ANNALS OF DYSLEXIA阅读障碍研究纪事
ANNALS OF DYSLEXIA(英文缩写 ANN DYSLEXIA),ISSN 0736-9387,eISSN 1934-7243,中文译名:阅读障碍研究纪事 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 2.275 | Q2 |
| 2022 | 2.300 | Q2 |
| 2023 | 2.100 | Q1 |
| 2024 | 2.300 | Q1 |
| 2025 | 4.500 | Q1 |
ANNALS OF DYSLEXIA 最新收录文献
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1. A pilot study exploring reading and spelling difficulties in children with auditory processing disorder.
PMID:日期:2026-09-05This pilot study examined the underexplored reading and spelling skills of children with auditory processing disorder (APD). Based on previous research linking auditory and phonological deficits, it was hypothesized that children with APD experiencing literacy difficulties would exhibit a phonological vulnerability profile of dyslexia-dysorthographia (DD), characterized by phonological awareness impairments. Nineteen school-aged children with APD, seen in rehabilitation centers specialized in communication, were assessed with a test battery measuring auditory, reading, and spelling skills as well as cognitive vulnerability factors (e.g., phonological awareness, lexical orthographic memory). Among these participants, four performed within normal limits on the reading and spelling tasks or did not exhibit difficulties related to a DD. The other fifteen participants exhibited difficulties similar to those of children with DD, with thirteen showing results associated with a mnesic vulnerability profile, characterized by lexical orthographic memory deficits, and two showing a mixed profile, combining phonological and mnesic vulnerabilities. Findings of this pilot study highlighted a high rate of reading and spelling difficulties among these children. Their difficulties were not comparable to those seen in children with the phonological vulnerability profile, but with a mnesic profile, suggesting that auditory processing difficulties do not always lead to this profile of DD. These preliminary findings need to be extended to larger samples from various clinical settings to clarify interactions between auditory processing, cognitive vulnerability factors, and written language skills.
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2. Predicting response to early reading intervention for children at risk for dyslexia - the importance of pronunciation accuracy.
PMID:日期:2026-08-11This study aimed to examine the extent to which pretest measures predicted response to an early reading intervention for children at risk for dyslexia. Predictors were studied in both first-language (L1) speakers and second-language (L2) learners. The pretest measures assessed various reading-related abilities, including pronunciation accuracy. Data from the experimental group in a trial of a reading intervention of 76 sessions for first-grade students at risk for dyslexia were analyzed. Outcomes were examined for 101 participants, including 68 L1 speakers and 33 L2 learners of Danish, based on their posttest performance on reading of words and non-words. Pretest measures of decoding, letter knowledge, letter-sound knowledge, phonological awareness, rapid automatized naming, vocabulary, and pronunciation accuracy were evaluated as predictors of reading outcomes. The strongest predictors of children's reading outcomes were phonological awareness, letter knowledge, letter-sound knowledge, and pronunciation accuracy. A relatively good classification of children with subsequent poor or adequate response to the intervention could be obtained based on pretest measures of letter-sound knowledge and pronunciation accuracy. Pronunciation accuracy added uniquely to the prediction of overall variance in reading outcomes for L1 speakers and L2 learners and to the correct early classification of children as poor or adequate responders. The results suggest that an acceptable level of prediction of at-risk children's response to early reading intervention can be obtained by means of a few pre-intervention measures. This study provides evidence for the added predictive value of a measure of pronunciation accuracy for L1 speakers and L2 learners.
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3. Spoken language delay in toddlerhood predicts late childhood language outcomes in dyslexia: evidence from retrospective parent-report.
PMID:日期:2026-07-31Some children are slower than average to acquire early spoken language milestones. Little is known about how this heterogeneity in expressive language impacts later childhood language and reading outcomes in children with dyslexia. We investigated oral language and reading differences in 63 children with dyslexia aged 8-12 years, comparing those with (35%) and without (65%) a prior history of delayed two-word phrase production (beyond 24 months of age). All children subsequently acquired fluent spoken language. Language outcome measures included standardized tests of current sound awareness, rapid picture naming, memory for words, and sentence repetition. Current single word and paragraph reading abilities were measured using standardized timed and untimed tests. Results indicated that both groups showed comparable single word and paragraph reading performance in middle childhood. Those with early spoken language delay had poorer sentence repetition and memory for words than those who used two-word phrases by 24-months. Our findings point to distinct language contributions to dyslexia in children with and without a history of early spoken language acquisition difficulties, underscoring the importance of considering early language milestones in this population.
