Dyslexia最新文献

Metaphor has long been used by scholars to make concepts more comprehensible. However, this use of figurative language has never been investigated in relation to the way students with dyslexia learn from academic texts. This study aims to assess the impact of metaphors on overall academic text comprehension in university students with and without dyslexia. Excerpts from scientific articles containing metaphors were adapted to be presented in two comparable conditions: metaphorical and literal. Legibility indexes were controlled for to guarantee the same difficulty between conditions. Twenty-eight students with dyslexia and thirty students without dyslexia underwent a multiple-choice comprehension task for two texts, one for each condition, and provided evaluations of text perception. A standardised assessment of general reading comprehension and cognitive abilities, such as reading speed, reading accuracy, and working memory was conducted. Data revealed that, when reading ability was controlled for, students with dyslexia presented significantly lower comprehension scores only in texts containing metaphors, despite comparable perceived complexity and increased interest in metaphorical texts. These findings suggest that metaphors used in educational discourse may not be entirely inclusive, as they seem to impose additional cognitive demands on students with dyslexia.

French law requires children with disabilities to receive schooling, wherever possible in ordinary schools. To achieve this goal, schools must create a truly inclusive environment that meets every child's specific needs. Ensuring other students accept peers with disabilities is an essential part of providing an inclusive environment. We postulated that reading children's books featuring characters with disabilities can foster this acceptance by enabling students to understand and empathise with peers with disabilities. Indeed, readers' tendency to attribute emotions, beliefs, intentions and perceptions to characters helps them better appreciate characters' feelings, mental states and experiences. The present study analysed the impact that reading a children's book about a young boy with dyslexia had on children without dyslexia. We read Les mots d'Enzo to 25 fourth- and fifth-grade students (13 girls and 12 boys) and then conducted semi-structured interviews with each student. Reading Les mots d'Enzo taught participants a lot about dyslexia, the difficulties it causes, its consequences for children with dyslexia and the help these children need. In addition to gaining a relatively accurate understanding of dyslexia, participants grasped the story's moral, attributed emotions, beliefs and intentions to the character with dyslexia, appreciated how he felt, and showed empathy towards him. They were also capable of generalising these aspects to real students with dyslexia or other disorders.

Implicit statistical learning (ISL) is non-conscious learning where participants identify patterns in their environment after repeated exposures. This study verified whether Brazilian children with DD present disturbances in the ISL mechanism and if these disturbances may be related to the difficulties associated with DD through artificial grammar learning (AGL) and reaction time in serial tasks (SRT Task). It also intended to verify which of the paradigms proves to be the most sensitive to assess ISL and which is most associated with participants' learning to read and write. Two groups of children with and without DD from the end of the first cycle and the beginning of the second cycle of the elementary school participated in this study, paired according to socioeconomic level, education network, schooling, gender and age. Children with DD showed no disturbances in the ISL process; the AGL paradigm exhibited the most significant association with performance on reading/writing tasks. When compared to the SRT Task, the AGL paradigm proved to be more sensitive in assessing implicit processes and effectively distinguishing between the groups with and without DD. The results of the SRT Task emphasise the importance of task practice and structure for implicit learning in children with developmental dyslexia. These findings have important implications for understanding ISL and its relevance to reading and writing skills in children with developmental dyslexia.

There is great value and significance to pay attention to the mental health status of children, especially those with special needs. This study examined the effects of self-confidence and campus bullying on anxiety in students, both with and without dyslexia. A questionnaire survey was conducted among 92 students in grades 3–5, half of whom had developmental dyslexia (DD). The results showed a significant positive moderating effect of self-confidence on the relationship between campus bullying and anxiety in students with DD. Specifically, the effect of campus bullying on anxiety was more pronounced in DD students with higher levels of self-confidence than in those with lower levels. For typically developing (TD) students, this moderating effect was not significant. Further analysis showed no significant differences in this moderating effect between DD and TD students. These findings highlight the need for educators and parents to closely monitor and address campus bullying and anxiety issues in students, especially in DD students with a high level of self-confidence and to implement timely interventions.

Developmental dyslexic (DD) children encounter challenges in sublexical orthographic, phonological, and semantic processing. However, there exists limited knowledge about the predominance of these three types of sublexical processing in visual word recognition among DD children. To investigate this issue, we screened 50 DD and 47 typically developing (TD) third-grade native Chinese-speaking children, and employed a picture-novel character mapping task. We constructed four types of options: semantic radical-legal position pseudo characters (e.g., ), phonetic radical-legal position pseudo characters (e.g., ), semantic radical-illegal position false characters (e.g., ), and phonetic radical-illegal position false characters (e.g., ). Results in the multilevel logistic mixed-effects regression analysis revealed that semantic radical-legal position pseudo characters were more predictive for the trial-level participants' response of TD children, whereas phonetic radical-legal position pseudo characters were more predictive for the trial-level participants' response of DD children. Consistently, semantic radical-legal position pseudo characters were poorer predictors, while phonetic radical-legal position pseudo characters were stronger predictors for the trial-level participants' response of DD children than for that of TD children. These findings collectively suggest the predominance of sublexical orthographic and phonological processing in DD children's visual word recognition, and DD children may rely more on the sublexical phonological processing relative to TD children.