Background: This study explored the impact of different cut-off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether…

Background: The adult reading history questionnaire (ARHQ) is frequently used in research on adult dyslexia and family risk for dyslexia. However, this measure is lengthy (23 items), reducing its applicability in studies with extensive assessment batteries. Methods: We identified the best-performing ARHQ items in a sample of 396 Finnish adults…

Background and aims: Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions…

To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner…

The existence of dyslexia is still an active debate. This discussion is mainly based on whether dyslexia is caused by unsuccessful teaching methods employed by teachers and the comparison of some countries' high literacy rates while ignoring other relevant dimensions in language structures. Unlike mainstream views, many scholars state that…

Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge,…

Deep dyslexia is a written language disorder characterized by poor reading of non-words, and advantage for concrete over abstract words with production of semantic, visual and morphological errors. In this single case study of an Arabic patient with input deep dyslexia, we investigated the impact of graphic features of Arabic on manifestations of…

The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various types of knowledge, procedures and strategies. This study aims to describe the spelling strategies of 32 dyslexic students (DYS) aged from 8 to 12 years and to establish links between spelling strategies…

The Double Deficit Hypothesis of dyslexia is one approach to classifying students with reading disabilities. The theory offers four distinct groups of readers: (a) average readers, (b) students with phonological deficits, (c) students with naming speed deficits, and (d) students with double deficits: those having both (b) and (c). This study…

Better understanding of the diverse reading abilities of people with dyslexia is necessary for the design of more effective learning situations, which are vital both to students with dyslexia and to their teachers. Seven individuals with dyslexia currently or formerly in higher education were interviewed about their reading experiences to learn…

When skilled readers read briefly-presented word pairs, they produce between-word errors, in which letters migrate between neighboring words (e.g., "mild wind" can be misread as "wild mind"). Such errors are also produced by individuals with attentional dyslexia, even without time limitation. In this study, we tested several aspects of skilled…

Theoretical and computational models of reading have traditionally been informed by specific characteristics of disabled readers. One of the most frequently studied marker effects of developmental dyslexia is the nonword-reading deficit. Disabled readers are generally believed to show a specific problem in reading nonwords. This study presents a…

Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, "1993") have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading disability sub-typing beyond English in which fluency rather than accuracy is the key discriminator of developmental and individual…

We tested the hypothesis that the acquisition of orthographic knowledge of novel words that are presented in an indistinct context, that is a context with many orthographically similar words, would be more difficult for dyslexic than for normal readers. Participants were 19 Dutch dyslexic children (mean age 10;9 years), 20 age-matched and 20…

We report an investigation of the validity of teachers' ratings of children's progress in "phonics" as a screener for dyslexia. Seventy-three 6-year-olds from a whole school population were identified as "at risk" of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in…