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4. Does font improve reading in dyslexic children?: meta-analysis of dyslexia-friendly fonts and dyslexic children's reading performance.
PMID:日期:2026-07-31This meta-analysis investigates the effectiveness of dyslexia-friendly fonts, such as OpenDyslexic and Dyslexie, on improving reading performance among dyslexic students. Dyslexic students face considerable challenges in digital reading, which impacts their academic performance, particularly in subjects with high reading demands. While specialized fonts have been proposed as potential solutions, research findings are inconsistent. This meta-analysis synthesizes data from 15 empirical studies (91 effect sizes; N = 688) examining whether these specialized fonts offer significant improvements in reading performance in dyslexic readers compared to standard fonts like Times New Roman and Arial. Using a random-effects model, the results indicate that dyslexia-friendly fonts have no consistent or reliable effect on reading performance in terms of speed or accuracy. The overall effect size was negligible, g = -0.04, 95% CI [-0.15, 0.07], z = - 0.67, p = 0.5. The findings suggest that while certain typographical features may aid legibility, dyslexia-friendly fonts do not offer substantial benefits over traditional fonts for dyslexic readers. This meta-analysis provides critical insights for educators and developers of assistive technologies, emphasizing the need for further research to explore alternative strategies for supporting individuals with dyslexia in their academic pursuits.
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6. Examining the relations between teacher level factors and the use of spelling instruction and assessment practices.
PMID:日期:2026-07-23This study investigated elementary teachers' spelling activity and assessment practices and examined how these practices relate to teachers' spelling knowledge, self-efficacy in teaching spelling, and instructional philosophy. Survey responses were collected from 324 K to 5 teachers in a diverse urban district, including open-ended descriptions of spelling activities and scoring methods. Responses were analyzed and categorized into eight instructional activity types and five scoring approaches. Descriptive and multinomial logistic regression analyses revealed that teachers' activity choices were more strongly associated with their self-efficacy and philosophy in teaching spelling than with their formal spelling knowledge. Teachers with stronger philosophical beliefs were more likely to report linguistically informed practices (e.g., Word Sorts), while those with higher self-efficacy tended to favor traditional spelling activities (e.g., worksheet-based tasks). Scoring practices showed a preference for partial-credit approaches, though many still used traditional right/wrong grading. Spelling knowledge showed a marginal association with nuanced scoring that goes beyond mere right-or-wrong evaluations, but all three traits (i.e., spelling knowledge, self-efficacy, and philosophy) did not significantly predict scoring methods. These findings suggest that teacher education should address not only spelling knowledge but also self-efficacy and philosophy to support evidence-based spelling practices.
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7. Are early readers sensitive to the patterns in bisyllabic english words?
PMID:日期:2026-07-16Elementary students develop sensitivity to English sound-spelling patterns through instruction and practice. However, it is unclear whether this extends to subtle patterns and whether sensitivity varies by age or reading skill. One such pattern involves the pronunciation of a single-letter vowel (V) in the first syllable of bisyllabic words. A vowel letter is more likely to have a long (tense) sound when followed by a single consonant letter (C) and vowel letter (VCV, e.g., labor) than a short (lax) one (Kearns, 2020). However, short-vowel pronunciations (e.g., habit) are common). This study examines whether early readers exhibit sensitivity to this long-vowel tendency and whether this varies by grade or reading skill. Grade 2 (n = 18), Grade 3 (n = 28), and Grade 4 (n = 29) students with and without reading difficulties (RD) read 48 five-letter bisyllabic CVCVC pseudowords (e.g., losal). First-vowel pronunciations were recorded. Long-vowel pronunciation frequencies were compared across grades and with long-vowel frequencies in a lexical database (Zeno et al., 1995). Students used long vowel pronunciations less frequently than expected based on the frequency of polysyllabic words in the database, pronouncing them at a rate closer to that found in monosyllabic words. Grade 3 and 4 students used long vowel pronunciations more often than younger students and those with RD. Long vowel usage was notably higher for the letter O than other vowels, consistent with the more frequent occurrence of long pronunciations for that letter. Students show limited sensitivity to the subtle VCV long-vowel pattern, indicating that while acquiring this knowledge, it is not quickly consolidated, possibly due to variability in the pattern or differing learning rates.
