This page shows you your search results in order of relevance. This is page number 7.

Order by Relevance | Date

Total 3439 results found since Jan 2013.

Semantics impacts response to phonics through spelling intervention in children with dyslexia
This study implicates that semantic stimulation could benefit the spelling development of children at risk for or with dyslexia.PMID:34156641 | DOI:10.1007/s11881-021-00233-1
Source: Annals of Dyslexia - June 22, 2021 Category: Neurology Authors: Robin van Rijthoven Tijs Kleemans Eliane Segers Ludo Verhoeven Source Type: research

Coping Successfully with Dyslexia: An Initial Study of an Inclusive School‐Based Resilience Programme
A dyslexia coping programme entitled Success and Dyslexia was implemented in two primary schools within a whole‐class coping programme and whole‐school dyslexia professional development context. One hundred and two year 6 students, 23 of whom had dyslexia, undertook surveys pretest, post‐test and at 1‐year follow‐up. Effectiveness of the coping programme and maintenance of effects for the students after transition to secondary school were investigated. Inclusion of contrast group data in the follow‐up year suggested significant positive changes at first and second follow‐ups in locus of control and nonproduct...
Source: Dyslexia - March 21, 2013 Category: Neurology Authors: Nola Firth, Erica Frydenberg, Charlotte Steeg, Lyndal Bond Tags: Research Article Source Type: research

Parents of Children with Dyslexia: Cognitive, Emotional and Behavioural Profile
Within a dimensional view of reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed reading history, parental distress, family fun...
Source: Dyslexia - November 1, 2013 Category: Neurology Authors: Paola Bonifacci, Martina Montuschi, Laura Lami, Margaret J. Snowling Tags: Research Article Source Type: research

Auditory Temporal Processing Skills in Musicians with Dyslexia
The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with a...
Source: Dyslexia - July 10, 2014 Category: Neurology Authors: Paula Bishop‐Liebler, Graham Welch, Martina Huss, Jennifer M. Thomson, Usha Goswami Tags: Research Article Source Type: research

A New Self‐Report Inventory of Dyslexia for Students: Criterion and Construct Validity
The validity of a Dutch self‐report inventory of dyslexia was ascertained in two samples of students. Six biographical questions, 20 general language statements and 56 specific language statements were based on dyslexia as a multi‐dimensional deficit. Dyslexia and non‐dyslexia were assessed with two criteria: identification with test results (Sample 1) and classification using biographical information (both samples). Using discriminant analyses, these criteria were predicted with various groups of statements. All together, 11 discriminant functions were used to estimate classification accuracy of the inventory. In Sa...
Source: Dyslexia - January 27, 2015 Category: Neurology Authors: Peter Tamboer, Harrie C. M. Vorst Tags: Research Article Source Type: research

Self‐Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia
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, a self‐report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ‐matched adults without dyslexia. Adults with dyslexia reported experiencing significant...
Source: Dyslexia - January 31, 2016 Category: Neurology Authors: James H. Smith‐Spark, Adam P. Zięcik, Christopher Sterling Tags: Research Article Source Type: research

Self ‐Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia
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, a self‐report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ‐matched adults without dyslexia. Adults with dyslexia reported experiencing significant...
Source: Dyslexia - April 27, 2016 Category: Neurology Authors: James H. Smith ‐Spark, Adam P. Zięcik, Christopher Sterling Tags: Research Article Source Type: research

Prosodic Similarity Effects in Short ‐Term Memory in Developmental Dyslexia
Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this ‘phonological deficit’ in dyslexia has been investigated with tasks using single‐syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short‐term memory have not yet been investigated. Here we create a new instrument based on three‐syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effe...
Source: Dyslexia - July 31, 2016 Category: Neurology Authors: Usha Goswami, Lisa Barnes, Natasha Mead, Alan James Power, Victoria Leong Tags: Research Article Source Type: research

Postural Control in Children with Dyslexia: Effects of Emotional Stimuli in a Dual ‐Task Environment
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 the surface area, the length and the mean velocity of the centre of pressure for balance in parallel with visual saccadic latency, the number of saccades and the time spent in regions of interest. Our results showed t...
Source: Dyslexia - May 1, 2017 Category: Neurology Authors: Nathalie Goul ème, Christophe‐Loïc Gerard, Maria Pia Bucci Tags: Research Article Source Type: research

Auditive training effects from a dichotic listening app in children with dyslexia
Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed. Three groups of third graders participated: two training groups, control training (CT) and dyslexia training (DT), and a control group that received no training (control no training, CnT). All took part in testing pretraining and posttraining. DL measures were on laterality, response sc...
Source: Dyslexia - November 12, 2018 Category: Neurology Authors: Turid Helland, Fr øydis Morken, Josef J. Bless, Hanna V. Valderhaug, Monica Eiken, Wenche A. Helland, Janne v.K. Torkildsen Tags: RESEARCH ARTICLE Source Type: research

Perceived negative consequences of dyslexia: the influence of person and environmental factors
Ann Dyslexia. 2022 Nov 30. doi: 10.1007/s11881-022-00274-0. Online ahead of print.ABSTRACTPerceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive ...
Source: Annals of Dyslexia - November 30, 2022 Category: Neurology Authors: Loes Bazen Elise H de Bree Madelon van den Boer Peter F de Jong Source Type: research