Dyslexia
The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note‐taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non‐linear note‐taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental...
We examined the impact of the effects of dyslexia on various processing and cognitive components (e.g., reading speed and accuracy) in a language with high phonological and orthographic consistency. Greek dyslexic children were compared with a chronological age‐matched group on tasks that tested participants' phonological and orthographic awareness during reading and spelling, as well as their efficiency...
This small‐scale study compared 10 to 13‐year‐old dyslexic children's use of text message abbreviations with that of reading age‐ and chronological age‐matched controls. There were no significant differences in the proportion of textisms used between the dyslexic children and the two control groups, although a preference for non‐phonetic text abbreviations was observed in the dyslexic group. Unlike...
Speed of processing (SOP) is a crucial factor in fluent reading and is measured using reading rate. This measure is commonly used to examine correct reading patterns, yet in the present study it is employed to determine whether differences in SOP exist for correct and incorrect reading. One of the characteristics of dyslexia is slow and inaccurate reading. Thus, the aim of the present study was to...
The study concerns reading development and its precursors in a transparent orthography. Dutch children differing in family risk for dyslexia were followed from kindergarten through fifth grade. In fifth grade, at‐risk dyslexic (n = 22), at‐risk non‐dyslexic (n = 45), and control children (n = 12) were distinguished. In kindergarten, the at‐risk non‐dyslexics performed better than the at‐risk dyslexics,...
Malay is a consistent alphabetic orthography with complex syllable structures. The focus of this research was to investigate word recognition performance in order to inform reading interventions for low‐progress early readers. Forty‐six Grade 1 students were sampled and 11 were identified as low‐progress readers. The results indicated that both syllable awareness and phoneme blending were significant...
This paper analyses the use of an e‐portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e‐portfolio (and wider e‐learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic...
We tested the hypothesis that the acquisition of orthographic knowledge of novel words that are presented in an indistinct context, that is a context with many orthographically similar words, would be more difficult for dyslexic than for normal readers. Participants were 19 Dutch dyslexic children (mean age 10;9 years), 20 age‐matched and 20 reading‐age‐matched normal readers. During training the...
Two cohorts of mainstream children (grades 2–5) and one cohort of children with learning disabilities (LD; grades 3–5), all Arabic speaking children in Kuwait, were given measures of reading comprehension fluency and orthographic discrimination to assess the relationship between the two. Additional measures of phonological processing (decoding and awareness), speed of processing (rapid naming) and...
High‐performing adults with compensated dyslexia pose particular challenges to dyslexia diagnostics. We compared the performance of 20 multilingual Finnish university students with suspected dyslexia with 20 age‐matched and education‐matched controls on an extensive test battery. The battery tapped various aspects of reading, writing, word retrieval, phonological processing and other cognitive functions...
Roughly one‐fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that...
Dyslexia does not cause criminal behaviour, but it may worsen aggressive behaviour tendencies. In this study, aggressive behaviour and risk of future violence were compared between forensic psychiatric patients with and without dyslexia. Dyslexia was assessed using the Swedish phonological processing battery ‘The Pigeon’. The patients filled in the Aggression Questionnaire, and trained assessors performed...
The present study examined some early performance difficulties of Chinese preschoolers at familial risk for dyslexia. Seventy‐six high‐risk (40 good and 36 poor readers) and 25 low‐risk Chinese children were tested on oral language, reading‐related cognitive skills (e.g. phonological processing skills, rapid naming, and morphological awareness), and Chinese word reading and spelling over a 3‐year...
The need for a battery for testing adult dyslexia, and especially university students, is being increasingly recognized in view of the increased number of adult requests for a dyslexia examination in relation to both assistance and protection from discrimination. The present study examines the discriminative validity of a battery we have developed—the Battery for the Assessment of Reading and Writing...
This study focused on predicting dyslexia in children ahead of formal literacy training. Because dyslexia is a constitutional impairment, risk factors should be seen in preschool. It was hypothesized that data gathered at age 5 using questions targeting the dyslexia endophenotype should be reliable and valid predictors of dyslexia at age 11. A questionnaire was given to caretakers of 120 5‐year‐old...
Coherent motion perception was tested in nine adolescents with dyslexia and 10 control participants matched for age and IQ using low contrast stimuli with three levels of coherence (10%, 25% and 40%). Event‐related potentials (ERPs) and behavioural performance data were obtained. No significant between‐group differences were found in performance accuracy and response latencies of correct responses,...
Studies of interventions for dyslexia have focused entirely on outcomes related to literacy. In this study, we considered a broader picture assessing improved quality of life compared with costs. A model served as a tool to compare costs and effects of treatment according to a new protocol and care as usual. Quality of life was measured and valued by proxies using a general quality‐of‐life instrument...
Among the cognitive causes of dyslexia, phonological and magnocellular deficits have attracted a substantial amount of research. Their role and their exact impact on reading ability are still a matter of debate, partly also because large samples of dyslexics are hard to recruit. Here, we report a new technique to simulate dyslexic symptoms in normal readers in two ways. Although difficulties in grapheme‐to‐phoneme...