Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Wydell, Taeko N.

doi:10.5772/31499

Cited by 2 publications

(1 citation statement)

References 61 publications

(66 reference statements)

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“…Second, this study only synthesized those studies written in Chinese or English, and those studies written in other languages were not involved. Past studies have already demonstrated that the different language scripts cognition effect (e.g.,transparent vs. opaque) would enhance or inhabit text comprehension process (Wydell, 2012;Filippello et al, 2016;Rappo et al, 2017). Finally, this study reported the effect size between each reading strategy and reading comprehension based on Weinstein and Mayer's (1986) reading strategy model.…”

Section: Limitationsmentioning

confidence: 60%

The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

Sun

Wang²,

Dong

et al. 2021

Front. Psychol.

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This study synthesized the correlation between reading strategy and reading comprehension of four categories based on Weinstein and Mayer's reading strategy model. The current meta-analysis obtained 57 effect sizes that represented 21,548 readers, and all selected materials came from empirical studies published from 1998 to 2019. Results showed that reading strategies in all the four categories had a similar correlation effect size with reading comprehension. The correlation between monitoring strategy and reading comprehension was significantly larger in first language scripts than second language scripts. Affective strategy and elaboration strategy had an independent effect on reading comprehension, which was not significantly moderated by selected moderators. Results suggested that the reading strategies of all the four categories may have a similar contribution to text comprehension activities.

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Section: Limitationsmentioning

confidence: 60%

The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

Sun

Wang²,

Dong

et al. 2021

Front. Psychol.

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Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

Maunsell

2020

laclil

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Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia.

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Cross-Cultural/Linguistic Differences in the Prevalence of Developmental Dyslexia and the Hypothesis of Granularity and Transparency

Cited by 2 publications

References 61 publications

The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

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