首页 > 最新文献

Dyslexia最新文献

英文 中文
In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum 在情感和阅读动机方面,被诊断患有阅读障碍的儿童不仅仅是一个连续体的终点。
IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-15 DOI: 10.1002/dys.1778
Enrica Donolato, Enrico Toffalini, Cesare Cornoldi, Irene C. Mammarella

Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case–control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4–8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.

有阅读障碍的儿童(CwD)经常反映心理健康状况不佳。我们研究了:(i) 患有阅读障碍的儿童在焦虑、自我概念和阅读动机方面与发育正常的儿童(TDC;病例对照设计,研究 1a)是否存在差异;(ii) 这些差异是否反映了这些变量与 TDC 组阅读能力之间的线性关系(维度方法,研究 1b)。在研究 1a 中,通过自我报告(控制性别、智力和数学能力分数),34 名 CwD 与 191 名 4-8 年级 TDC 在焦虑、自我概念、阅读动机和阅读策略方面进行了比较。在研究 1b 中,将研究 1a 中发现的差异与模拟程序得出的结果进行了比较,模拟程序是在维度假设的前提下生成阅读障碍观察结果的。CwD组出现了小到中等程度的困难,部分反映了TDC组的预测。然而,在阅读自我概念、社交焦虑和阅读竞争力方面,却发现与基于无阅读障碍人群的预测相悖。总之,儿童的诊断会影响他们的阅读自我认知和社交焦虑,而这种影响是无法从线性关系中推断出来的。阅读障碍儿童需要得到支持,以保持适当的阅读形象,并应对社交焦虑。
{"title":"In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum","authors":"Enrica Donolato,&nbsp;Enrico Toffalini,&nbsp;Cesare Cornoldi,&nbsp;Irene C. Mammarella","doi":"10.1002/dys.1778","DOIUrl":"10.1002/dys.1778","url":null,"abstract":"<p>Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case–control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4–8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elevated unanticipated acoustic startle reactivity in dyslexia 阅读障碍患者的非预期声惊吓反应性升高。
IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-09 DOI: 10.1002/dys.1779
Eleanor R. Palser, Christina R. Veziris, Nathaniel A. Morris, Ashlin R. K. Roy, Christa Watson-Pereira, Sarah R. Holley, Bruce L. Miller, Maria Luisa Gorno-Tempini, Virginia E. Sturm

People with dyslexia, a neurodevelopmental disorder of reading, are highly attuned to the emotional world. Compared with their typically developing peers, children with dyslexia exhibit greater autonomic nervous system reactivity and facial behaviour to emotion- and empathy-inducing film clips. Affective symptoms, such as anxiety, are also more common in children with dyslexia than in those without. Here, we investigated whether the startle response, an automatic reaction that lies at the interface of emotion and reflex, is elevated in dyslexia. We measured facial behaviour, electrodermal reactivity (a sympathetic nervous system measure) and emotional experience in response to a 100 ms, 105 dB unanticipated acoustic startle task in 30 children with dyslexia and 20 comparison children without dyslexia (aged 7–13) who were matched on age, sex and nonverbal reasoning. Our results indicated that the children with dyslexia had greater total facial behaviour and electrodermal reactivity to the acoustic startle task than the children without dyslexia. Across the sample, greater electrodermal reactivity during the startle predicted greater parent-reported anxiety symptoms. These findings contribute to an emerging picture of heightened emotional reactivity in dyslexia and suggest accentuated sympathetic nervous system reactivity may contribute to the elevated anxiety that is often seen in this population.

