Annals of Dyslexia

Publisher: Orton Dyslexia Society; International Dyslexia Association, Springer Verlag

Journal description

Current impact factor: 1.48

Impact Factor Rankings

Additional details

5-year impact 2.34
Cited half-life 8.80
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.87
Other titles Annals of dyslexia (Online), Annals of dyslexia
ISSN 1934-7243
OCLC 61311347
Material type Document, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

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  • Classification
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Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.
    Annals of Dyslexia 08/2015; DOI:10.1007/s11881-015-0110-2
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    ABSTRACT: The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). In-service teachers scored significantly higher on the total scale, and on the symptoms/diagnosis and general information subscales, than pre-service teachers. The percentages for misconceptions and lack of information ("do not know responses") were higher for PSTs than for ISTs on the general information subscale, the symptoms/diagnosis subscale, and the treatment subscale. Analyses of individual items were conducted to differentiate concepts that teachers did not know from misconceptions. In-service teacher self-efficacy, years of teaching experience, post-graduate training in dyslexia, and prior exposure to a child with dyslexia were positively related to knowledge about dyslexia. Implications for pre-service teacher training and professional development are discussed.
    Annals of Dyslexia 08/2015; DOI:10.1007/s11881-015-0111-1
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    ABSTRACT: Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study examined the effects of 7 h of language structure coursework, delivered over 7 weeks, on 121 New Zealand pre-service teachers in their initial year of study. Changes in participants' phonological awareness, morphological awareness, and orthographic knowledge were tracked across the teaching period. The impact of the coursework for participants who presented with strong spelling (n = 24) and poor spelling (n = 24) ability was also compared. The cohort demonstrated significant gains across all measures. Strong spellers responded more favourably to the teaching than poor spellers, even when accounting for initial levels of meta-linguistic knowledge. Implications for the development of teacher preparation programmes that enhance the provision of effective literacy instruction are discussed.
    Annals of Dyslexia 08/2015; DOI:10.1007/s11881-015-0108-9
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    ABSTRACT: The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently, were compared for children with dyslexia (n = 16) and a control group of typical readers (n = 16). Children’s school wellness was measured through self- and parent-proxy reports. Significantly lower SCR was found for dyslexic children in the reading-aloud task, compared to the control group, whereas all participants showed similar physiological reactions to the other experimental conditions. SCR registered during reading tasks correlated with “Child’s emotional difficulties”, as reported by parents. Possible interpretations of the lower activation during reading aloud in dyslexic children are discussed.
    Annals of Dyslexia 08/2015; DOI:10.1007/s11881-015-0109-8
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    ABSTRACT: This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.
    Annals of Dyslexia 08/2015; DOI:10.1007/s11881-015-0107-x
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    ABSTRACT: The double-deficit hypothesis (DDH) of the developmental dyslexias (Wolf and Bowers, Journal of Educational Psychology, 91, 415-438, 1999) was investigated with 149 adolescents and young adults (age range = 16 to 24 years) with dyslexia. Confirmatory factor analysis indicated that a two-factor model with separate naming speed (NS) and phonological awareness (PA) constructs was superior to a one-factor model, supporting the assumption within the DDH that NS is a source of reading dysfunction separable from PA. Hierarchical multiple regression analyses resulted in findings that were only partially supportive of the DDH. NS was predictive of word reading, spelling, and reading fluency beyond PA and verbal intellectual ability, but not pseudoword reading and timed and untimed reading comprehension. Examination of DDH subtypes did not support the core assumption of the DDH that the double-deficit subtype would have more impaired reading skills than both of the single-deficit subtypes. The NS deficit subtype was found to be more prevalent than the double-deficit and PA deficit subtypes within the subgroup of dyslexics with impairment in reading fluency. Overall results provided mixed support for the DDH and pointed to the need for the inclusion of additional abilities within theories of the underlying mechanisms disrupted in dyslexia.
    Annals of Dyslexia 05/2015; DOI:10.1007/s11881-015-0105-z
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    ABSTRACT: The majority of recent studies conclude that children's private speech development (private speech internalisation) is important for mathematical development and subject to disabling. The main concern of the present study was whether or not the two phonological memory factors evaluated in the study (i.e. the results of children's digit span assessments, both forward and backward) relates to private speech internalisation and whether this relationship changes with children's age, or mathematical achievement levels, or both. We made comparisons between children with acknowledged mathematical difficulties (MD) and children without mathematical difficulties (MN), basing on private speech differences, phonological memory differences and differences in the relationship between private speech internalisation and phonological memory skills. The results not only confirm the impact of private speech internalisation but also emphasise a possible parallel role of phonological memory for subsequent mathematical achievement. In contrast to the MD children, children without MD showed an age-determined shift from a lesser to greater relationship between a high level of private speech internalisation and a high level phonological memory skills. As a whole, the results are consistent with a developmental difference and not with a developmental delay model and suggest that relationships between private speech internalisation and phonological memory may reflect individual differences in children's mathematical achievement. The results are discussed in terms of directions for future research.
    Annals of Dyslexia 04/2015; DOI:10.1007/s11881-015-0103-1
