Lived experiences and intervention outcomes: Dyslexic adults' perspectives on meaningful support [0.03%]
经历与干预效果：成人阅读障碍者的有意义支持视角
Mitchell Holmes,Lesley Pritchard,Jacqueline Cummine
Mitchell Holmes
Dyslexia with and without developmental language disorder: Profile analysis [0.03%]
阅读障碍伴或不伴有发育性语言障碍的特征分析
Margaret J Snowling,M Emma Hayiou-Thomas,Charles Hulme
Margaret J Snowling
Examining complex academic language in children with dyslexia: a comparative analysis with curriculum standards [0.03%]
阅读障碍儿童的复杂学术语言研究——与课程标准的比较分析
Douglas B Petersen,Gwendolyn H Stout,Alisa Konishi-Therkildsen et al.
Douglas B Petersen et al.
While approximately 50% of children with dyslexia are reported to have Developmental Language Disorder (DLD), there is a possibility that a larger proportion exhibit subclinical weaknesses in complex academic language that detrimentally imp...
Accounting for oral language skills in children with dyslexia: a review of the literature [0.03%]
阅读障碍儿童口语技能的测评：文献综述
Kathryn L Cabbage,Ann Marie Trumbo,Natalie K Miller et al.
Kathryn L Cabbage et al.
Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study [0.03%]
comics中的图片能否提高诵读困难的大学生的阅读能力？一项眼动研究
Maud Rasamimanana,Raphaël Mizzi,Jean-Baptiste Melmi et al.
Maud Rasamimanana et al.
Research has reported persistent word reading deficits in adults with dyslexia. Comics, with their pictures, might be an effective way to facilitate word recognition and comprehension processes. This study aims to test the potential benefit...
Somin Park,Shayne B Piasta
Somin Park
Alphabet knowledge is a vital learning target during early childhood, including for children who are at risk for reading difficulties. For these children, we need to provide effective, efficient, evidence-based instruction. In this study, w...
Event-related potentials in the "Triangle" framework of reading and developmental dyslexia: a systematic review [0.03%]
“三角框架”视角下阅读及发展性阅读障碍的事件相关电位研究系统综述
Silvia Siu-Yin Clement-Lam,Oliver Lasnick,Brianna Kinnie et al.
Silvia Siu-Yin Clement-Lam et al.
Event-related potentials (ERPs) are widely used to investigate the neural underpinnings of reading and developmental dyslexia, yet there are significant disparities in methodological approach. This poses a challenge for generalizability and...
Challenging school-related situations faced by students with dyslexia: a scoping review [0.03%]
关于阅读障碍学生面临的学校相关问题的系统综述性研究
Julia Mori,Katharina Prinz,Ursula Fischer et al.
Julia Mori et al.
Children and young people with dyslexia face a variety of challenges in everyday school life, which can affect their intellectual and emotional development. While the potential consequences of dyslexia are well-documented, little is known a...
Aetiologies of basic biliteracy difficulties in Hong Kong Chinese children: A latent profile analysis with twin data [0.03%]
香港儿童汉语基本双语学习困难的病因学：一项运用双生子数据进行潜在剖面分析的研究
Shuting Huo,Anna Jia-Jun Zhang,Mo Zheng et al.
Shuting Huo et al.
The present study examined 1) basic biliteracy difficulty subtypes in Chinese (L1) and English (L2) Hong Kong Chinese children, 2) genetic-versus-environmental aetiologies for the subtypes, and 3) the moderating role of SES and school langu...
Kindergarten predictors of dyslexia pathways in Hebrew: a 5-year longitudinal study [0.03%]
一种五年追踪研究：希伯来语阅读障碍儿童的预测因素
Rotem Yinon,Dana Tal,Shelley Shaul et al.
Rotem Yinon et al.
While dyslexia is often considered a uniformly persistent condition, research has identified two additional developmental pathways: resolving and late-emerging dyslexia. Yet, most studies have focused on Western languages, and only a few ha...