ANNALS OF DYSLEXIA 是一本跨学科的同行评审期刊，致力于研究阅读障碍及其共病情况；和基于理论的实践，以纠正和干预阅读障碍和书面语言障碍的相关领域，包括拼写、作曲和数学。出版的主要考虑因素是原始的实证研究、重要的审查和有据可查的循证有效实践报告。仅考虑发表原创论文。

The Annals of Dyslexia is an interdisciplinary peer-reviewed journal dedicated to the study of dyslexia and its comorbidities. The journal covers theory-based practices aimed at correcting and intervening in dyslexia and written language disorders, including spelling, composition, and mathematics. We primarily consider original empirical research, significant reviews, and evidence-based practice reports that are well-documented.

《Annals of Dyslexia》是一本跨学科的同行评审期刊，专注于阅读障碍及其共病情况的研究。期刊涵盖基于理论的实践，旨在纠正和干预阅读障碍及书面语言障碍的相关领域，包括拼写、写作和数学。我们主要考虑发表原创的实证研究、重要的综述文章以及有据可查的循证有效实践报告。

Annals of Dyslexia

This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi'an, China. Children with and without RD were compared to their depression and anxiety. Additionally, children's self-ratings, parents' ratings, and teachers' ratings of depression and anxiety were compared to better understand mental health issues of Chinese children with RD. The findings showed that Chinese children with RD experienced more depression but not anxiety compared to their typically developing peers across all three grade levels. Reports from all three informants consistently reflected that children with RD experienced more depression. However, some inconsistencies were found between self-reported levels of depression and anxiety and the observations made by parents and teachers. Children reported experiencing more depression than their parents and teachers observed but less anxiety than their parents reported. This study emphasizes the importance of understanding the links between RD and mental health and the need for appropriate intervention programs to help children with RD cope with the mental health challenges.

Miao Li

Wei Zhao

Mengmeng Liu

Lele Zhang

Gen Li

Ann Dyslexia

Mental health among children with and without reading difficulties

有和无阅读困难儿童的心理健康状况

Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K-5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.

Katlynn Dahl-Leonard

Colby Hall

Philip Capin

Emily J. Solari

Alisha Demchak

William J. Therrien

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia

考察针对有阅读障碍或处于阅读障碍风险的小学生的基础阅读干预研究中的忠实报告

Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.

Erin K Washburn

R Malatesha Joshi

Emily Binks Cantrell

Annals of dyslexia

Are preservice teachers prepared to teach struggling readers?

职前教师是否准备好教授有阅读困难的学生？

Abstract Perceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive person factors (literacy skills and verbal IQ), socio-emotional person factors (self-perceived literacy skills and coping ability), and environmental factors (literacy demands, support from the institution, reactions of teachers and peers) were included as predictors. Results indicated that perceived negative consequences were not related to cognitive person factors. In contrast, better self-perceived literacy skills were associated with less perceived negative consequences in all domains (academic, depression, anxiety) and coping contributed to depression consequences. With respect to environmental factors, negative reactions in the academic environment contributed to perceived negative consequences of depression and anxiety. As such, findings indicate that individuals with dyslexia perceive negative consequences in the academic, anxiety, and depression domains which cannot be fully accounted for by their objective reading and writing problems. These factors should feature more prominently in future studies on dyslexia and should be addressed in treatment of dyslexia as well.

Loes Bazen

Elise H. de Bree

Madelon van den Boer

Peter F. de Jong

Perceived negative consequences of dyslexia: the influence of person and environmental factors

阅读障碍的负面后果感知：个人和环境因素的影响

Despite strong support for inclusive education in principle, many teachers and administrators still demonstrate mixed responses to the inclusion of certain students in their classrooms. Students with specific learning difficulties (SpLD) form a large group of students in inclusive classrooms yet some provincial, state and national jurisdictions fail to acknowledge the existence of these students. Not acknowledging and understanding these students can deny them the recognition and resources necessary for their genuine participation in education and, in turn, society. The aim of this study was to examine British in-service secondary teachers' attributional responses to students with and without specific learning difficulties. The participants included 122 British secondary school teachers who were surveyed in response to vignettes of hypothetical male students who had failed a class test. The study found that while teachers attributed more positive causes towards students without SpLD, they exhibited more negative causes towards students with SpLD. Teachers' causal attributional outcomes of students' level of achievement can impact upon the students' own attributions, with teachers' responses for students with SpLD having the potential to, unintentionally, influence students' own sense of self-efficacy and motivation. The paper concludes with a consideration of the implications of the research and recommendations for practice.

Stuart Woodcock

Elizabeth Hitches

Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties.

