Vaisman, Esther Emma Kahn-Horwitz, Janina
Published in
Dyslexia (Chichester, England)
The study investigated English as a foreign language (EFL) teachers' knowledge of the linguistic foundations of the English language, teachers' reported classroom practices regarding time allocation to different language teaching and learning activities, and the relationship between these two parameters. An additional goal was to investigate teache...
Piasta, Shayne B Park, Somin Farley, Kristin S Justice, Laura M O'Connell, Ann A
Published in
Dyslexia (Chichester, England)
Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowl...
Panagiotidou, Elpida Serrano, Francisca Moreno-Ríos, Sergio
Published in
Dyslexia (Chichester, England)
This study examined reasoning skills in children, specifically transitive reasoning and the visual impedance effect, with a new visual/pictorial task. The visual impedance effect is the effect produced by the possible interference in the reasoning process of irrelevant details elicited from the premises of a reasoning task. The new task had no read...
Åvall, Malena Wolff, Ulrika Gustafsson, Jan-Eric
Published in
Dyslexia (Chichester, England)
During the last decades, rapid automatized naming (RAN) has been widely examined as a predictor of reading ability, but very few studies have examined the development of RAN itself. The present study followed children from ages 4 until 10, focusing on RAN performance in a developmental perspective. Relations within and between alphanumeric and nona...
Yin, Li Joshi, R Malatesha Yan, Hong
Published in
Dyslexia (Chichester, England)
This study examined knowledge about dyslexia among Chinese-speaking early literacy teachers in Mainland China. A total of 516 teachers, including 203 kindergarten teachers from developed regions (KDRs), 166 primary school teachers from developed regions (PDRs), and 147 primary school teachers from less developed regions (PLDRs), completed a survey ...
Luo, Meina Main, Susan Lock, Graeme Joshi, R Malatesha Zhong, Chenyin
Published in
Dyslexia (Chichester, England)
The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, th...
Meiri, Raya Levinson, Ophir Horowitz-Kraus, Tzipi
Published in
Dyslexia (Chichester, England)
Fluent reading in children relies on executive functions (EF). Recent research suggests that EF skills also affect arithmetic abilities. Children with reading difficulties (RD) experience deficits in EF. It is still unknown to what extent these EF deficits are the basis for both reading and arithmetic skills in children with RD compared to typical ...
Stella, Marianna Engelhardt, Paul E
Published in
Dyslexia (Chichester, England)
This study examined eye movements and comprehension of temporary syntactic ambiguities in individuals with dyslexia, as few studies have focused on sentence-level comprehension in dyslexia. We tested 50 participants with dyslexia and 50 typically developing controls, in order to investigate (a) whether dyslexics have difficulty revising temporary s...
Tilanus, Elisabeth A T Segers, Eliane Verhoeven, Ludo
Published in
Dyslexia (Chichester, England)
The present study aimed to predict responsiveness to a sustained two-phase reading and spelling intervention with a focus on declarative and procedural learning respectively in 122 second-grade Dutch children with dyslexia. We related their responsiveness to intervention to precursor measures (phonological awareness, rapid automatized naming abilit...
Kahta, Shani Schiff, Rachel
Published in
Dyslexia (Chichester, England)
Recently, it has been suggested that developmental dyslexia (DD) is related to deficits in general mechanisms of statistical learning (SL). The aim of the current study was to explore these relations using a nonlinguistic auditory artificial grammar learning (A-AGL) task. Most studies using AGL to explore the role of SL among readers with dyslexia ...
