Developmental Dyslexia

Wagner, Richard K.; Zirps, Fotena A.; Wood, Sarah G.

doi:10.1002/9781119705116.ch19

Cited by 8 publications

(5 citation statements)

References 105 publications

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“…Therefore, we could only accept a weaker version of Wargner et al's (2022) assertion on the importance of phonological processing for development of reading. Unlike English-speaking children, this is not at the very beginning of learning to read for Chinese and Japanese children.…”

Section: In Alphabetic Languagesmentioning

confidence: 97%

Are phonological skills as crucial for literacy acquisition in Japanese as in English as well as in accounting for developmental dyslexia in English and in Japanese?

Wydell

2023

J Cult Cogn Sci

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Extensive research has shown that phonological awareness including phoneme awareness skills are vital when children acquire literacy skills in alphabetic languages especially in English. Furthermore, research on developmental dyslexia (DD) especially in English has been conducted with research-informed/well-established definitions of DD. This is because compared to other languages, the prevalence of DD in English is high, and thus children with DD form a large minority group. These dyslexia research encompasses cognitive-behavioural, neuroimaging, behavioural and molecular-genetic studies. There seems to be a consensus amongst these researchers that DD manifests itself as a phonological deficit, and thus the phonological deficit hypothesis (as well as naming disfluency) for DD has become prominent in the alphabetic languages, especially in English. This is because print-to-sound or sound-to-print mappings in English are not always one-to-one and thus opaque/inconsistent. Now important questions arise in discussing how children acquire reading skills in non-alphabetic languages especially in Japanese where logographic Kanji and 2-forms of syllabic Kana are used: (i) are phonological awareness skills vital when children learn to read in Japanese? (ii) can the phonological deficit hypothesis explain DD in Japanese? These questions will be addressed in this paper by comparing the behavioural and some neuroimaging studies in alphabetic languages and Japanese Kanji and Kana as well as Chinese, another non-alphabetic languag. It seems that phonological awareness may not be as important for non-alphabetic languages such as Chinese or Japanese at the start of literacy acquisition. Phonological awareness become important skills in Chinese and Japanese only when children are older. Instead of phonological awareness other metalinguistic awareness skills are important for acquisition of reading in Chinese and Japanese such as orthographic or morphological awareness (Chinese), vocabulary size (Japanese), visuo-spatial processing (Chinese and Japanese) and visual-motor integration (Chinese and Japanese) skills. Also available neuroimaging studies will be used to uncover the behavioural dissociation and the neural unity in an English-Japanese bilingual adolescent boy with monolingual dyslexia in English.

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Section: In Alphabetic Languagesmentioning

confidence: 97%

Are phonological skills as crucial for literacy acquisition in Japanese as in English as well as in accounting for developmental dyslexia in English and in Japanese?

Wydell

2023

J Cult Cogn Sci

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Section: Tss Usage and Math Performancementioning

confidence: 99%

“…More than half of US states provide TTS accommodations for students with dyslexia (Albus et al, 2020). Empirical studies have shown that using assistive technology such as TTS readers and speech-to-text writers can alleviate some of the adverse effects of dyslexia (Schneps et al, 2019; Wagner et al, 2022). According to a meta-analysis of 22 studies, TTS has an average effect size of 0.35 in improving reading comprehension for students with dyslexia (Wood et al, 2018).…”

Section: Tss Usage and Math Performancementioning

confidence: 99%

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

Wei

2024

Educational Researcher

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This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

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“…These types of intervention programs have been proven to improve single-word reading skills and produce long-term benefits (Katzir et al, 2013). Difficulties in phonological awareness have been associated with reading disabilities (Wagner et al, 2022), and interventions focused on phoneme awareness improve reading outcomes. For example, a 20-minute per day 1-1 intervention in phoneme awareness, letter recognition, and word reading boosted poor readers' scores to the average range in one semester (Vellutino et al, 2003).…”

Section: Effective Interventions For Emergent Bilingualsmentioning

confidence: 99%

The impact of lexical specificity training on at-risk emergent bilinguals

Li,

Snow,

Ely

et al. 2023

Applied Psycholinguistics

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Emergent bilinguals (EBs) who are exposed to societal language at school but use another language at home may experience difficulties in mastering the societal language, especially those at risk for language and reading disabilities. Learning phonologically specific new words that discriminate between phonemes may foster phonological awareness and word reading. This study examined the effectiveness of a lexical specificity intervention program that targeted phoneme discrimination in EBs at risk for reading disabilities. EBs who scored below the 25th percentile on the screening measures were selected and randomly assigned to one of two conditions: at-risk intervention or at-risk control. Of the 76 EBs in the at-risk group, 40 were randomly assigned to receive the intervention. A group of 51 typically developing EBs who did not meet the risk criteria were selected as typical controls. The pre- and post-tests include phoneme discrimination, phonological awareness, rapid automatized naming, fluency, and decoding. The at-risk intervention group showed improvement on the phoneme discrimination task after the intervention and outperformed the at-risk control group but not the typical control group. In addition, growth was observed during both the training and testing sessions of the intervention. The lexical specificity intervention could be a good resource to enhance a key precursor to literacy development for at-risk EBs.

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Developmental Dyslexia

Cited by 8 publications

References 105 publications

Are phonological skills as crucial for literacy acquisition in Japanese as in English as well as in accounting for developmental dyslexia in English and in Japanese?

Are phonological skills as crucial for literacy acquisition in Japanese as in English as well as in accounting for developmental dyslexia in English and in Japanese?

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

The impact of lexical specificity training on at-risk emergent bilinguals

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