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    ABSTRACT: The current study examined the effects of transparency and familiarity on word recognition in adult Hebrew dyslexic readers with a phonological processing deficit as compared to typical readers. We measured oral reading response time and accuracy of single nouns in several conditions: diacritics that provide transparent but less familiar information and vowel letters that increase orthographic transparency without compromise familiarity. In line with former studies with adult dyslexics, Hebrew-speaking adults with dyslexia were significantly slower than controls. However, both dyslexic and typical readers read unpointed words faster when vowel letters were present, indicating that they may benefit from increase in orthographic transparency, when the graphemic representations are familiar. Only dyslexics read pointed words slower than unpointed words and were more sensitive to word frequency. In unpointed words, only typical readers benefitted from the reduced competition of orthographic neighbors of longer words. Results indicate that both orthographic transparency and familiarity play an important role in word recognition. Dyslexics are impaired in decoding of smaller units and are more sensitive to reduction in the familiarity of words.
    Annals of Dyslexia 04/2015; DOI:10.1007/s11881-015-0100-4
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    ABSTRACT: This study includes an evaluation, according to age, of the reading and global motion perception developmental trajectories of 2027 school age children in typical stages of development. Reading is assessed using the reading rate score test, for which all of the student participants, regardless of age, received the same passage of text of a medium difficulty reading level. The coherent motion perception threshold is determined according to the adaptive psychophysical protocol based on a four-alternative, forced-choice procedure. Three different dot velocities: 2, 5, and 8 deg/s were used for both assemblies of coherent or randomly moving dots. Reading rate score test results exhibit a wide dispersion across all age groups, so much so that the outlier data overlap, for both the 8 and 18-year-old student-participant age groups. Latvian children's reading fluency developmental trajectories reach maturation at 12-13 years of age. After the age of 13, reading rate scores increase slowly; however, the linear regression slope is different from zero and positive: F(1, 827) = 45.3; p < 0.0001. One hundred eighty-one student-participants having results below the 10th percentile were classified as weak readers in our study group. The reading fluency developmental trajectory of this particular group of student-participants does not exhibit any statistically significant saturation until the age of 18 years old. Coherent motion detection thresholds decrease with age and do not reach saturation. Tests with slower moving dots (2 deg/s) yield results that exhibit significant differences between strong and weak readers.
    Annals of Dyslexia 04/2015; 65(2). DOI:10.1007/s11881-015-0099-6
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    ABSTRACT: The aims of this study were to analyze the relationship between dyslexia and eye movements and to assess whether this method can be added to the workup of dyslexic patients. The sample was comprised of 11 children with a diagnosis of dyslexia and 11 normal between 8 and 13 years of age. All subjects underwent orthoptic evaluation, ophthalmological examinations, and eye movement analysis, specifically, stability analysis on fixating a still target, tracking saccades, analysis of fixation pauses, speed reading, saccades, and regressions through the reading of a text. Stability analysis on fixating a still target showed a significant (p < 0.001) difference between the two groups showing an increased amount of loss of fixation among dyslexic subjects (5.36 ± 2.5 s and 0.82 ± 2.1, respectively). Tracking saccades (left and right horizontal axis) did not show a significant difference. When reading parameters were looked into (number of saccades, number of regressions, reading time through the reading of a text), a significant (p < 0.001) difference was found between the groups. This study supports the belief that the alteration of eye movement does not depend on oculo-motor dysfunction but is secondary to a defect in the visual processing of linguistic material. Inclusion of assessment of this defect might prove beneficial in determining the presence of dyslexia in young children at a younger age, and an earlier intervention could be initiated.
    Annals of Dyslexia 03/2015; 65(1). DOI:10.1007/s11881-015-0098-7
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    ABSTRACT: The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a functional connectivity analysis. Functional magnetic resonance imaging data were collected during a lexical decision task before and after 4 weeks of training with the program, together with reading and executive functions measures. Results indicated improvement in reading, visual attention, and speed of processing in children with RD. Following training, greater functional connectivity was observed between the left fusiform gyrus and the right anterior cingulate cortex in children with RD and between the left fusiform gyrus and the left anterior cingulate cortex in TRs. The change in functional connectivity after training was correlated with increased behavioral scores for word reading and visual attention in both groups. The results support previous findings of improved monitoring and mental lexicon after training with the Reading Acceleration Program in children with RD and TRs. The differences in laterality of the anterior cingulate cortex in children with RD and the presumable role of the cingulo-opercular control network in language processing are discussed.
    Annals of Dyslexia 02/2015; 65(1). DOI:10.1007/s11881-015-0096-9
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    ABSTRACT: This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive-linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.
    Annals of Dyslexia 10/2014; 64(3). DOI:10.1007/s11881-014-0095-2
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    ABSTRACT: The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants' response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group's aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution's success at describing the participants' pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia.
    Annals of Dyslexia 07/2014; 64(3). DOI:10.1007/s11881-014-0094-3
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    ABSTRACT: A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language.
    Annals of Dyslexia 06/2014; 64(3). DOI:10.1007/s11881-014-0093-4
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    ABSTRACT: Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.
    Annals of Dyslexia 05/2014; 64(2). DOI:10.1007/s11881-014-0091-6