潜力还是问题？一项关于中学教师对特定学习困难学生教育成果归因的调查。

Yixuan Song

Jiexin Gu

Siqi Song

Xiuwei Quan

Orthographic-phonological mapping impairments in Chinese children with developmental dyslexia: insights from an ERP investigation

发展性阅读障碍儿童的正字法-音韵映射障碍：来自ERP研究的启示

Excessive crowding in the visual periphery has been demonstrated in children with developmental dyslexia (DD). However, less is known about crowding in the fovea, even though foveal crowding is at least equally important, as reading is mostly accomplished through foveal vision. Here we used a special set of digit stimuli (Pelli fonts) to measure foveal crowding in DD and DD + ADHD children, and compared it to that in TD (typically developing) and ADHD children. We also used the Chinese reading acuity charts (C-READ) to assess the maximum reading speed and reading acuity, along with tests to evaluate cognitive attributes including phonological awareness, rapid automatized naming, morphological awareness, and orthographic knowledge. The results indicate significantly stronger foveal crowding in the DD and DD + ADHD groups, as well as in the ADHD group, than in the TD group. Furthermore, the DD and DD + ADHD groups exhibited poorer maximum reading speed and reading acuity compared to the ADHD and TD groups. Within the two DD groups, the slower maximum reading speed and higher reading acuity can be predicted by stronger foveal crowding. In addition, the DD and DD + ADHD groups performed the worst in four cognitive skills, with the DD group showing negative correlations between foveal crowding and performances across all these skills. Our findings thus move beyond previously well-documented peripheral crowding in dyslexia, and the easy administration of the Pelli-font-based crowding test may be useful for early diagnosis of developmental dyslexia in young children.

Wen-Juan Liu

Xiao-He Yu

Li-Ying Hao

Yu-Feng Wang

Jiu-Ju Wang

Foveal crowding in children with developmental dyslexia

发展性阅读障碍儿童的中央凹拥挤现象

While developmental dyslexia has been extensively studied in children, research on adults is still rather limited. This paper aims to bridge the gap in existing research by presenting the findings of a study that examined the reading and spelling skills of adults with dyslexia and assessed the effectiveness of a linguistic intervention designed to improve their literacy abilities. To address this issue, we first compared the profiles of 44 adults with dyslexia (age range: 16-30 y.o.) and 44 age-matched typical readers across tasks assessing reading, spelling, phonological awareness, morphological awareness and lexical access in Italian. The findings underscored pervasive impairments in dyslexia across all measured dimensions, reaffirming the persistent nature of language and literacy challenges into adulthood. In pursuit of the second objective, the study explored the potential for literacy skill improvement in adults with dyslexia through the implementation of a specialized intervention proposed to 24 dyslexic adults and delivered via a web application. The intervention program yielded positive outcomes in the experimental group, demonstrating significant improvements in word and text reading, spelling, and speed of phonological elaboration. This study, hence, contributes not only to our understanding of developmental dyslexia in adulthood but also emphasizes the tangible benefits of targeted linguistic interventions, thereby offering practical implications for the amelioration of literacy skills in this population.

Maria Vender

Denis Delfitto

Bridging the Gap in Adult Dyslexia Research: Assessing the Efficacy of a Linguistic Intervention on Literacy Skills

弥合成人阅读障碍研究中的差距：评估语言干预对读写技能的有效性

Two decades after the International Dyslexia Association (IDA) adopted the 2002 consensus definition of dyslexia, this special issue of the Annals of Dyslexia revisits that definition in light of advances in scientific understanding and evolving needs. Through contributions from leading researchers and interdisciplinary teams, the issue examines the strengths and limitations of the definition as it has been applied in research, policy, and practice. Key themes emerged, which included reconsidering the need to include the neurobiological basis of dyslexia in the definition, the intersection of literacy challenges and mental health, and the role of context in shaping how dyslexia is defined. Contributors to this special issue also reflected on how the definition serves different audiences, including educators, policymakers, and families. As the IDA embarks on a thoughtful reassessment of the 2002 definition, this collection of articles offers insights to guide the path forward, ensuring the definition remains a robust tool for research, identification, intervention, and advocacy in the coming years.

Timothy N Odegard

Emily A Farris

Anna E Middleton

Dyslexia in the 21st century: revisiting the consensus definition

21世纪的阅读障碍：重新审视共识定义

This study examined six reading intervention teachers' implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers' implementation and their perceptions related to the importance, feasibility, and effectiveness of the intervention. Data from four sources (implementation logs, implementation observations, interviews, and surveys) were collected and analyzed. Participating teachers did not implement the intervention at the intended dosage of 4 days per week, but they did demonstrate high adherence and quality on average. Several barriers to implementation were identified, including intervention training, intervention content and structure, compatibility with existing practices, and alignment with goals. Notable facilitators of implementation were teacher capability and peer support. Teachers had varying perceptions of the intervention, with neutral satisfaction on average. These findings indicate a need for further research on determinants of intervention implementation as they may be crucial in supporting teachers' implementation fidelity.

Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention

探索实施SPELL-阅读与写作干预的可行性

Abbreviation	Ann. Dyslexia
Journal Impact	2.25
Quartiles(Global)	REHABILITATION(Q1)

ISSN	0736-9387, 1934-7243
h-index	57

Publication Information	Publisher: Springer New York，Publishing cycle: 3 issues per year，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1982，Proportion of original research papers: 96.00%，Self Citation Rate:9.50%， Gold OA Rate: 25.00%

Annals of Dyslexia

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience