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1.
This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.  相似文献   

2.
The effects of a Dutch intervention program for dyslexia are reported. The program was individually tailored, depending on the style of reading, the phase of the learning process, and the intermediate results of the treatment. Two groups of participants were involved: (a) a group of children with pure dyslexia (n = 109) and (b) a group that had reading problems but also suffered from cognitive deficits or psychiatric symptoms (n = 29). Scores of reading single words and text at intake and after the intervention were analyzed to assess the efficacy of the intervention program. Furthermore, the effects of pre-intervention variables such as intelligence, reported speech, and language problems and of intervention variables such as the initial level of performance and the duration of the treatment were examined. Both groups benefitted from the intervention, but the children with pure dyslexia profited most. Neither of the groups could catch up the reading deficit. Intelligence and reported speech and language problems did not affect the treatment outcomes. Individual differences in treatment outcome were related to the absolute level of word reading and age at intake. In the group with comorbidity, the intervention program was more successful in relatively younger children. Within this group, the cognitive deficits and types of psychiatric problems were not related to the treatment.  相似文献   

3.
In the current climate of inclusion, an important issue involves the inclusion of teachers with a range of disabilities. The Dyslexia in Higher Education Report raised concerns about the negative attitude of some teacher training departments to admitting and supporting students with dyslexia. This study interviewed a small number of practising teachers and trainee teachers with dyslexia about their experiences of teaching and training and the specific coping strategies they adopted in the classroom. They were all asked if (and how) their own experiences of literacy difficulties had influenced the way they taught children, and especially those with literacy difficulties. All the participants reported using a number of effective coping strategies and felt on balance the advantages of being dyslexic outweighed the disadvantages in terms of giving them greater empathy and understanding of children's problems. The majority felt their own very negative experiences of school had been a strong motivating factor in wanting to teach in order to give children a better educational experience than their own. Trainee and newly qualified teachers were fearful of being ‘found out’ by other members of staff and often felt low in confidence despite performing well in the classroom. Most would have welcomed constructive support and mentoring from experienced teachers with dyslexia. In a supposedly inclusive education culture, it is argued that a more enabling and open attitude to teachers with dyslexia should be adopted  相似文献   

4.
The present study aimed to compare the effectiveness of two types of cooperative learning groups used in reciprocal teaching (RT) classes (i.e. high-structured vs. low-structured groups) for enhancing students’ reading comprehension. The participants were 235 Hong Kong Chinese Grade 6 students in nine classes. Reading comprehension tests and questionnaires were used to investigate students’ reading comprehension, teachers’ cognitive support and perceptions of cooperative learning. The findings indicate that high achievers from the low-structured RT group significantly outperformed high achievers from the high-structured RT group in post-test reading comprehension, whereas low achievers from the high-structured RT group significantly outperformed low achievers from the low-structured RT group in follow-up reading comprehension. Students from the high-structured RT group reported higher scores for their perceptions of cooperative learning than students from the low-structured RT group.  相似文献   

5.
This study examined whether the Mother–Infant Transaction Program prevents behavioral problems among preterm children (birth weight < 2000 g) until age 9. The program was administered to 72 preterms, while 74 preterms and 75 full‐terms formed control groups (N = 221). Behavior was reported by parents (Child Behavior Checklist) and teachers (Teachers Report Form) and by all on selected Strengths and Difficulties Questionnaire (SDQ) questions. Long‐term behavioral development appeared to be qualitatively unaffected by the intervention. At ages 7 and 9, fewer attention problems and better adaptation to school were reported from parents and teachers of the intervention group compared to preterm controls. At age 9, teachers reported fewer difficulties in the intervention group and better academic performance. In these areas they were reported as being at the statistically same level as term controls.  相似文献   

6.
Indiana recently passed legislation requiring teacher preparation programs to educate future teachers on how to identify and refer struggling readers, including students with learning needs related to dyslexia. The purpose of this study was to examine whether a university course that covers content in response to legislation was effective in improving preservice teachers’ knowledge about the topic of dyslexia. Participants included 62 undergraduate students enrolled in general education teacher preparation programs. One group of 23 participants had taken a required course with content regarding reading challenges and targeted instruction; the remaining 39 participants had not yet taken the required course. Preservice teachers who took the course had more accurate knowledge about dyslexia than those who had not taken the course. There were no differences between groups for confidence in ability to help students struggling with dyslexia. Additional implications regarding legislation and teacher preparation will be included in the discussion.  相似文献   

