A meta-analytic review of comprehension deficits in students with dyslexia

Georgiou, George K.; Martinez, Dalia; Vieira, Ana Paula Alves; Antoniuk, Andrea; Romero, Sandra; Guo, Kan

doi:10.1007/s11881-021-00244-y

Cited by 8 publications

(2 citation statements)

References 130 publications

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“…Even though learners with dyslexia do not have specific difficulties with reading comprehension, their poor decoding skills can hinder them in building a correct text representation and in turn may affect their situation model (Oakhill & Cain, 2017;Snowling, 2013). This can, in turn, negatively affect their reading comprehension (Georgiou et al, 2021).…”

Section: Audio-support and Dyslexiamentioning

confidence: 99%

Impact of audio on navigation strategies in children and adults with dyslexia

Campen

Segers

2022

Ann. of Dyslexia

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Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition vs. text-audio-condition. Log files were recorded to identify navigation patterns. Four patterns could be distinguished: linear reading (linear), linear reading with rereading (big peak), reading with going back to previous pages (small peaks), and a combination of strategies (combined peaks). Children generally used linear navigation strategies in both conditions, whereas adults mostly used combined-peaks strategies in the text-condition, but linear strategies in the text-audio-condition. No differences were found between learners with and without dyslexia. Audio-support does not impact navigation strategies in children but does seem to impact navigation strategies in adult learners, towards the use of more linear navigation patterns, reflecting less self-regulation.

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Section: Audio-support and Dyslexiamentioning

confidence: 99%

Impact of audio on navigation strategies in children and adults with dyslexia

Campen

Segers

2022

Ann. of Dyslexia

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“…Interestingly, compared with typical readers, adults with dyslexia demonstrate large deficits in word‐ and pseudo‐word reading, spelling and text reading tasks; in contrast, the deficit is least pronounced in comprehension tasks (Reis et al, 2020 ). However, when separating listening and reading comprehension, individuals with dyslexia appear to demonstrate larger deficits in reading as compared with listening comprehension (Georgiou et al, 2022 ).…”

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confidence: 99%

Does reading anxiety impact on academic achievement in higher education students?

et al. 2023

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Poor readers have lower academic achievement and increased anxiety, including reading anxiety, which may perpetuate lower academic achievement. We explored reading anxiety in university students, investigating whether the association between reading ability and academic achievement is mediated by reading anxiety (independent of general anxiety). Participants were students (n = 169, 69% female, age = 20.70) at an Australian university who completed an online reading assessment (decoding skills, phonological awareness, orthographical knowledge and comprehension), and a survey examining reading anxiety, trait anxiety and self‐reported reading history. Academic achievement was based on university grades. Two reading anxiety factors (social and non‐social) were identified; both factors were distinct from trait anxiety. Reading ability was negatively correlated with reading anxiety and positively correlated with academic achievement. Reading anxiety was not correlated with academic achievement and it did not mediate the relationship between reading ability and academic achievement as expected. As this was the first study to explore reading anxiety in adults, further research is required to determine the impact reading anxiety may have on university students beyond academic achievement.

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Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

Solheim,

Arntzen,

Foldnes

2023

Read Writ

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Students with reading difficulties such as dyslexia receive most of their instruction in mainstream classrooms, but many teachers feel inadequately prepared to teach students with dyslexia and/or report that dyslexia was inadequately addressed in their training. However, depending on a school’s organization, it may be sufficient that classroom teachers know enough to realize when to ask for support with identification and accommodation from specialized teachers with greater knowledge. In the present study we first investigate dyslexia knowledge in a sample of Norwegian upper-elementary-school teachers (N = 269). Second, we examine whether specialized (“resource”) teachers are more knowledgeable about dyslexia than classroom teachers. Finally, we explore whether teaching experience and having encountered reading-related themes in formal training predict dyslexia knowledge. Overall, we find that only a small share of teachers holds misconceptions about dyslexia. However, a notable proportion of them are uncertain, especially regarding the role of visual deficits in dyslexia. Somewhat surprisingly, resource teachers have only marginally higher dyslexia knowledge than classroom teachers. Finally, neither experience nor reading-related course content in formal training are substantial predictors of dyslexia knowledge. The large extent of uncertainty concerning dyslexia suggests a need to reconsider teacher training curriculum and opportunities for teacher professional development.

show abstract

A meta-analytic review of comprehension deficits in students with dyslexia

Cited by 8 publications

References 130 publications

Impact of audio on navigation strategies in children and adults with dyslexia

Impact of audio on navigation strategies in children and adults with dyslexia

Does reading anxiety impact on academic achievement in higher education students?

Norwegian classroom teachers’ and specialized “resource” teachers’ dyslexia knowledge

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