Spoken language delay in toddlerhood predicts late childhood language outcomes in dyslexia: evidence from retrospective parent-report [0.03%]
童年期语言发育迟缓与阅读障碍儿童后期语言结果的关系：来自父母回忆报告的证据
Eleanor R Palser,Nilgoun Bahar,Ellie Carpenter et al.
Eleanor R Palser et al.
Some children are slower than average to acquire early spoken language milestones. Little is known about how this heterogeneity in expressive language impacts later childhood language and reading outcomes in children with dyslexia. We inves...
Does font improve reading in dyslexic children?: meta-analysis of dyslexia-friendly fonts and dyslexic children's reading performance [0.03%]
用于阅读障碍儿童的字体能改善阅读吗？——关于“阅读障碍儿童友好型字体”对阅读表现影响的元分析研究
Caterina Azzarello,SueHyeon Paek,Catie Hodge et al.
Caterina Azzarello et al.
This meta-analysis investigates the effectiveness of dyslexia-friendly fonts, such as OpenDyslexic and Dyslexie, on improving reading performance among dyslexic students. Dyslexic students face considerable challenges in digital reading, wh...
Tim Odegard
Tim Odegard
Norma Hancock,Tiffany P Hogan
Norma Hancock
Language difficulties are common among individuals with dyslexia and warrant greater consideration across research, advocacy, and clinical practice. For almost a hundred years, language difficulties have been observed in individuals with dy...
Tiffany P Hogan,Norma Hancock
Tiffany P Hogan
The purpose of this special issue is to showcase current research on language abilities in persons with dyslexia. Although dyslexia is most often defined as a word-level reading and spelling disorder rooted in phonology, a large and growing...
Examining the relations between teacher level factors and the use of spelling instruction and assessment practices [0.03%]
考察教师因素与拼写教学和评估实践之间的关系
Ramona T Pittman,Heesun Chang,Kimberly Wright et al.
Ramona T Pittman et al.
This study investigated elementary teachers' spelling activity and assessment practices and examined how these practices relate to teachers' spelling knowledge, self-efficacy in teaching spelling, and instructional philosophy. Survey respon...
Are early readers sensitive to the patterns in bisyllabic english words? [0.03%]
早期读者是否能感知双音节英语单词的模式？
Devin M Kearns,Christina Novelli
Devin M Kearns
Elementary students develop sensitivity to English sound-spelling patterns through instruction and practice. However, it is unclear whether this extends to subtle patterns and whether sensitivity varies by age or reading skill. One such pat...
Self-directed learning journeys of Canadian teachers around the science of reading [0.03%]
加拿大教师关于阅读科学的自主学习之旅
Jodi M DeVries,Lindsay Heggie,Lisa Kohel et al.
Jodi M DeVries et al.
The popularization of the science of reading (SoR) has been bolstered by the bottom-up, grassroots work of teachers who are engaging in independent learning about the evidence base around reading development and instruction. Canadian teache...
Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children [0.03%]
香港小学生作为不良阅读者的同期和纵向预测指标的早期认知语言技能
Yijun Ruan,Urs Maurer,Catherine McBride
Yijun Ruan
The present study investigated the roles of various cognitive-linguistic skills in predicting poor reader status concurrently and longitudinally with a sample of Hong Kong Chinese primary school children. Children from grade 1 to grade 3 (n...
Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1 [0.03%]
阅读障碍的两种亚型：从学龄前到一年级的纵向研究
Dana Gott,Ravit Cohen-Mimran,David L Share
Dana Gott
This longitudinal study investigated subtypes of dyslexia based on the distinction between word reading accuracy and word reading rate. Building on prior cross-sectional research, we inquired whether the cognitive profiles of these subtypes...