It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We…

We examined the manifestation of dyslexia in a cross-linguistic study contrasting English and Greek children with dyslexia compared to chronological age and reading-level control groups on reading accuracy and fluency, phonological awareness, short-term memory, rapid naming, orthographic choice, and spelling. Materials were carefully matched…

Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character reading development. The…

This dissertation, using a heuristic self-search inquiry (HSSI), provides a research vehicle for creative personal exploration seeking insight into the process of self-transformation with the intention of ultimately targeting the catalyst for life transformation. The study seeks to answer the research question: How does the use of drawings in an…

The first part of this paper explains the distinction between proximal and distal causes of developmental disorders of cognition, with special reference to developmental disorders of reading. A number of different proximal causes of developmental disorders of reading have been identified. These correspond to a number of different patterns of…

Children should develop literacy skills that progress from learning to read to reading to learn as they move from kindergarten through early elementary. These skills support reading proficiency and build knowledge in all subject areas. Students who struggle with literacy skills as early as kindergarten often continue to read below grade level…

Purpose: The aim of this study was to gain more insight into the linguistic characterization of dyslexia by investigating vocabulary acquisition. In a previous study, vocabulary at 17 months of age appeared to be related to familial risk (FR) of dyslexia. The aim of this study was to investigate how the differences in lexical composition further…

Dyslexia is a common specific learning difficulty. In higher education two models of disability are prevalent, 'disorder' and 'difference', which each differentially conceptualise dyslexia and the nature of supports required. A lack of research has been undertaken in Ireland regarding students' experience of dyslexia, and the move from second to…

In this paper, the views of young children towards school in Ireland are presented. The six children at the centre of the study each had a diagnosis of dyslexia and attended a reading school. The project aimed to build on previous research pertaining to the experiences of children with dyslexia in special settings. As the topic of student voice…

Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a…

Reading difficulties of children growing up in poverty contexts have not received as much attention as those of children from middle-income families. This paper analyzes the reading-related cognitive profiles of Argentine, Spanish-speaking, low-SES children with reading difficulties (RD), by comparing them with chronological age- (CA) and reading…

This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading (N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on…

Introduction: It has been suggested that cognitive characteristics may affect search. This study investigated how decoding abilities, short-term memory capacity and rapid automatised naming skills relate to query formulation. Method: A total of twenty dyslexic participants and twenty non-dyslexic controls completed four standardised cognitive…

Learning from different representations, such as text and pictures, is supposed to be more effective than learning from text alone. However, there is very limited research on potential differences between students with and without dyslexia with respect to learning from different representations. This study compared students with and without…

Approximately 20% of students in the general education classroom have difficulty learning to read. Thus, elementary school teachers will encounter children with diagnosed or undiagnosed dyslexia in their general education classroom. Students with dyslexia may have trouble in the areas of reading, spelling, writing, and other language processing…