Beyond the established difficulties of individuals with dyslexia in word recognition and spelling, it remains unclear how severe their difficulties in comprehension are. To examine this, we performed a meta-analytic review. A random-effects model analysis of data from 76 studies revealed a large deficit in reading comprehension in individuals with…

The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of…

Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited…

Despite abundant research on effective reading instruction, many teachers struggle to meet the diverse needs of their students, particularly those with dyslexia. Even though reading is an essential skill for academic success, according to the 2019 "Nation's Report Card" published by the National Assessment of Educational Progress (NAEP),…

Central questions in the study of visual word recognition and developmental dyslexia are whether early lexical activation precedes and supports decoding (a dual-stage view) or not (dual-route view), and the locus of deficits in dysfluent reading. The dual-route view predicts early word frequency and length interaction, whereas the dual-stage view…

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.…

Developmental dyslexia, or specific reading disorder, is a reading impairment characterized by persistent difficulty in word recognition, decoding, and spelling skills in children despite having average or above academic performance in other areas. To increase an understanding of the nature of dyslexia and its relationship to music, this article…

In this study, we present a new diagnostic test for dyslexia, called the Flamingo Test, inspired by the French Alouette Test. The purpose of the test is to measure students' word decoding skills and reading fluency by means of a grammatically correct but meaningless text. Two experiments were run to test the predictive validity of the Flamingo…

We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a…

We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started…

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…

This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to…

This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…

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…

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…