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Direct linkSarah Fishstrom; Philip Capin; Anna-Mari Fall; Gregory Roberts; Amie E. Grills; Sharon Vaughn – Annals of Dyslexia, 2024
This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three…
Descriptors: Elementary School Students, Reading Difficulties, Anxiety, Reading
Compton, Donald L.; Gilbert, Jennifer K.; Kearns, Devin M.; Olson, Richard K. – Annals of Dyslexia, 2020
The orthographic choice (OC) task--requiring individuals to choose the correct spelling between a word and a pseudohomophone foil (e.g., "goat" vs. "gote")--has been used as an outcome measure of orthographic learning and as a predictor of individual differences in word reading development. Some consider the OC task a measure…
Descriptors: Orthographic Symbols, Spelling, Reading Skills, Word Recognition
Denis-Noël, Ambre; Pattamadilok, Chotiga; Castet, Éric; Colé, Pascale – Annals of Dyslexia, 2020
In skilled adult readers, reading words is generally assumed to rapidly and automatically activate the phonological code. In adults with dyslexia, despite the main consensus on their phonological processing deficits, little is known about the activation time course of this code. The present study investigated this issue in both populations.…
Descriptors: Adults, Dyslexia, Word Recognition, Phonology
Obidzinski, Michal; Nieznanski, Marek – Annals of Dyslexia, 2017
The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces--assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of…
Descriptors: Accuracy, Memory, Orthographic Symbols, Semantics
Lockiewicz, Marta; Jaskulska, Martyna – Annals of Dyslexia, 2019
The aim of our study was to examine the relationship between NL (Native Language: Polish) phonological processing skills (verbal and phonological short-term memory, phoneme segmentation and blending, rapid automatised naming (RAN)) and the accuracy and fluency of NL and English as a Foreign Language (EFL) word and nonword decoding and word…
Descriptors: Reading Skills, Correlation, Phonological Awareness, Phonemes
Yael, Weiss; Tami, Katzir; Tali, Bitan – Annals of Dyslexia, 2015
The current study examined the effects of transparency and familiarity on word recognition in adult Hebrew dyslexic readers with a phonological processing deficit as compared to typical readers. We measured oral reading response time and accuracy of single nouns in several conditions: diacritics that provide transparent but less familiar…
Descriptors: Dyslexia, Semitic Languages, Word Recognition, Familiarity
Wery, Jessica J.; Diliberto, Jennifer A. – Annals of Dyslexia, 2017
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:…
Descriptors: Dyslexia, Reading Rate, Accuracy, Reading Skills
