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
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    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; 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; 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