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This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye‐tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text‐only...
Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1‐min version of Teste de Idade de Leitura (Reading Age Test; 1‐min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age...
A growing body of research suggests that individuals with dyslexia struggle to use graphs efficiently. Given the persistence of orthographic processing deficits in dyslexia, this study tested whether graph interpretation deficits in dyslexia are directly related to difficulties processing the orthographic components of graphs (i.e. axes and legend labels). Participants were 80 college students with...
Recent studies have suggested that Spanish children with dyslexia have difficulty storing orthographic representations of new words. But given that the syllable plays an important role in word recognition in Spanish, it is possible that the formation of orthographic representations is influenced by the characteristics of the syllables that make up the words. The objective of this study was to determine...
People with dyslexia are vastly under‐represented in universities (Katusic et al., [Katusic, S. K., 2001], Richardson & Wydell, [Richardson, J. T. E., 2003]; Stampoltzis & Polychronopoulou, [Stampoltzis, A., 2008]). This situation is of concern for modern societies that value social justice. This study was designed to explore learning experiences of university students with dyslexia and factors...
The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with dyslexia (n = 19), typically developing bilinguals (language‐minority) (n = 19) and a control group of monolinguals (Italian) (n = 76). Bilinguals were not expected to fail in English measures, and their gap with monolinguals would be expected to be...
Dyslexia has been associated with a range of psychological well‐being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre‐existing diagnoses that sometimes co‐occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well‐being development from...
Difficulties with figurative language comprehension were documented in adult dyslexia (DYS). In the present research, we investigated the comprehension and generation of metaphors in 37 children, 35 adolescents, and 34 adults with and without DYS. We also tested the contribution of executive function to metaphor processing. A multiple‐choice questionnaire with conventional and novel metaphors was...
In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum‐embedded word decoding measures during the first 5 months of phonics‐based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness,...
The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary‐age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty‐eight children...
The aim of this study was to compare the visual exploration strategies used during a postural control task across participants with and without dyslexia. We simultaneously recorded eye movements and postural control while children were viewing different types of emotional faces. Twenty‐two children with dyslexia and twenty‐two aged‐matched children without dyslexia participated in the study. We analysed...
Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual‐perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual–motor integration using the Developmental Test of...
Early screening for reading difficulties before the onset of instruction is desirable because it allows intervention that is targeted at prevention rather than remediation of reading difficulties. However, early screening may be too inaccurate to effectively allocate resources to those who need them. The present study compared the accuracy of early screening before the onset of formal reading instruction...
The goal of this study was to investigate how growth during a phonics‐based intervention, as well as reading levels at baseline testing, predicted long‐term reading outcomes of children with dyslexia. Eighty Dutch children with dyslexia who had completed a 50‐week phonics‐based intervention in grade 4 were tested in grade 5 on both word and pseudoword (following regular Dutch orthographic patterns)...
The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words...
In children with dyslexia, deficits in working memory have not been well‐specified. We assessed second‐grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non‐word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities,...
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