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Short‐term and working memory problems in dyslexia are well‐documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience,...
In 2008 Christian Boer, a Dutch artist, developed a special font (“Dyslexie”) to facilitate reading in children and adults with dyslexia. The font has received a lot of media attention worldwide (e.g., TheGuardian.com, Slate.com, TheAtlantic.com, USA Today, and io9.com). Interestingly, there is barely any empirical evidence for the efficacy of Dyslexie. This study aims to examine if Dyslexie is indeed...
Reading difficulty has been linked to anxiety in adults yet and has not been systematically studied especially in compensated adults with dyslexia. This study examined the relationships between anxiety ratings and physiological arousal while reading among adults with reading disability (RD) compared to skilled readers (SR). Nineteen compensated adults with RD and 20 SR adults were administered a battery...
This study reports on a meta‐analysis to examine how bilingual learners compare with English monolingual learners on two English spelling outcomes: real‐word spelling and pseudo‐word spelling. Eighteen studies published in peer‐reviewed journals between 1990 and 2014 were retrieved. The study‐level variables and characteristics (e.g. sample size, study design and research instruments) were coded,...
We examined the responsiveness to a 12‐week phonics intervention in 54 s‐grade Dutch children with dyslexia, and compared their reading and spelling gains to a control group of 61 typical readers. The intervention aimed to train grapheme–phoneme correspondences (GPCs), and word reading and spelling by using phonics instruction. We examined the accuracy and efficiency of grapheme–phoneme correspondences,...
A growing literature indicates that children with reading difficulties are at elevated risk for mental health problems; however, little attention has been given to why this might be the case. Associations between reading difficulties and mental health differ substantially across studies, raising the possibility that these relationships may be ameliorated or exacerbated by risk or resilience‐promoting...
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