic words, incorrect suffix/morpheme errors and compound words. The analysis also reveals that the evaluation process consists of three parts: correction, low-level revision and high-level revision. This means that an additional correction process is required because of technology-based errors. Consequently, the recognition accuracy of STT technology appears to influence writing flow and working memory load during technology-based writing.

In the present study, we examined the differential contribution of semantic knowledge—specifically taxonomic and thematic—to narrative text comprehension in children with developmental dyslexia (DD) aged 8–10 years. Taxonomic knowledge refers to stimuli that are ontologically and logically related, hierarchically organised, linguistically encoded and independent of spatial or temporal links (e.g., the superordinate category animal with members such as lion, dog, or eagle). In contrast, thematic organisation involves stimuli that are related through contextual associations (e.g., meat, knife and fork). Sixty-two children with DD and a control group completed a fluid intelligence test, a semantic working memory task and a narrative text comprehension task. The results showed that taxonomic knowledge was associated with text comprehension only in the control group. Conversely, in the DD group, thematic knowledge predominantly supported comprehension. Overall, these findings contribute to a more detailed understanding of the cognitive and learning profile of children with DD and align with recent research on the relationship between semantic representations, linguistic knowledge and reading comprehension in learning disorders, beyond word decoding difficulties.

Despite decades of research, misconceptions about developmental dyslexia remain widespread among those responsible for identifying and supporting affected children. Identifying the nature and persistence of these beliefs is essential to improving practice and policy. We conducted a scoping review to map the understanding of developmental dyslexia among teachers, parents and clinicians by identifying their beliefs about its features and interventions. The review included 95 studies on dyslexia features and 56 studies on dyslexia intervention. Thematic analyses identified several accurate beliefs (n = 17) across stakeholder groups (e.g., dyslexia is a neurological condition, early intervention is important) as well as false beliefs (n = 4) and partially correct beliefs (n = 18; e.g., dyslexia is a visual problem, dyslexia can be outgrown). Statistical analyses showed no significant differences in the prevalence of false beliefs between teachers, parents and clinicians. The findings suggest that misconceptions are rooted in the progressive scientific landscape of dyslexia research, highlighting the need for targeted professional development, improved dissemination of evidence-based practices and further research to address gaps in understanding and practice.

There is an abundance of literature on specific learning disabilities (SLDs), but it is mainly focused on young students (primary, middle, and high school). Further investigations on study strategies among undergraduates with SLDs are needed. The present research focused on the efficacy of a training course on study strategies tailored to students with SLDs. Therefore, we tested the efficacy of this training course on a sample of 136 Italian undergraduates with SLDs (46 males and 90 females; M_age = 20.46 SD = 1.60) who attended different types of undergraduate courses: 27.94% humanistic courses, 42.65% scientific courses, and 29.41% healthcare courses. The present findings highlight significant improvement in students' beliefs (in terms of their intelligence, personality, and abilities). Additionally, as students enhance their knowledge and use of strategies, they become more resilient, and their anxiety level decreases. Finally, positive outcomes were observed in their performance on a study task and in their academic performance.

We investigated the stability of word reading and/or spelling deficits in children from Sweden (N = 170) and the U.S. (N = 452) from the end of Grade 1 to Grade 2 and from Grade 2 to Grade 4. Children were assessed for reading fluency and spelling accuracy and classified into subtypes with isolated reading deficits (RD), isolated spelling deficits (SD) or combined deficits (RSD). Stability was assessed using cross-tabulations and chi-square or Fisher's exact tests. The RSD subtype showed moderate to high stability across grades, whilst RD and especially SD were significantly less stable. These patterns held across orthographies. Although single-timepoint identification of isolated deficits may justify monitoring and support, our findings suggest limited predictive value for long-term persistence. This challenges prior assumptions about the stability of dissociative profiles and underscores that most children with literacy difficulties experience challenges in both the accuracy and efficiency of accessing phonological and orthographic representations. The results have implications for theoretical models of literacy development and for designing interventions targeting early reading and spelling difficulties.