This paper explores the lived experience of university students with dyslexia, focusing on identity and self-esteem. The qualitative study used semi-structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's…

This meta-analysis synthesizes 49 standardized mean-change differences between control and treatment groups as effect sizes from 28 independent studies, investigating the efficacy of existing reading interventions on literacy skills for Chinese children. Six potentially important moderators were considered in this study. These moderators included…

The relationship between schools and parents has evolved over recent years and is now recognized as a valuable and bi-directional partnership in the educative process. This partnership is of particular significance for parents with a dyslexic child, playing a vital role in ensuring success within the school and beyond. Using a unique conceptual…

The objective of our study was to examine whether students with LD who receive support from an academic support centre exhibit higher levels of PsyCap and academic adjustment compared to those who do not receive such support. We also examined whether PsyCap mediates the relationship between receiving academic support and the level of academic…

Familial risk for developmental dyslexia can compromise auditory and speech processing and subsequent language and literacy development. According to the phonological deficit theory, supporting phonological development during the sensitive infancy period could prevent or ameliorate future dyslexic symptoms. Music is an established method for…

Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language…

This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a…

This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and…

State boards of education are well placed to advocate for more young children to be screened for dyslexia, a disability that by some measures affects up to 20 percent of the U.S. population. Boards can also ensure that identified students receive effective interventions, as those in Massachusetts and Georgia have done. This report discusses how…

The purpose of this study is to investigate the lived experiences of three students who have received Structured Literacy instruction in a Dyslexia Lab while delivered through remote learning or face-to-face. It addresses the following question: In a Dyslexia Lab where teachers have used Structured Literacy in both virtual and face-to-face…

The purpose of this qualitative descriptive study was to explore how educators in the United States described their pedagogical approaches to teaching reading to children with dyslexia. This study used Ajzen's theory of planned behavior (TPB) as its foundation. Three research questions regarding how U.S. educators describe their pedagogical…

Research indicates that the achievement gap in reading between typical and dyslexic readers is already evident in first grade and persists through adolescence. However, it is not known whether this reading gap persists into adult life. In this report we use an epidemiologic sample of 312 children (typical readers = 246; dyslexic readers = 66),…

Dyslexic children often fail to correct errors while reading aloud, and dyslexic adolescents and adults exhibit lower amplitudes of the error-related negativity (ERN)--the neural response to errors--than typical readers during silent reading. Past researchers therefore suggested that dyslexia may arise from a faulty error detection mechanism that…

The goal of this study was to investigate the development of mental lexicon organization among typical and dyslexic native Arabic readers. The participants included 271 students, divided into dyslexic readers, age-matched typical readers, and typical readers 2 years younger. The lexical status of root and pattern morphemes was examined using two…

The number of students reporting dyslexia in HE institutions is increasing year on year, mirroring institutional inclusivity agendas. This article investigates the potential for a universal (but not sole) approach to teaching dyslexic learners across disciplines, institutions and academic content. The article discusses a largely unexplored nexus…