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We examined frequency of adult‐age reading disability (RD) and its childhood predictors among 48 adults (20 to 39 years) with documented childhood RD, and contrasted their cognitive skills, education, and employment with 37 matched controls. Among individuals with childhood RD, more than half had improved in their reading fluency to the level where the set criterion for adult‐age RD was not met anymore...
From the mid‐1990s, there have been a number of campaigns aimed at raising awareness of dyslexia and social inclusion. In conjunction with these campaigns, educational and employment policies have been implemented that advocate inclusive and workplace adjustments for people with dyslexia. This study aims to explore the intersectional relationship between dyslexia and socio‐economic status. The findings...
This paper addresses the question of whether dyslexic children suffer from syntactic deficits that are independent of limitations with phonological processing. We looked at subject‐verb agreement errors after sentence subjects containing a second noun (the attractor) known to be able to attract incorrect agreement (e.g., “the owner(s) of the house(s) is/are away”). In the general population, attraction...
Research has shown that individuals with dyslexia have difficulty in reading not only in their native language but also in a second language (L2). The considered L2, however, has always been a language acquired through exposure to both written and oral forms. The present study examines the case of Italian adolescents reading in Latin as an L2, which is the special case of a dead language with very...
The rapid automatic specialized processing of printed words is signalled by the left‐lateralization of the N1 component in the visual event‐related potential (ERP). In the present study, we have investigated whether differences in N1 lateralization can be observed between Dutch children with and without (a familial risk of) dyslexia around the age of 12 years using a linguistic judgement task. Forty‐five...
This report presents findings from a review of the journals Dyslexia and Annals of Dyslexia over a 10‐year period from 2005 to 2014. Three hundred articles were reviewed to examine statistical methodology and reporting practices. Articles were coded according to their reported covariates, effect sizes, and statistical methods. In addition, trends were examined in relation to the 2008 release of the...
Some individuals with dyslexia demonstrate deficits in reading, visual attention, and visual processing which can be attributed to a functional failure of the magnocells in the visual system or in the dorsal visual pathway. The study examines the role of magno/dorsal function in dyslexic adults compared with normal, illiterate, and semi‐literate readers. Coherent motion and coherent form were used...
The present study aimed to predict responsiveness to a sustained two‐phase reading and spelling intervention with a focus on declarative and procedural learning respectively in 122 second‐grade Dutch children with dyslexia. We related their responsiveness to intervention to precursor measures (phonological awareness, rapid automatized naming ability, letter knowledge, and verbal working memory) and...
There is a fundamental lack of understanding of how university students with a history of reading difficulties perform on various demanding literacy tasks. We compared the text generation skills, measured with timed summary writing and proofreading tasks, of university students with a history of reading difficulties to those of students with no such history. We further examined whether between‐group...
Previous work has shown that inefficient attentional orienting is likely a causal factor for dyslexia; however, the nature of this attentional dysfunction remains unclear. The process of attentional orienting is characterized by an early facilitation effect, resulting from the successful engagement of attention, and a later inhibitory effect—frequently referred to as inhibition of return (IOR)—which...
This study examined eye movements and comprehension of temporary syntactic ambiguities in individuals with dyslexia, as few studies have focused on sentence‐level comprehension in dyslexia. We tested 50 participants with dyslexia and 50 typically developing controls, in order to investigate (a) whether dyslexics have difficulty revising temporary syntactic misinterpretations and (b) underlying cognitive...
The literature contains a great deal of research on Specific Learning Disorders (SpLDs). However, almost all of the studies related to SpLDs deal with the difficulties that said disorders cause during childhood or adolescence. An interest in adults with SpLDs is only recent, especially in university students like those in this study. In Italy, research on SpLDs in higher education is rather limited...
Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A‐AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia used visual stimuli. The current study explored SL...
Previous research has treated high‐functioning dyslexic students as a homogeneous group. This study explores the clinical observation that dyslexic students attending university programmes differ from dyslexic students attending tertiary education professional programmes in some aspects of their literacy skills. Four groups, dyslexic university students (n = 32), dyslexic students attending professional...
Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals...
Many students in higher education have undiagnosed reading disabilities (RDs), but there are few measures to screen for RD in this population. The aim of this study was to determine the ability of tasks that are sensitive to RDs—such as measures of phonemic awareness and working memory—to differentiate university students previously diagnosed with RDs from controls. Participants were university students...
The procedural deficit hypothesis claims that impaired procedural learning is at least partly responsible for the deficits in learning to read seen in children with developmental dyslexia. This study used a reading ability‐matched design to examine group differences in both procedural and declarative learning. Both children with dyslexia and typically developing children demonstrated procedural learning...
Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1‐year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months...
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