Handwriting and spelling problems are often associated in dyslexia. However, the nature of their association is still unclear, and most of the existing research in this area is on deep orthographies (mainly English). The extent to which findings are applicable across languages is uncertain. This article examines the effects of script…

A group of adult individuals with dyslexia and a matched group of normally reading individuals participated in a driving simulation experiment. Participants were asked to read the word presented on every direction traffic sign encountered along a route, as far as possible from the sign, maintaining driving performance. Word frequency and word…

Adolescents with dyslexia exhibit well-established impairments in executive abilities. The Wisconsin card sorting test (WCST) is an executive test that yields surprisingly inconsistent results with this population. The current study aimed to shed light on the contradictory findings in the literature regarding the performance levels by individuals…

The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was…

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after…

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three…

This study of 570 children (age 9) in the Netherlands found that the presence and severity of minor neurological dysfunction was significantly related to poor performance on standardized reading, spelling, and arithmetic tests and to a lesser extent was related to ratings of distractible behavior. (Author/JDD)

A study of 16 first-grade Greek children with literacy difficulties and 16 controls found that the time needed to process a written item was the crucial index of difficulty in literacy acquisition and that phonemic awareness and speech rate tasks were predictors of learning to read and spell Greek words. (Author/CR)

Ten students (age 10) with dyslexia were compared to 10 chronological-age controls and 20 reading-age controls. Response latencies of the students with dyslexia were slower when familiar words, letter clusters, and nonwords had to be named. A larger word-frequency effect and larger word-length effect indicate difficulty with increasing task…

A study involving 205 children from the Danish island of Bornholm found significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in grade 2 to sentence reading in grades 3 and 4. (Author/CR)

This study of 36 backward readers (mean age=111 months) from the Netherlands determined that repeated reading-while-listening of the same text did not lead to better results (except in reading speed) than reading different texts, and asking readers to detect mismatches between written and spoken texts did not improve performance. (Author/JDD)

A study compared motivational determinants of 22 students at-risk for language difficulties (in reading and spelling) and students with high language skills. The at-risk students exhibited significantly lower perceptions of goal importance, intention to achieve, belief strength, outcome evaluation, and normative beliefs, and eventually scored…