阅读障碍是一种神经发育性阅读障碍,患有阅读障碍的人对情感世界高度敏感。与发育正常的同龄人相比,有阅读障碍的儿童在观看诱发情感和共鸣的电影片段时,会表现出更大的自律神经系统反应和面部行为。有阅读障碍的儿童比无阅读障碍的儿童更容易出现焦虑等情绪症状。在此,我们研究了诵读困难儿童的惊跳反应是否会升高,惊跳反应是一种处于情绪和反射交界处的自动反应。我们测量了 30 名阅读障碍儿童和 20 名无阅读障碍儿童(年龄在 7-13 岁之间)在 100 毫秒、105 分贝非预期声音惊吓任务下的面部行为、电皮反应性(一种交感神经系统测量方法)和情绪体验,这些儿童的年龄、性别和非语言推理能力均匹配。我们的研究结果表明,与没有阅读障碍的儿童相比,有阅读障碍的儿童在声学惊吓任务中的总面部行为和皮电反应性更强。在所有样本中,惊吓时皮肤电反应性越大,家长报告的焦虑症状就越严重。这些研究结果表明,阅读障碍儿童的情绪反应性增高,这可能是导致该人群焦虑情绪升高的原因之一。
{"title":"Elevated unanticipated acoustic startle reactivity in dyslexia","authors":"Eleanor R. Palser,&nbsp;Christina R. Veziris,&nbsp;Nathaniel A. Morris,&nbsp;Ashlin R. K. Roy,&nbsp;Christa Watson-Pereira,&nbsp;Sarah R. Holley,&nbsp;Bruce L. Miller,&nbsp;Maria Luisa Gorno-Tempini,&nbsp;Virginia E. Sturm","doi":"10.1002/dys.1779","DOIUrl":"10.1002/dys.1779","url":null,"abstract":"<p>People with dyslexia, a neurodevelopmental disorder of reading, are highly attuned to the emotional world. Compared with their typically developing peers, children with dyslexia exhibit greater autonomic nervous system reactivity and facial behaviour to emotion- and empathy-inducing film clips. Affective symptoms, such as anxiety, are also more common in children with dyslexia than in those without. Here, we investigated whether the startle response, an automatic reaction that lies at the interface of emotion and reflex, is elevated in dyslexia. We measured facial behaviour, electrodermal reactivity (a sympathetic nervous system measure) and emotional experience in response to a 100 ms, 105 dB unanticipated acoustic startle task in 30 children with dyslexia and 20 comparison children without dyslexia (aged 7–13) who were matched on age, sex and nonverbal reasoning. Our results indicated that the children with dyslexia had greater total facial behaviour and electrodermal reactivity to the acoustic startle task than the children without dyslexia. Across the sample, greater electrodermal reactivity during the startle predicted greater parent-reported anxiety symptoms. These findings contribute to an emerging picture of heightened emotional reactivity in dyslexia and suggest accentuated sympathetic nervous system reactivity may contribute to the elevated anxiety that is often seen in this population.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing students with dyslexia and other reading difficulties through multiple diagnostic assessments 通过多种诊断评估,对有阅读障碍和其他阅读困难的学生进行评估。
IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-01 DOI: 10.1002/dys.1777
Nai-Cheng Kuo, Heather Wahl, Wendy McKinney, McKenzie Thompson, Nicole Roberson, Thomas Mattison, Megan Ray

This article aims to assist practitioners in understanding dyslexia and other reading difficulties and assessing students' learning needs. We describe the essential components of language and literacy, universal screening, diagnostic assessments, curriculum-based measurement and eligibility determination. We then introduce four diagnostic assessments as examples, including norm-referenced assessments (i.e. the Comprehensive Test of Phonological Processing second edition and the Woodcock-Johnson IV Tests of Achievement) and criterion-referenced assessments (i.e. the Gallistel-Ellis Test of Coding Skills and the Dynamic Indicators of Basic Early Literacy Skills). Finally, We use a makeup case as a concrete example to illustrate how multiple diagnostic assessments are recorded and how the results can be used to inform intervention and eligibility for special education services.