7.
Primary school teachers rated the frequency of occurrence of 65 reading‐related behavioural characteristics in a sample of 251 Grade 1 to Grade 6 Chinese school children in Hong Kong. These behavioural characteristics were in the areas of general performance, reading, dictation, writing, mathematics, language, memory, concentration, sequential ability, motor co‐ordination, spatial orientation, and social/emotional adjustment. Of these 12 areas, 10 yielded scale scores that could distinguish children with dyslexia from those without dyslexia, identified on the basis of their performance in five domains of literacy and cognitive skills. Using a summary score derived from the 10 relevant scales, an optimal cut‐off score was suggested to arrive at a balance between high sensitivity and an acceptable rate of false positives in screening for children with dyslexia. The need for cross‐replication in screening children with dyslexia using the behaviour checklist with different samples of school students is emphasised.  相似文献   

8.
This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children’s views regarding the placement. Participants included 16 children with dyslexia who had completed at least two years or maximum three years in a reading class for children with dyslexia, as well as 14 reading class and mainstream teachers. A case study was utilised to examine the three reading classes using a variety of data collection procedures including standardised assessment results, focus group and group interviews over a sustained period of time. Results indicated that children and teachers were very positive about the placement for children with dyslexia, with both children and teachers reporting academic, social, emotional, behavioural and attitudinal gains for the children in these classes. Findings from quantitative data demonstrated that children made progress in the areas of reading accuracy, comprehension and spelling, during their placement. Interestingly, findings from this study confirm that children who spent three years in the reading class made greater progress in the areas of reading accuracy and reading comprehension than children who spent two years in the reading class. However, there was no significant difference in the spelling achievement gains for children who attended the reading class placement for either two or three years. The qualitative findings revealed children’s increased positive disposition towards their own learning experiences during the special reading class placement and this was reported by both children and teachers alike. However, issues regarding lack of collaborative opportunities between mainstream and reading class teachers, and differentiation of curriculum content in the mainstream classroom remained throughout the placement period.  相似文献   

9.
A single-subject alternating treatment design was used to investigate the extent to which a specialized dyslexia font, OpenDyslexic, impacted reading rate or accuracy compared to two commonly used fonts when used with elementary students identified as having dyslexia. OpenDyslexic was compared to Arial and Times New Roman in three reading tasks: (a) letter naming, (b) word reading, and (c) nonsense word reading. Data were analyzed through visual analysis and improvement rate difference, a nonparametric measure of nonoverlap for comparing treatments. Results from this alternating treatment experiment show no improvement in reading rate or accuracy for individual students with dyslexia, as well as the group as a whole. While some students commented that the font was “new” or “different”, none of the participants reported preferring to read material presented in that font. These results indicate there may be no benefit for translating print materials to this font.  相似文献   

10.
The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading.  相似文献   

11.
This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education.  相似文献   

12.
Few studies have looked at the strengths and weaknesses and needs of students with developmenal co‐ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor‐related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied.  相似文献   

13.
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different from that of other forms of reading disability because of differences in the components that malfunction was tested. A number of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities. College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs from other forms of reading disability which are caused by generalized cognitive deficits.  相似文献   

14.
Visual stress (the experience of visual distortions and discomfort during prolonged reading) is frequently identified and alleviated with coloured overlays or lenses. Previous studies have associated visual stress with dyslexia and as a consequence, coloured overlays are widely distributed to children and adults with reading difficulty. However, this practice remains controversial. We investigated whether overlays have advantageous and reliable benefits for reading in undergraduate students with and without dyslexia. Both groups read jumbled text faster with a coloured overlay than without. The dyslexic group did not show greater gains than controls, despite reporting significantly more symptoms of visual stress. However, coloured overlays did not improve reading rate or comprehension of connected text. The improvement in reading speed with an overlay was not reliable and was significantly reduced at retesting for dyslexic students. These results question the value of coloured overlays as a tool for identifying visual stress and as a form of remediation for the reading difficulties associated with dyslexia.  相似文献   

