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Total 76 results found since Jan 2013.

What do classroom teachers of varying backgrounds know about English spelling?
Ann Dyslexia. 2023 Jul 7. doi: 10.1007/s11881-023-00286-4. Online ahead of print.ABSTRACTThe ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such as dyslexia. Because of the multiple benefits of knowing how to spell correctly, it is important for teachers to know the structure of the English language, so they can explicitly teach spell...
Source: Annals of Dyslexia - July 7, 2023 Category: Neurology Authors: Ramona T Pittman Heesun Chang Amanda Lindner Emily Binks-Cantrell Malt Joshi Source Type: research

SHM 2023 Awards of Excellence and Junior Investigator Award
The HOMERuN COVID-19 Collaborative Group, winner of the Excellence in Teamwork award, included more than 150 members across 80 institutions. SHM’s Awards of Excellence Program honors members who’ve made exceptional contributions to hospital medicine in a variety of categories. Please join The Hospitalist and SHM in congratulating the 2023 award winners. Clinical Leadership for Physicians Benji K. Mathews, MD, MBA, SFHM Dr. Mathews Dr. Mathews is the department chair of hospital medicine and division head at Regions Hospital with HealthPartners in Minnesota and an associate professor of medicine with a passion for ed...
Source: The Hospitalist - June 1, 2023 Category: Hospital Management Authors: Ronda Whitaker Tags: Awards Career Source Type: research

What do teachers know about dyslexia? It ’s complicated!
AbstractIn recent years, many states have passed laws requiring dyslexia training for teachers. Research suggests teachers hold both scientifically-based conceptions as well as misconceptions of dyslexia, but there is little research regarding the specific concepts of dyslexia in which teachers are unsure. Research on conceptual change suggests a different teaching approach is needed if an individual holds a misconception rather than an uncertainty. The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. We also examined...
Source: Reading and Writing - February 14, 2022 Category: Child Development Source Type: research

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia
Conclusions Overall, results indicated that children with dyslexia display broad word learning difficulties extending beyond the phonological domain; however, this contrasted with their relatively strong performance on measures of existing vocabulary knowledge. More research is needed to understand relations between word learning abilities and overall vocabulary knowledge and how to close vocabulary gaps for children with both disorders. Supplemental Material https://doi.org/10.23641/asha.14832717.PMID:34185581 | DOI:10.1044/2021_JSLHR-20-00217
Source: Journal of speech, language, and hearing research : JSLHR - June 29, 2021 Category: Speech-Language Pathology Authors: Suzanne M Adlof Lauren S Baron Bethany A Bell Joanna Scoggins Source Type: research

Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators
Ann Dyslexia. 2021 Jun 18. doi: 10.1007/s11881-021-00235-z. Online ahead of print.ABSTRACTThe purpose of this study was to investigate New Jersey educators' dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators' knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslex...
Source: Annals of Dyslexia - June 18, 2021 Category: Neurology Authors: Michelle Gonzalez Source Type: research

“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction
In conclusion, treating dysgraphia using child–robot interaction is feasible and improves writing. Larger clinical studies are required to confirm that children with dysgraphia could benefit from this setup.
Source: Frontiers in Psychiatry - February 23, 2021 Category: Psychiatry Source Type: research

Relationships between test anxiety and metacognition in Chinese young adults with and without specific learning disabilities
This study examined the role of metacognition in the relationship between test anxiety and literacy difficulties among Chinese typically developing adolescents as well as those who have been identified as having an SpLD and significant literacy difficulties (i.e., typically functioning SpLD) and without significant literacy difficulties (i.e., high-functioning SpLD) in Taiwan. A total of 238 first-year undergraduate students were recruited from eleven universities in South Taiwan. Among 238 students, 105 were identified to have SpLDs, and 133 were typically developing students. These students were asked to complete questio...
Source: Annals of Dyslexia - February 22, 2021 Category: Neurology Authors: Li-Chih Wang Xiaomin Li Kevin Kien Hoa Chung Source Type: research

Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language?
Abstract The contribution of teacher knowledge to learning outcomes at the beginning stages of literacy acquisition is of growing concern because the ability to provide quality instruction is central to successful literacy acquisition, particularly for pupils with dyslexia. To date, the majority of research has focused on teachers of English as a first language. Yet, English is the most widely taught foreign language today. The present study extends the exploration of teacher knowledge by probing two heretofore unexamined groups of teachers who are responsible for teaching beginning stages of literacy in English a...
Source: Annals of Dyslexia - April 5, 2020 Category: Neurology Authors: Wong RK, Russak S Tags: Ann Dyslexia Source Type: research

Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills.
Conclusions SL is a term used to unify and describe evidence-based principles and components that should be included in all effective reading and writing instructions. Among other linguistic skills, morphology holds a prominent place in SL. It is critical that speech-language pathologists become familiar with SL and the evidence-based practices for growing these students' morphological awareness skills in order to promote language and literacy success. PMID: 32109177 [PubMed - as supplied by publisher]
Source: Language, Speech, and Hearing Services in Schools - February 26, 2020 Category: Speech-Language Pathology Authors: Fallon KA, Katz LA Tags: Lang Speech Hear Serv Sch Source Type: research