Annals of Dyslexia最新文献

Early literacy screening is critical for identifying students at risk for reading difficulties and enabling timely intervention. However, the implementation of new screening tools often encounters significant barriers that hinder effective adoption. This mixed-methods study investigates the barriers and facilitators reported by educators during the early implementation of a new early literacy and language screener. Data from survey (n=694) and focus groups (n=39) were thematically coded using the Consolidated Framework for Implementation Research (CFIR) to identify determinants of successful adoption. Findings revealed four key themes influencing implementation: ease of administration, understanding of the screener, trust in the data, and use of data for instructional decisions. Crosscutting themes included the critical role of reading specialists and the challenges posed by simultaneous curriculum and assessment initiatives. Barriers such as time constraints, technological challenges, and insufficient understanding of language-based subtests were identified, while robust inner-setting supports and effective communication emerged as facilitators. These results underscore the importance of accessible and timely professional development, iterative tool refinement, and strategic leadership in scaling evidence-based practices. Future research should explore longitudinal impacts and strategies to integrate such innovations seamlessly into schools’ instructional ecosystems.

Recently, concerns have been raised about Arabic-speaking students’ reading achievement in Israel. Understanding language teachers’ ability to identify poor reading skills is crucial to improve students’ literacy outcomes. This pilot study examined three main aspects: the factors Arabic-speaking language teachers use to determine their third-grade students’ word reading fluency and comprehension, their ability to identify students who need an intervention based on their reading performance, and the differences between teachers who make accurate and those who make inaccurate assessments of their students’ literacy skills. The pilot study included a preliminary sample of 58 teachers and 112 students, with one to three students selected from each teacher’s classroom for assessment. All participants were native Arabic speakers. Initial findings suggest that the main factors informing teachers’ decisions on reading fluency and comprehension are vocabulary size (65.70%–77.70%), linguistic skills (63.9%–76%), and oral reading level (62%–74.30%), while less emphasis was placed on test scores (25.9%–31%) and parents’ reports (13.9%–32.80%). Four distinct profiles of students at risk of reading difficulties (ARORD) emerged: low word reading fluency and comprehension (22%), low fluency only (12%), low comprehension only (4%), and a typical group (62%). Teachers identified students with difficulties in both areas with 80% accuracy, in reading comprehension with 60%, in word reading fluency with 0%, and in the typical group with 65%. The data indicated that teachers who taught more student-facing hours were better at identifying students ARORD. The implucations highlighte the need for teachers training focused on enhancing Arabic teachers' ability to accurately assess literacy skills and become familiar with different profiles of students’ reading difficulties.

Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula that school systems are either required or recommended to adopt. However, little is known about the materials states use to review core literacy curricula. This study sought to identify which states engage in the review of K-2 core literacy curricula and to examine the materials they use to identify high-quality curricula. A content analysis of K-2 core literacy curriculum review materials from 24 states revealed large variability across materials. Overall, there was preliminary support of evidence-based content and pedagogy reflected in the materials. At the same time, there was potential for better alignment with some evidence-based practices. Further examination of K-2 core literacy curriculum review materials and the processes in which they are used is crucial to ensure clarity and consistency for educators, policymakers, and publishers. With sustained focus on evidence-based approaches and cross-state collaboration and alignment, there exists the potential to create meaningful and lasting improvements in literacy instruction and outcomes for all students.

Word reading disabilities (WRD) represent the most common disability in reading; however, questions remain regarding how to design instruction that results in significant, long-lasting effects on word reading outcomes for individuals who experience considerable difficulties that persist within and beyond primary grades. Two related studies examined effects of variations in targeted sublexical content on word reading efficiency of students in grades 2–4 with WRD. Study 1 addressed effects of instruction and practice targeting complex vs. simple letter units. Study 2 addressed effects of instruction and practice targeting multiple pronunciations of a letter unit vs. standard pronunciations alone. In Study 1, statistically significant differences at posttest on taught ((beta =9.43, tleft(56right)=2.32, p= 0.02; g=0.17, 95text{% CI }[0.01, 0.33])) and untaught (left(beta =8.44, tleft(56right)=2.09, p= 0.04; g= 0.15, 95text{% CI }[-0.01, 0.31]right)) words included in Aligned Word Lists favored the complex letter unit condition. In Study 2, statistically significant differences at posttest on taught words included in Aligned Word Lists favored the standard pronunciations condition ((beta = -4.15, tleft(60right)= -2.04, p= 0.045; g= -0.18, 95text{% CI }[-0.35, 0.004])) and group differences in average student performance were non-significant on untaught words (left(beta = -0.22, tleft(60right)= -0.06, p= 0.96;g= -0.01, 95text{% CI }left[-0.17, 0.17right]right).) Given the modest sample sizes (N = 64) and amount of instruction provided in each study (i.e., 6 lessons), further research is warranted to better understand the impact of variations in targeted sublexical content on word reading outcomes for students with WRD in grades 2–4.

This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The study included 239 s-year undergraduate students from universities in Taiwan, with 134 typically developing students, 54 students with typical-functioning SLD, and 51 students with high-functioning SLD. Our results indicated that the high-functioning SLD group reported significantly lower levels of trait anxiety and test anxiety compared to both the typically developing and typical-functioning SLD groups. The typical-functioning SLD group exhibited the highest levels of test anxiety. Mediation analyses revealed that test anxiety significantly mediated the relationship between trait anxiety and academic performance in the high-functioning SLD group, while only a direct effect of trait anxiety on academic performance was found in the typical-functioning SLD group. No significant direct or indirect effects were found in the typically developing group. Our findings highlight distinct anxiety profiles and differential patterns of direct and indirect effects of trait anxiety on academic performance among Chinese undergraduates with high-functioning SLD, typical-functioning SLD, and typical development.

The emotional aspect of dyslexia has recently received more attention. A growing body of literature highlights the links between dyslexia and self-perception (such as self-esteem and self-efficacy) and psychopathology (such as anxiety). However, there is no research on self-compassion in adults with dyslexia. The current study aimed to examine the role of self-compassion in relation to self-esteem, self-efficacy and anxiety in adults with dyslexia. We investigated whether facets of self-compassion have distinct roles within these relationships. We also aimed to identify whether self-compassion mediates the association of self-esteem and self-efficacy with dyslexia and anxiety. Findings are reported from 100 adults with dyslexia who took part in an online survey involving measures of self-compassion, self-esteem and self-efficacy, and anxiety. Self-compassion was related to the other measures and was found to mediate the association of anxiety with self-esteem and self-efficacy, which has not been reported before in adults with dyslexia.

Developmental dyslexia is characterized by reading and writing deficits that persist into adulthood. However, the mechanisms underlying these deficits appear to affect several language domains negatively. The present study aims to investigate how 18 native Spanish-speaking adults with developmental dyslexia perform different language tasks in English as a foreign language. For this purpose, reading and oral comprehension were performed along with written and oral production tasks by adults with dyslexia and their control peers. The results suggest that Spanish adults with dyslexia need more time to read English texts, and their reading comprehension is significantly worse than that of the control group. In written production, differences from the control group were found in the number of spelling errors. In addition, the oral productions showed differences in semantic errors, lexical diversity, and sentence complexity. Interestingly, the group differences for all measures were greater for the oral than for the written production tasks, leading to the hypothesis that this population is negatively affected by the spontaneity of the situation. In terms of practical implications, it seems important to provide special support for adults with dyslexia not only for written language learning but also for oral language learning in English.