本文旨在帮助从业人员了解阅读障碍和其他阅读困难,并评估学生的学习需要。我们介绍了语言和读写能力、普遍筛查、诊断性评估、基于课程的测量和资格判定的基本要素。然后,我们以四种诊断性评估为例进行介绍,包括常模参照评估(即语音处理综合测试第二版和伍德科克-约翰逊第四版成就测验)和标准参照评估(即加勒斯特尔-埃利斯编码技能测试和早期基本识字技能动态指标)。最后,我们用一个化妆案例作为具体例子,说明如何记录多种诊断评估,以及如何利用评估结果为干预措施和特殊教育服务资格提供依据。
{"title":"Assessing students with dyslexia and other reading difficulties through multiple diagnostic assessments","authors":"Nai-Cheng Kuo,&nbsp;Heather Wahl,&nbsp;Wendy McKinney,&nbsp;McKenzie Thompson,&nbsp;Nicole Roberson,&nbsp;Thomas Mattison,&nbsp;Megan Ray","doi":"10.1002/dys.1777","DOIUrl":"10.1002/dys.1777","url":null,"abstract":"<p>This article aims to assist practitioners in understanding dyslexia and other reading difficulties and assessing students' learning needs. We describe the essential components of language and literacy, universal screening, diagnostic assessments, curriculum-based measurement and eligibility determination. We then introduce four diagnostic assessments as examples, including norm-referenced assessments (i.e. the Comprehensive Test of Phonological Processing second edition and the Woodcock-Johnson IV Tests of Achievement) and criterion-referenced assessments (i.e. the Gallistel-Ellis Test of Coding Skills and the Dynamic Indicators of Basic Early Literacy Skills). Finally, We use a makeup case as a concrete example to illustrate how multiple diagnostic assessments are recorded and how the results can be used to inform intervention and eligibility for special education services.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141477668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England 从生态系统角度看影响英格兰主流学校阅读障碍学习者学习经历的因素。
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-06-07 DOI: 10.1002/dys.1768
Georgina Nnamani

A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.

系统性文献综述(SLR)收录了 2015 年至 2021 年间撰写的七篇论文,从生态系统的角度探讨了英格兰主流学校中患有阅读障碍的学习者的教育经历,以及如何改善这种状况。分析采用关键词进行数据库搜索,并遵循 PRISMA 流程协议。它采用主题分析法对证据进行了综合,并确定了七个主题:读写困难的挑战;区别对待;负面成见;早期干预;教师培训;权力动态;以及合作。研究结果表明,有几个因素会影响有阅读障碍的学习者在英语主流学校的学习经历。同样,这些因素也可能反过来取决于教育政策。在此前提下,本系统性文献综述建议,为促进有阅读障碍的学习者获得积极的学习体验,以干预为目标的课堂策略应辅以影响个人学习体验的更广泛的环境策略,并从不同角度提供支持。采用全校参与的方式提供干预、教师培训、家长和学校合作以及专业合作,可以改善学习者的教育经历。另一项建议是,学习干预措施应针对所有学习者,防止对有阅读障碍的学习者区别对待,避免他们在同龄人中脱颖而出,造成负面体验。
{"title":"An ecosystemic perspective of the factors affecting the learning experiences of learners with dyslexia in mainstream schools in England","authors":"Georgina Nnamani","doi":"10.1002/dys.1768","DOIUrl":"10.1002/dys.1768","url":null,"abstract":"<p>A systematic literature review (SLR) of seven papers written between 2015 and 2021 explored the educational experiences of learners with dyslexia in mainstream schools in England from an ecosystemic perspective and how to improve the situation. The analysis employed keywords for database searches and followed the PRISMA flow protocol. It synthesised evidence using thematic analysis and identified seven themes: dyslexia challenges; differential treatment; negative stereotypes; early intervention; teachers' training; power dynamics; and collaboration. The results suggest that several factors can influence the learning experiences of learners with dyslexia in English mainstream schools. Similarly, such factors can, in turn, be dependent on education policies. On that premise, this systematic literature review recommends that to promote positive learning experiences for learners with dyslexia, classroom strategies targeting interventions should be supported with broader environmental strategies shaping individuals' learning experience and offer support from different perspectives. A whole-school approach to providing intervention, teachers' training, parents and school partnerships, and professional collaboration can improve learners' educational experiences. A further recommendation is for learning interventions to target all learners, to prevent differential treatment of learners with dyslexia and to avoid them standing out from their peers and creating a negative experience.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems 从神经多样性的角度了解发育性阅读障碍患者的心理健康:学校联系对焦虑、抑郁和行为问题的中介效应
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-06-05 DOI: 10.1002/dys.1775
Adrienne Wilmot, Penelope Hasking, Suze Leitão, Elizabeth Hill, Mark Boyes

Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.

