| 1. |
- Samuelsson, Stefan, et al.
(författare)
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Visual and auditory priming in Swedish poor readers : a double dissociation
- 1998
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Ingår i: Dyslexia. - : Wiley InterScience. - 1076-9242 .- 1099-0909. ; 4:1, s. 16-29
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Tidskriftsartikel (refereegranskat)abstract
- Schacter et al. (1990) found support for a functional dissociation between visual and auditory priming effects in a letter-by-letter reader. Their conclusions were based on the perceptual representation systems framework, suggesting that visual priming is mediated by a visual word form system separate from an auditory word form system responsible for auditory priming. This article focuses on visual and auditory priming effects exhibited by poor readers with phonological or surface subtypes of reading disability. The phonological type of reading disability was defined as an impairment in phonological word decoding, whereas the surface type of reading disability was defined as an impairment in orthographic word decoding. The results demonstrated a double dissociation, such that poor readers with a surface type of reading disability produced more auditory than visual priming, whereas poor readers with a phonological type of reading disability showed more visual than auditory priming. The majority of children with reading disabilities showed weaknesses in both orthographic and phonological word decoding and, importantly, low levels of priming effects for both visually and auditorily presented materials. Finally, age-matched normal readers showed significant priming effects for both visual and auditory presented words. These findings support the assumption that both orthographic and phonological skills can be simultaneously impaired and that a dual-route model for the acquisition of word decoding skills might be the most appropriate framework to describe different subtypes of reading disabilities.
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| 2. |
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| 3. |
- Brimo, Katarzyna, et al.
(författare)
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The co-occurrence of neurodevelopmental problems in dyslexia
- 2021
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 27:3, s. 277-293
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Tidskriftsartikel (refereegranskat)abstract
- The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eightfold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.
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| 4. |
- Dåderman, Anna Maria, 1953-, et al.
(författare)
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Speedy action over goal orientation' : cognitive impulsivity in male forensic patients with dyslexia
- 2012
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Ingår i: Dyslexia. - : John Wiley & Sons, Ltd.. - 1076-9242 .- 1099-0909. ; 18:4, s. 226-235
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Tidskriftsartikel (refereegranskat)abstract
- Previous neuropsychiatric studies suggest a relationship between reading disability and cognitive impulsivity. This relationship is not entirely explained by the high comorbidity between reading disability and attention deficit hyperactivity disorder (ADHD), as children with a co-occurrence of these disorders tend to be more impulsive than those with ADHD only. Other research has demonstrated that poor verbal skill (irrespective of the presence of dyslexia) deficits in executive functions and impulsivity are important risk factors for criminal behaviour. The present study bridges these two research traditions by examining whether patients undergoing forensic psychiatric investigation who also have dyslexia, have a cognitive style characterized by impulsivity. Male forensic patients (mean age 27 years, range 16–35) with (n = 9) and without (n = 13) dyslexia were evaluated on the computerized EuroCog test battery. The findings suggest that patients with dyslexia tend to use a cognitive impulsive style and suggest a more direct link between dyslexia and cognitive impulsivity that is not mediated by the presence of ADHD. In order to identify treatment needs and tailor treatment accordingly, forensic patients should be assessed with respect to poor verbal skill, dyslexia and impulsivity.
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| 5. |
- Frost, Jorgen, et al.
(författare)
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Semantic and phonological skills in predicting reading developmen : from 3-16 years of age
- 2005
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 11:2, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence.
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| 6. |
- Furnes, Bjarte, et al.
(författare)
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Predicting Reading and Spelling Difficulties in Transparent and Opaque Orthographies: A Comparison between Scandinavian and US/Australian Children
- 2010
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Ingår i: DYSLEXIA. - : John Wiley and Sons, Ltd. - 1076-9242 .- 1099-0909. ; 16:2, s. 119-142
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Tidskriftsartikel (refereegranskat)abstract
- In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First, phonological awareness as a predictor of reading difficulties in the Scandinavian sample was time-limited to Grade 1, but remained as a significant predictor in the English-speaking sample. Second, phonological awareness predicted spelling difficulties similarly across orthographies. Third, preschool and kindergarten RAN was a significant predictor of reading and spelling difficulties at both Grades 1 and 2 across orthographies. The authors conclude that phonological awareness diminishes as a predictor of reading difficulties in transparent orthographies after the first years of schooling, that RAN is a better long-term predictor of reading difficulties, and that phonological awareness is associated with spelling difficulties similarly in transparent and opaque orthographies.
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| 7. |
- Fälth, Linda, et al.
(författare)
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Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
- 2013
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 19:1, s. 37-53
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1year after the intervention.
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| 8. |
- Gustafson, Stefan, et al.
(författare)
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Phonological or orthographic training for children with phonological or orthographic decoding deficits
- 2007
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 13:3, s. 211-229
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Tidskriftsartikel (refereegranskat)abstract
- In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding.
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| 9. |
- Holmqvist Olander, Mona, et al.
(författare)
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The Effect of Illustration on Improving Text Comprehension in Dyslexic Adults
- 2017
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Ingår i: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 23:1, s. 42-65
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Tidskriftsartikel (refereegranskat)abstract
- This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye-tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text-only or a text + picture stimuli. The results show that the controls made an early global overview of the material and (when a picture was present) rapid transitions between text and picture. Having text illustrated with a picture decreased scores on questions about the learning material among participants with dyslexia. Controls spent 1.7% and dyslexic participants 1% of their time on the picture. Controls had 24% fewer total fixations; however, 29% more of the control group's fixations than the dyslexic group's fixations were on the picture. We also looked for effects of different types of pictures. Dyslexic subjects exhibited a comparable viewing pattern to controls when scenes were complex, but fewer fixations when scenes were neutral/simple. Individual scan paths are presented as examples of atypical viewing patterns for individuals with dyslexia as compared with controls. © 2016 The Authors. Dyslexia published by John Wiley & Sons Ltd.
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| 10. |
- Ingesson, Gunnel
(författare)
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Stability of IQ measures in teenagers and young adults with developmental dyslexia
- 2006
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 12:2, s. 81-95
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Tidskriftsartikel (refereegranskat)abstract
- A follow-up study was performed to investigate the stability of IQ measures in a group of dyslexic teenagers and young adults. Earlier research had shown contradictory results. The 65 subjects, 12 years old on the average at first test, were retested after a mean interval of six and a half years. There was a significant relative decrease in verbal IQ (VIQ), which was interpreted as either an effect of low reliability of tests used, or an effect of the dyslexic individuals' less experience with reading and writing, and as a consequence, a lag in verbal ability, the second interpretation being in line with earlier findings in groups of children with learning disabilities. Performance IQ improved significantly and the tentative interpretation was that of a compensatory process, in the sense that the dyslexic children might develop a more visual, intuitive and creative way to process information and solve problems. The conclusion was that caution should be taken, before making important decisions on the basis of a single intelligence test, and that dyslexic children might be at risk to lag behind their peers in terms of VIQ, especially if they are not provided with suitable special education. Copyright (c) 2005 John Wiley & Sons, Ltd.
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