Dyslexia最新文献

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.

Research on dyslexia in children has largely focused on languages with deep orthography, limiting its applicability to transparent orthographies like Bosnian. This study examined handwriting characteristics in children with dyslexia, comparing them to a control group of typically developing children (CA) and a spelling level-matched group (SL). A range of tasks was used, varying from basic motor and graphomotor skills (e.g., writing names) to higher-level cognitive tasks (e.g., writing the alphabet). Dictation of isolated words was included to analyse the relationship between temporal handwriting features and spelling accuracy. Writing durations for real words, nonwords, and pseudowords were compared to identify cognitive strategies used by children with dyslexia. Results showed that children with dyslexia had significantly longer writing durations, slower pen speeds, more frequent and longer pauses, and fewer correctly written letters than both CA and SL groups. In the dictation task, they performed worse than the CA group across all word types. During text writing, they paused more often, especially between words. These findings offer important insights into the handwriting challenges faced by children with dyslexia in transparent orthographic systems and highlight the need for tailored support.

Dyslexia remains a struggle even among university students. This study aimed to better describe the profiles of college students with dyslexia using a multi-step screening process. The process included a phone screening interview, a developmental and family history questionnaire, and norm-referenced tests to identify students with phonological processing and word-level reading fluency deficits consistent with extant data on college students and adults with dyslexia. Eighty-two university students responded to our questionnaire, and 71 completed a battery of standardised tests including word-level reading and decoding, phonological processing measures, and cognitive tasks. Over 81% of the participants demonstrated deficits in word-level reading fluency, and 98% showed deficits in rapid automatized naming (RAN). Conversely, phonological awareness and phonological memory deficits were less commonly observed. The overwhelming majority of students reported a history of learning difficulties with reading, spelling, writing, or math. Additionally, the majority had a positive family history of language learning difficulties. This process of identifying college students with dyslexia and the profiles of their strengths and weaknesses supports a multifaceted approach to diagnosing dyslexia. These insights should provide guidelines for clinicians and educators seeking to identify and support college students with dyslexia.

This study investigated Theory of Mind (ToM) in Chinese children with and without dyslexia and examined the moderating effect of early picture book reading experience on the relationship between ToM and reading comprehension. Grounded in the Landscape Model of Reading, we compared ToM between groups and explored how early literacy experiences influence reading comprehension. In total, 86 Chinese children, including 44 with dyslexia and 42 typically developing, were recruited for this study. Results revealed that typically developing children outperformed those with dyslexia in ToM tasks (η²_p = 0.86). Early picture book reading experience significantly moderated the relationship between ToM and reading comprehension for children with dyslexia (β = 0.03, p < 0.05), but not for typically developing children. Notably, the moderating effect of picture book reading was significant only for children with dyslexia who had richer early literacy experiences. On the contrary, this moderation effect was not observed in typically developing children. The study contributes to our understanding of the universal and language-specific factors influencing reading development and suggests targeted interventions for children with dyslexia in Chinese-speaking populations.

The study examined the effects of an emotional intelligence training programme on improving the English reading performance of university students with dyslexia risk in China. It is an experimental study with mixed-research methods. A total of 61 students with dyslexia risk were selected as an experimental group and a control group. The two groups were taught by the same English teacher using the same method. In addition, learners in the experimental group received emotional intelligence training. After 21 weeks, the research team investigated learners' English reading performance and emotional intelligence. The analysis results revealed that the mean scores for emotional intelligence (67.00 vs. 63.77, p = 0.004 < 0.01, Cohen's d = 0.764, medium effect) and English reading performance (86.97 vs. 84.55, p = 0.002 < 0.01, Cohen's d = 0.832, large effect) in the experimental group were significantly higher than those in the control group. The study uncovered that an English training programme embedded with an emotional intelligence training program promotes the English reading performance of learners with dyslexia risk significantly higher than a pure English training programme, and training EI is a potential way to improve the English reading performance of learners with dyslexia risk.

Many studies have investigated face processing abilities in developmental dyslexia (DD) while conflicting evidence of both impaired and intact face processing has been reported. A systematic meta-analysis was conducted on the topic of the face processing abilities of DD. A total of 15 studies (34 effect sizes) were identified, representing data from 311 individuals with DD and 336 typically developing controls. A random-effects robust variance estimation model was used to synthesise the data. The average weighted standardised mean difference (Hedges' g) was 0.51 (95% confidence interval [0.24, 0.79], p = 0.001). A moderate level of heterogeneity was found while no publication bias was found between study-level effect sizes. Explorative meta-regression analyses showed that age, gender, and task type were not significant moderating factors. The results indicate that individuals with DD have face processing deficits compared with controls, suggesting domain-general deficits in DD and part of shared cognitive mechanisms underlying face and word processing.