读写障碍是一种以文字阅读能力差为特征的神经认知差异,与内化(如焦虑)和外化(如攻击性)心理健康问题的风险升高有关,其原因在很大程度上是未知的。我们从神经多样性的角度出发,探讨了学校联系是否能调节这些关联。共有 283 名小学生(其中 87 名患有阅读障碍)及其照顾者(95.4% 为母亲)完成了一系列经过严格验证的关联性和心理健康测量。两个中介模型(一个是儿童报告模型,另一个是照顾者报告模型)测试了阅读障碍通过学校联系的几个领域对焦虑、抑郁和行为问题的直接和间接影响。在控制了性别和除阅读障碍以外的其他神经发育状况后,阅读障碍对儿童或照料者报告的内化症状或儿童报告的行为问题没有直接影响。阅读障碍与儿童和照顾者报告的焦虑、抑郁和行为问题有关,这是因为学校(而非教师、朋友或同伴)的联系水平较低。研究结果表明,学校联系是针对阅读障碍儿童心理健康的一个重要干预目标。未来的研究需要检验阅读障碍、学校联系和心理健康之间随着时间推移而产生的关联。
{"title":"Understanding mental health in developmental dyslexia through a neurodiversity lens: The mediating effect of school-connectedness on anxiety, depression and conduct problems","authors":"Adrienne Wilmot,&nbsp;Penelope Hasking,&nbsp;Suze Leitão,&nbsp;Elizabeth Hill,&nbsp;Mark Boyes","doi":"10.1002/dys.1775","DOIUrl":"https://doi.org/10.1002/dys.1775","url":null,"abstract":"<p>Dyslexia, a neurocognitive difference characterised by poor word-reading, is associated with elevated risk for internalising (e.g., anxiety) and externalising (e.g., aggression) mental health concerns, the reasons are largely unknown. We took a neurodiversity perspective and explored whether school-connectedness mediated these associations. A total of 283 primary school children (87 with dyslexia) and their caregivers (95.4% mothers) completed a battery of well-validated connectedness and mental health measures. Two mediation models (one for child-report and one for caregiver-report) tested direct and indirect effects of dyslexia on anxiety, depression and conduct problems via several domains of school-connectedness. After controlling for gender and neurodevelopmental conditions other than dyslexia, there were no direct effects of dyslexia on child- or caregiver-reported internalising symptoms or child-reported conduct problems. Dyslexia was associated with child and caregiver reported anxiety, depression and conduct problems via low levels of school (but not teacher, friend or peer) connectedness. Findings highlight school-connectedness as an important intervention target for the mental health of children with dyslexia. Future research is needed to test associations between dyslexia, school-connectedness and mental health over time.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141251354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of a visual perception-based occupational therapy program on reading and motor skills in children with developmental dyslexia: Single blind randomized cross-over study design 基于视觉感知的职业治疗计划对发育性阅读障碍儿童阅读和运动技能的影响:单盲随机交叉研究设计。
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-05-30 DOI: 10.1002/dys.1773
Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık

This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) program on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective program for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT program to solve problems in the physical and learning activities of children with DD.

