This study explored impact of using OrCam Learn on students' reading comprehension outcomes. In three school settings (1 independent mainstream; 1 independent dyslexia specialist; 1 state-funded mainstream), 32 students' (aged 10:01-13:07) reading comprehension was tested using the York Assessment of Reading for Comprehension (primary/secondary)…

Recent advocacy efforts and state policies have recognized the identification of and support for students with dyslexia as a critical issue for schools. Current issues related to dyslexia identification include the lack of a universal definition for dyslexia and the possible confusion created by state legislation related to dyslexia. Tackling…

Dyslexia refers to a persistent difficulty specific to word reading and spelling. Dyslexia may lead to difficulties in text reading fluency, reading comprehension, and written expression, which in turn may impact learning across curricular content areas and contribute to social-emotional challenges. This research advisory provides an overview of…

Background: Visual attention span (VAS) refers to the number of visual elements processed simultaneously in a multielement array. Yet, there are mixed findings regarding VAS deficit in developmental dyslexia (DD) across different tasks, stimuli, languages, control groups, and ages. Aim: The present meta-analysis aimed to investigate VAS deficit in…

Reading disorders are common in children and can impact academic success, mental health, and career prospects. Reading is supported by network of interconnected left hemisphere brain regions, including temporo-parietal, occipito-temporal, and inferior-frontal circuits. Poor readers often show hypoactivation and reduced gray matter volumes in this…

This article considers the perspectives of five college students who have all obtained the label of dyslexia. As the topic of student voice is important in educational research, the objective was to listen to what students had to say about issues that directly impacted them. A focus group was conducted and the findings pointed to overall…

Reading disabilities have a profound impact on the academic performance and achievement of children. Although oculomotor pattern abnormalities during reading in children with dyslexia are well known, those in individuals with attention deficit and hyperactive disorders (ADHD) -- who also frequently exhibit a reading impairment -- remain largely…

This paper examines the operation of the English Special Educational Needs and Disability tribunal system in relation to children who present with a dyslexia diagnosis. It identifies a number of significant weaknesses; in particular, the absence of clear diagnostic criteria capable of differentiating such children from large numbers of other…

Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification…

Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their…

What is the relationship between literacy skills and implicit learning? To address previous mixed findings, we compared school-aged readers, typical (CON, n = 54) and with dyslexia (DYS, n = 53), in relation to their performance on a serial reaction time task. For the first time, we also included an isolated spelling deficit group (ISD, n = 30) to…

As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before,…

This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified…

Background: Disfluency is a multifactorial concept that can be linked to several of the language production levels, in both typical and atypical populations. In children, the language system is still developing and few studies have explored disfluency patterns. In typical development (TD), in particular, studies have shown discrepancies according…

This review paper aims to define the involvement of Executive Functions (EF) in reading fluency in typically developing children and those with reading difficulties (RD)/dyslexia using neuroimaging and cognitive measurements. The data presented in this review demonstrate how training reading fluency with EF principles improved reading fluency and…