15.
The present study examined the role that adolescents’ dyslexia plays in their educational expectations, as well as their parents’ expectations concerning their offspring’s future education. To investigate this, 170 adolescents were asked to report their educational expectations on two occasions while they were still attending comprehensive school (in 7th and 9th grade). Forty-five of the 170 adolescents were diagnosed as having dyslexia. The adolescents’ mothers and fathers also filled in questionnaires concerning their educational expectations for their offspring. The results showed that parents of boys with dyslexia had lower expectations about their sons’ future education than parents of typically reading boys. However, parents of girls with dyslexia and parents of typically reading girls did not differ in this respect. Parents’ expectations also predicted the adolescents’ own educational expectations. Moreover, dyslexia was associated with boys’ academic achievement (GPA), which further predicted their educational expectations.  相似文献   

16.
Primary school teachers rated the frequency of occurrence of 65 reading-related behavioral characteristics of Grade 1 to Grade 6 Chinese school children in Hong Kong. An item factor analysis based on ratings on 554 students yielded two major dimensions of behavioral characteristics on reading and writing problems, and sequencing and spatial difficulties. In predicting the literacy and cognitive skills of a separate sample of 184 school children, gender, age, and the two empirical scales developed on the basis of factor analysis were used as predictors in regression analyses. The findings indicated that reading and writing problems emerged as the most predominant predictor of various literacy and cognitive deficits. The two mean scores of behavioral characteristics for children with dyslexia were significantly elevated as compared with those for children without dyslexia. Implications of the findings for screening dyslexia and predicting specific cognitive deficits using classroom-based behavior checklists are discussed.  相似文献   

17.
Forty‐five families with a child with Down syndrome and 88 comparison families provided information about their children's behaviour problems and their involvement in household tasks. In addition, parental stress was measured using the Parenting domain of the Parenting Stress Index (Abidin, 1990). There were no differences between the siblings of a child with Down syndrome and comparison children on mothers’ or fathers’ reports of problem behaviour. Siblings of a child with Down syndrome also did not differ in their contribution to family tasks, however, for the brothers of a child with Down syndrome there were significant negative correlations between household tasks and behaviour problems on fathers’ report. Parents of a child with Down syndrome reported more stress than comparison parents and stress was related to reports of problem behaviour for some parent groups.  相似文献   

18.
Abstract

An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt.  相似文献   

19.
The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants’ pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants’ response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group’s aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution’s success at describing the participants’ pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia.  相似文献   

20.
Literacy development in successful men and women with dyslexia   总被引：2，自引：2，他引：0  
To investigate how, when, and under what conditions individuals with dyslexia manage to develop high literacy levels, an interview and literacy assessment study was conducted with 60 highly successful men and women with dyslexia and 10 peers without dyslexia. The sample with dyslexia included a Nobel laureate, a member of the National Academy of Sciences, and leaders in a variety of fields requiring extensive reading (i.e., medicine, law, business, and the arts and sciences). For both males and females with dyslexia, interest-driven reading was key to the development of high literacy levels. Results showed distinct groups of successful professionals with dyslexia: a compensated group and two partially compensated groups. In each group, literacy development was augmented by avid reading in a content area of passionate personal interest, along with systematic phonics instruction. Through avid reading on a specific topic, the individuals with dyslexia developed knowledge of the specialized vocabulary, typical text structures, concepts, themes, and issues of a particular field. Extensive reading about a favorite subject enhanced the background knowledge of these individuals and enabled them to gain reading practice, which in turn, fostered the development of reading fluency and increasingly sophisticated skills. Although topics and genres of personal interest varied, fascination with a subject area was a common theme among those interviewed. In the literacy assessment, the 60 men and women with dyslexia demonstrated most of the salient characteristics of Chall’s (1983) Stage 5, the highest level of reading development. All participants comprehended sophisticated text, but some, with partially compensated dyslexia, showed continuing lags in basic, lower level “print” skills. Individuals with partially compensated dyslexia fell into two groups: one group showed specific deficits only in spelling, whereas the other group had difficulty in spelling, word recognition, and oral reading. Many, but not all, of the participants with dyslexia showed ongoing lags in reading rate. Gender differences were most apparent in topics of personal interest reading and in mentoring patterns. The study explores how adults with dyslexia, who may continue to lack strong integration of lower level “print” skills, succeed in constructing higher order “meaning” skills. This analysis underscores the need for a balanced approach to literacy instruction that includes both “print” and “meaning” aspects. It emphasizes the need to integrate solid interest-based approaches as a centerpiece of instruction.  相似文献   

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