The present study performed a systematic comparison of DSM-5 and ICD-11 diagnostic criteria for reading disability. We quantitatively investigated the consequences of using DSM-5 or ICD-11, and of the different ways of implementing each diagnostic criterion on the prevalence of reading disability. We did so in a representative sample of the…

In France, the growing percentage of students with reading problems calls for innovative teaching, particularly for students with serious learning difficulties. The present study was conducted on two classes with comparable reading levels: one standard sixth-grade class and one eighth-grade SEGPA class (those with learning difficulties). This…

Two experiments were conducted to test the hypothesis that sentence processing is an essential mediatory skill between word recognition and text comprehension in reading. In Experiment 1, a semantic similarity judgement task was used with children from Grade 2 to Grade 9. They had to say whether two written sentences had the same (or very similar)…

This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Comprehension syntaxico-semantique (ECOSSE test; French adaptation of Bishop's test for receptive grammar test) children with dyslexia performed at a lower level…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…