本研究旨在探讨基于视觉训练的作业疗法(VPOT)项目对发育性阅读障碍(DD)儿童的阅读和运动技能的影响。研究共纳入了 42 名儿童。此外,在进行VPOT之前,还对参与者进行了朗读和阅读理解测试2(ORSRC-2)和布鲁宁克斯-奥塞瑞斯基运动能力测试2-简表(BOT2-BF)。根据研究设计,A 组每周进行两次 VPOT 训练,为期 8 周。8 周结束后,对两组学员进行评估测试。然后,A 组被定义为对照组,B 组被定义为干预组,VPOT 被应用于 B 组。最终的 ORSRC-2 结果表明,VPOT 是一项有效的提高阅读能力的计划。此外,在对 BOT2-BF 的最终结果进行检查时,VPOT 被确定为能有效提高运动技能(p
{"title":"Effects of a visual perception-based occupational therapy program on reading and motor skills in children with developmental dyslexia: Single blind randomized cross-over study design","authors":"Barkın Köse,&nbsp;Ege Temizkan,&nbsp;Sedef Şahin,&nbsp;Koray Kara,&nbsp;Mine Uyanık","doi":"10.1002/dys.1773","DOIUrl":"10.1002/dys.1773","url":null,"abstract":"<p>This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) program on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective program for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (<i>p</i> &lt; 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT program to solve problems in the physical and learning activities of children with DD.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1773","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141180909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming 阅读困难儿童工作记忆与阅读的中介:音位意识和快速自动命名的作用。
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-05-28 DOI: 10.1002/dys.1774
Julia M. Guerin, Sarah Droder, Lynley Turkelson, Quintino R. Mano

Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.

工作记忆(WM)一直与阅读有关。然而,工作记忆与阅读之间的联系机制仍不清楚。工作记忆可能通过音位意识(PA)和/或快速自动命名(RAN)等中介因素间接对阅读产生影响。在一个有阅读困难的儿童样本(n = 117)中,分别进行了中介分析,测试了 WM 对非定时单词解码和识别(即基本阅读技能)以及定时单词解码和识别(即阅读流畅性)的直接和间接(通过 PA 和 RAN)影响。WM 对基本阅读技能和阅读流畅性有直接影响。在基本阅读技能方面,通过 PA 的中介作用(而不是通过 RAN),WM 对阅读有显著的间接影响。相比之下,在阅读流畅性方面,WM 通过 RAN(而不是 PA)的中介作用对阅读产生了显著的间接影响。研究结果加强了 WM、PA 和 RAN 对广泛阅读技能的重要性,同时也从机制上解释了为什么 PA 和/或 RAN 差会导致不同的阅读困难。
{"title":"Mediators of working memory and reading in a sample of children with reading difficulty: The roles of phonemic awareness and rapid automatized naming","authors":"Julia M. Guerin,&nbsp;Sarah Droder,&nbsp;Lynley Turkelson,&nbsp;Quintino R. Mano","doi":"10.1002/dys.1774","DOIUrl":"10.1002/dys.1774","url":null,"abstract":"<p>Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty (<i>n</i> = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on <i>untimed</i> word decoding and recognition (i.e., basic reading skills) and <i>timed</i> word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating low intelligence stereotype threat in adults with developmental dyslexia 调查发育性阅读障碍成人的低智力刻板印象威胁
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-04-30 DOI: 10.1002/dys.1766
Barbara Piotrowska, John Barratt

Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.