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8. Self-directed learning journeys of Canadian teachers around the science of reading.
PMID:日期:2026-07-16The popularization of the science of reading (SoR) has been bolstered by the bottom-up, grassroots work of teachers who are engaging in independent learning about the evidence base around reading development and instruction. Canadian teachers, like many of their colleagues in other parts of the world, have undertaken self-directed learning (SDL) about SoR; such a large number of educators independently choosing to learn about the same topic is an uncommon phenomenon in education. We conducted five focus groups with a total of 21 Canadian educators, using a qualitative descriptive design to investigate how educators characterized their SDL journeys, how what they learned shaped their subsequent learning and practice, and what factors they believed impacted the implementation of their learning. Findings indicate that participants' initiation of learning tended to be problem-focused and that their motivation to continue learning was sustained through perceived gains in student achievement and new questions that arose as a result of their ongoing learning. The extent to which educators were able to implement shifts in practice was either constrained or supported by school, district, and provincial contexts.
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9. Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children.
PMID:日期:2026-07-11The present study investigated the roles of various cognitive-linguistic skills in predicting poor reader status concurrently and longitudinally with a sample of Hong Kong Chinese primary school children. Children from grade 1 to grade 3 (n = 358) were measured on tests of Chinese word reading, phonological awareness (PA), morphological awareness (MA), orthographic awareness (OA), rapid automatized naming (RAN), and delayed copying (DC) individually for cross-sectional analyses. Word reading ability was tested annually in a subsample of 109 children from grade 1 (follow-up group) for three years for longitudinal analyses. Children's word reading performance was utilized to differentiate between poor and typical readers. Results of logistic regression analyses showed that MA and DC were the two significant predictors to distinguish poor readers from typical readers concurrently. Longitudinally, MA, OA, and RAN measured in the first year were the most consistent indicators of poor reader status one and two years later in the follow-up group. PA failed to distinguish Chinese poor readers both concurrently and longitudinally. These results align with the latest IDA dyslexia definition, which emphasizes morphological processing, and extend them by highlighting the critical role of orthographic processing. The findings shed light on the identification and intervention for Chinese poor readers.
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10. Rate-disabled versus accuracy-disabled subtypes of dyslexia: A longitudinal study from preschool to grade 1.
PMID:日期:2026-07-08This longitudinal study investigated subtypes of dyslexia based on the distinction between word reading accuracy and word reading rate. Building on prior cross-sectional research, we inquired whether the cognitive profiles of these subtypes can be identified before children learn to read. A large sample of Hebrew-speaking children were assessed on phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) in preschool and then followed into first grade to evaluate their reading accuracy and rate. In preschool, findings revealed two distinct subgroups: one with selective deficits in PA and MA but intact RAN (PA + MA-disabled) and another with impaired RAN but preserved PA and MA (RAN-only disabled). In first grade, as predicted, the PA + MA-disabled group demonstrated significantly lower reading accuracy compared to both the RAN-only disabled and control groups. The RAN-only subgroup exhibited slow reading but intact accuracy. However, contrary to predictions, the PA + MA-disabled group also exhibited slower reading rates. These results suggest that at the beginning of reading development, low levels of reading accuracy limit reading rate. Our study (i) supports accuracy-rate subtyping of dyslexia, (ii) reinforces the role of both PA and MA in achieving early word reading accuracy, and (iii) highlights the existence of a highly specific RAN-rate dyslexia subtype. These findings have significant implications for early diagnosis and intervention as well as the definition of dyslexia.