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Peer reviewed
Direct linkHellawell, Beate – Support for Learning, 2022
This article reports on an action-research improvement project undertaken in a primary school setting in London in collaboration with local authority advisors and a reference school. It describes the journey towards the goal of becoming a dyslexia-friendly school framed by the five key recommendations of the Education Endowment Fund recently…
Descriptors: Dyslexia, Special Education, Elementary Schools, Students with Disabilities
Debska, Agnieszka; Luniewska, Magdalena; Zubek, Julian; Chyl, Katarzyna; Dynak, Agnieszka; Dziegiel-Fivet, Gabriela; Plewko, Joanna; Jednoróg, Katarzyna; Grabowska, Anna – Developmental Science, 2022
This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills' predictive value for…
Descriptors: Cognitive Processes, Bias, Dyslexia, Phonological Awareness
Pankey, Rachelle Hallmark – ProQuest LLC, 2022
This dissertation investigated the efficacy of an eight-week dysgraphia intervention, created to address dyslexic dysgraphia and motor dysgraphia. Following multiple case study and mixed-methods designs, the researcher quantitatively assessed the copying fluency and compositional fluency for three high school male participants prior to and after…
Descriptors: Dyslexia, Learning Disabilities, Students with Disabilities, High School Students
Köse, Barkin; Sahin, Sedef; Temizkan, Ege; Galipoglu, Hasan; Karabulut, Erdem; Aki, Esra – Journal of Occupational Therapy, Schools & Early Intervention, 2022
Investigating the effects of the special education support program (SESP) and visual-praxis-based occupational therapy program (VPBOTP) on visual perception skills of children with developmental dyslexia (DD). A time-series quasi-experimental design with two stages was used. The first stage included visual perception assessments of children with…
Descriptors: Intervention, Visual Perception, Perceptual Development, Children
Hurford, David P.; Wines, Autumn – Australian Journal of Learning Difficulties, 2022
The purpose of the present study was to examine the potential that parents could effectively administer an online dyslexia evaluation tool (ODET) to their children. To this end, four groups consisting of parents and trained staff were compared. Sixty-three children (36 females and 27 males) participated. The children in each group were assessed…
Descriptors: Test Reliability, Computer Assisted Testing, Dyslexia, Screening Tests
Guerin, Julia M. – ProQuest LLC, 2022
Background: Children with reading difficulty exhibit deficits in multiple cognitive areas (e.g., language skills, working memory, processing speed). Therefore, evaluation of reading difficulty typically includes assessment of both academic functioning and general intelligence (IQ). Although the IQ construct is considered robust in the general…
Descriptors: Intelligence, Intelligence Tests, Children, Reading Difficulties
John P. Hoskins – ProQuest LLC, 2022
Adult students with dyslexia have academic challenges with reading, writing, and phonological skills. The problem addressed by this study was adult students with dyslexia in universities have lower success rates in e-learning courses than students without dyslexia. The purpose of this interpretive phenomenological study was to explore the lived…
Descriptors: Adult Students, Dyslexia, Electronic Learning, Success
Gila Apelboim-Dushnitzky; Oren Tova – Journal of Educational Computing Research, 2025
This study tested the potential of a technological intervention procedure for promoting letter-naming and initial-phoneme detection skills among preschoolers at risk for Specific Learning Disorder. The study rational is based on evidence for paired associated learning of visual-verbal stimuli, integrated with the use of a tangible technological…
Descriptors: Preschool Children, Dyslexia, At Risk Students, Alphabets
Ruthie E. Knight; Michaela J. Ritter; Diane F. Loeb – Communication Disorders Quarterly, 2025
The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students' use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117…
Descriptors: Dyslexia, Students with Disabilities, College Students, Learning Strategies
Leloup, Gilles; Anders, Royce; Charlet, Valentin; Eula-Fantozzi, Béatrice; Fossoud, Catherine; Cavalli, Eddy – Annals of Dyslexia, 2021
In this work, two different studies are examined to evaluate the effectiveness of a novel intervention program for the improvement of reading ability in children with dyslexia, known as repeated reading with vocal music masking (RVM). The proposed remedial approach is inspired by Breznitz's original work. The studies assess a 5-week program of…
Descriptors: Reading Skills, Dyslexia, Reading Instruction, Intervention
West, Gillian; Melby-Lervåg, Monica; Hulme, Charles – Developmental Psychology, 2021
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and developmental language disorder (DLD). We evaluate this theory by performing a series of meta-analyses on evidence from the six procedural learning tasks that have most commonly been used to test this theory: the serial reaction time, Hebb…
Descriptors: Dyslexia, Developmental Disabilities, Language Impairments, Reaction Time
Steacy, Laura M.; Edwards, Ashley A.; Rueckl, Jay G.; Petscher, Yaacov; Compton, Donald L. – Child Development, 2021
Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and…
Descriptors: Reading Skills, Decoding (Reading), Elementary School Students, Dyslexia
Gonzalez, Michelle – Annals of Dyslexia, 2021
The purpose of this study was to investigate New Jersey educators' dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators' knowledge about dyslexia. A total of 705…
Descriptors: Dyslexia, Knowledge Level, Readiness, Faculty Development
Compton, Donald L. – Learning Disability Quarterly, 2021
Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…
Descriptors: Dyslexia, Etiology, Disability Identification, Intervention
Download full textOkechukwu, Franca O.; Mefoh, Philip C.; Nubia, Uju I.; Nwauzoije, Ezinne J.; Umennuihe, Chidiogo L.; Nwobi, Chibundo A.; Ogba, Kalu T.; Chukweze, Moses E.; Aliche, Joseph C.; Ogbonnaya, Ezeda K.; Okoli, Dorathy N.; Onyekachi, Clara C.; Abang, Stephen; Epistle, Esther; Nnorodi, Chioma; Obi, Chidera V. – South African Journal of Childhood Education, 2023
Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge…
Descriptors: Dyslexia, Test Construction, Test Validity, Questionnaires