刻板印象威胁(ST)是一种会导致考试成绩下降的现象,当一个人面对基于刻板印象的群体成员身份而被评判的额外压力时,就会出现这种现象。ST 效应以前在许多情况下都进行过调查,但没有在有阅读障碍的人身上进行过调查,因为他们往往被刻板地认为智力较低。智力测试在工作选拔过程中的普遍使用,以及有阅读障碍者与无阅读障碍者之间的就业差距,都需要进行这项调查。63名参与者(30名有阅读障碍,33名无阅读障碍;平均年龄=33.7;SD=13.7;47名女性,13名男性,3名非二元)被要求完成通常在选拔过程中使用的智力测验。所有参与者都被随机分配到三种测试指导条件之一:(1)他们被告知测试是对其智力的诊断(ST 触发指导);(2)测试是对其解决问题能力的测量(降低威胁);(3)或者他们只是被要求参加测试(对照)。结果表明,在 ST 条件下,有阅读障碍的参与者的表现比其他条件下的参与者和相同条件下没有阅读障碍的参与者差。这项研究提供了初步证据,证明ST对阅读障碍患者的影响会减弱。
{"title":"Investigating low intelligence stereotype threat in adults with developmental dyslexia","authors":"Barbara Piotrowska,&nbsp;John Barratt","doi":"10.1002/dys.1766","DOIUrl":"https://doi.org/10.1002/dys.1766","url":null,"abstract":"<p>Stereotype threat (ST) is a phenomenon that leads to decreased test performance and occurs when one deals with added pressure of being judged on the basis of stereotyped group membership. The ST effect has been previously investigated in many contexts but not in individuals with dyslexia who are often stereotyped as less intelligent. Prevalent use of intelligence tests in job selection processes and employment gap between people with dyslexia and those without warrants this investigation. Sixty-three participants (30 with dyslexia and 33 without dyslexia; mean age = 33.7; SD = 13.7; 47 F, 13 M, three non-binary) were asked to complete intelligence test typically used in selection processes. All participants were randomly assigned to one of three test instruction conditions: (1) they were told the test was diagnostic of their intelligence (ST triggering instruction); (2) test was a measure of their problem-solving skills (reduced threat); (3) or they were simply asked to take the test (control). Results showed that participants with dyslexia in ST condition performed poorer than those in other conditions and those in the same condition who did not have dyslexia. This study provides preliminary evidence for diminishing effects of ST in individuals with dyslexia.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140814266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Handwriting difficulties in children with dyslexia: Poorer legibility in dictation and alphabet tasks, slowness in the alphabet task 阅读障碍儿童的手写困难:听写和字母书写的清晰度较差,字母书写速度较慢
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-04-29 DOI: 10.1002/dys.1767
Elise Van Heuverswyn, Claire Gosse, Marie Van Reybroeck

Several studies have shown that children with dyslexia (DYS), in addition to their reading and spelling deficits, encounter handwriting difficulties that are still poorly understood in terms of their nature and origin. The present study aimed to better understand the handwriting difficulties of children with DYS by comparing their handwriting quality and speed in two tasks, a dictation task and an alphabet task, which required fewer spelling skills than the dictation task. Twenty-nine French-speaking children (Mage = 9.5 years) participated in the study, including 18 children with DYS and nine typically developing (TD) children matched on chronological age. The children performed control tasks, a dictation task with words varying in graphic and orthographic complexity and an alphabet writing task. Accuracy, handwriting quality (legibility), and fluency (speed, writing and pause time) were carefully measured using a digital tablet. GLMM analysis and t tests showed that children with DYS made more aesthetic errors (handwriting quality) in both the dictation and alphabet task than TD children. They also wrote more slowly than TD children in the alphabet task (speed, pause time). These findings suggest that children with DYS present handwriting difficulties, even in a simple alphabet task. In dictation, they seem to favour speed at the expense of handwriting quality.

多项研究表明,患有阅读障碍(DYS)的儿童除了在阅读和拼写方面存在缺陷外,在手写方面也存在困难,但人们对这些困难的性质和根源仍知之甚少。本研究旨在通过比较阅读障碍儿童在两项任务(听写任务和字母表任务)中的书写质量和速度,更好地了解他们的手写困难。29 名讲法语的儿童(年龄 = 9.5 岁)参加了这项研究,其中包括 18 名患有聋哑儿童发育迟缓症的儿童和 9 名与实际年龄相符的发育正常(TD)儿童。这些儿童分别完成了对照任务、图形和正字法复杂程度不同的单词听写任务以及字母书写任务。使用数位板对准确性、书写质量(可读性)和流畅性(速度、书写和停顿时间)进行了仔细测量。GLMM 分析和 t 检验表明,在听写和字母书写任务中,DYS 患儿的审美错误(书写质量)比 TD 患儿多。在字母表任务中,他们的书写速度(速度、停顿时间)也比聋哑儿童慢。这些发现表明,即使在简单的字母表任务中,DYS 儿童也会出现手写困难。在听写任务中,他们似乎偏重速度而忽略了书写质量。
{"title":"Handwriting difficulties in children with dyslexia: Poorer legibility in dictation and alphabet tasks, slowness in the alphabet task","authors":"Elise Van Heuverswyn,&nbsp;Claire Gosse,&nbsp;Marie Van Reybroeck","doi":"10.1002/dys.1767","DOIUrl":"https://doi.org/10.1002/dys.1767","url":null,"abstract":"<p>Several studies have shown that children with dyslexia (DYS), in addition to their reading and spelling deficits, encounter handwriting difficulties that are still poorly understood in terms of their nature and origin. The present study aimed to better understand the handwriting difficulties of children with DYS by comparing their handwriting quality and speed in two tasks, a dictation task and an alphabet task, which required fewer spelling skills than the dictation task. Twenty-nine French-speaking children (<i>M</i><sub>age</sub> = 9.5 years) participated in the study, including 18 children with DYS and nine typically developing (TD) children matched on chronological age. The children performed control tasks, a dictation task with words varying in graphic and orthographic complexity and an alphabet writing task. Accuracy, handwriting quality (legibility), and fluency (speed, writing and pause time) were carefully measured using a digital tablet. GLMM analysis and <i>t</i> tests showed that children with DYS made more aesthetic errors (handwriting quality) in both the dictation and alphabet task than TD children. They also wrote more slowly than TD children in the alphabet task (speed, pause time). These findings suggest that children with DYS present handwriting difficulties, even in a simple alphabet task. In dictation, they seem to favour speed at the expense of handwriting quality.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140814146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Technical adequacy of measuring teachers' knowledge of dyslexia 测量教师对阅读障碍的了解在技术上是否充分。
IF 2.2 3区 教育学 Q2 Social Sciences Pub Date : 2024-03-18 DOI: 10.1002/dys.1765
Deborah K. Reed, Huibin Zhang

Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An exploratory factor analysis suggested at least one-third of the items needed to be removed. Confirmatory factor analyses suggested a one-factor model with polytomous scoring had the best fit to the data, but only six items loaded. All models demonstrated unacceptable internal consistency reliability (<0.70). Because no technically adequate version of the measure was identified, questions remain about basing policy on scores from these instruments. However, the findings indicated ways this type of measure might be improved.

鉴于针对教育工作者诵读困难知识的教育政策发展迅速,本研究探讨了测量诵读困难知识的通用工具在技术上是否适当。1141 名职前教师的回答以三种方式进行评分:原始的 4 点李克特量表的二分法、真-假的二分法以及选项为多项选择的二分法。探索性因素分析表明,至少有三分之一的项目需要删除。确认性因素分析表明,采用多项式计分的单因素模型与数据的拟合度最高,但只有六个项目有载荷。所有模型都显示出不可接受的内部一致性可靠性 (
{"title":"Technical adequacy of measuring teachers' knowledge of dyslexia","authors":"Deborah K. Reed,&nbsp;Huibin Zhang","doi":"10.1002/dys.1765","DOIUrl":"10.1002/dys.1765","url":null,"abstract":"<p>Given the rapid growth in educational policies targeting educators' knowledge of dyslexia, this study explored the technical adequacy of a common instrument for measuring that knowledge. The responses of 1141 preservice teachers were scored in three ways: polytomously with the original 4-point Likert scale, dichotomously as true-false, and dichotomously as though the options were multiple choice. An exploratory factor analysis suggested at least one-third of the items needed to be removed. Confirmatory factor analyses suggested a one-factor model with polytomous scoring had the best fit to the data, but only six items loaded. All models demonstrated unacceptable internal consistency reliability (&lt;0.70). Because no technically adequate version of the measure was identified, questions remain about basing policy on scores from these instruments. However, the findings indicated ways this type of measure might be improved.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Dyslexia
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1