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1.
S&#;nia Maria Pallaoro Moojen Hosana Alves Gon&#;alves Ana Bass&#;a Ana Luiza Navas Graciela de Jou Em&#;lio S&#;nchez Miguel 《Annals of dyslexia》2020,70(1):115-140
The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether quality of life is affected in these individuals. These questions were examined in a sample of 28 adults with dyslexia (DG) and 28 control participants (CG) paired by sex, age, education, and occupation, with a mean of 15 years of formal education. Participants completed measures of phonological awareness; decoding of syllables, words, and pseudowords; writing; reading comprehension (inferential and literal questions, recall, and sensitivity to the rhetorical structure of the target text); and quality of life. Results showed that (1) core deficits associated with dyslexia persisted into adulthood: participants with dyslexia performed worse than control subjects at all levels of phonological awareness, reading (except word reading accuracy), and spelling; (2) the groups did not differ on any measures of reading comprehension, suggesting a compensation of core deficits; (3) three compensatory mechanisms were identified: slower reading, use of text structure, and verbal ability; (4) participants with dyslexia required more family support and professional help throughout their educational careers, and had more depressive symptoms than control subjects. 相似文献
2.
B A Lewis 《Journal of learning disabilities》1992,25(9):586-597
This study examined 87 pedigrees of individuals with histories of preschool phonology disorders. Results confirmed previous reports that speech and language disorders aggregate in families, with a higher incidence of males affected than females. Significantly more family members with dyslexia and learning disabilities, but not stuttering or hearing impairment, were found in pedigrees of individuals with phonology disorders than in pedigrees of nondisabled individuals. Probands with and without additional language problems did not differ in the incidence of affected family members. Nuclear family members demonstrated a higher incidence of disorders than when all family members were considered, with brothers of probands most often affected. Pedigrees of female probands had more affected members in their nuclear families than pedigrees of male probands. 相似文献
3.
Visual persistence was investigated in adults with and without dyslexia in order to determine whether the adults with dyslexia demonstrate problems similar to those found in childhood dyslexia. Using a temporal separation threshold measure and procedures derived from signal detection theory, sensitivity to sequentially presented form information was determined for the two types of adults. The results showed that the sensitivity of the adults with dyslexia was impaired relative to that of the nondisabled adults when parts of a test stimulus were presented to adjacent retinal areas. This result suggests that, under certain conditions, visual persistence is longer for adults with dyslexia. The results are discussed within the context of a recent theory of dyslexia (Lovegrove, Martin & Slaghuis, 1986) that incorporates the operation of sustained and transient visual mechanisms. 相似文献
4.
K. Gross-Glenn Bonnie Jallad Loriana Novoa Valerie Helgren-Lempesis H. A. Lubs 《Reading and writing》1990,2(2):161-173
We examined Nonsense-Passage oral reading in adults, using data derived from new and previously published studies (Finucci et al 1976, Gross-Glenn et al 1985). Time-scores and error-frequency data are presented for five samples of non-dyslexic readers with a minimum of a high-school education and no childhood history of dyslexia (N=127). Considerable uniformity is demonstrated across these samples, and reading performance of non-dyslexic individuals contrasts sharply with that observed in four samples of adult familial dyslexics. Both affected and compensated-affected dyslexic subjects read the passages significantly more slowly and with more errors than did nondyslexic readers. Results are discussed in relation to the cognitive and neural processes that may underlie this specific reading difficulty in dyslexics. We have found Nonsense-Passage reading to be especially useful in family studies of inherited dyslexia as a means of quantifying oral reading deficits in adults who have learned to compensate for their children reading difficulties. 相似文献
5.
6.
Kiuru N Haverinen K Salmela-Aro K Nurmi JE Savolainen H Holopainen L 《Journal of learning disabilities》2011,44(6):556-569
The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the members of adolescent peer groups resembled each other in reading disabilities but not in those of spelling. Reading disabilities and academic achievement shared within the peer group also contributed to educational attainment in secondary education. Finally, reading disabilities played a larger role in educational attainment among males than among females. 相似文献
7.
Couples making the transition to parenthood experience challenges that can threaten the quality and stability of their relationships and the health of family members. Currently, the educational infrastructure to support the delivery of couple-relationship education during the transition to parenthood is limited. Because new-parent couples interact with the health care system at many points during this transition time, an opportunity exists for strengthening couple relationships within the system to improve the well-being of adults and children. In this article, we propose a productive collaboration between marriage/couple educators and health care systems to integrate couple-relationship education into the standard of perinatal care. 相似文献
8.
Lynda Measor 《Sex education》2013,13(2):153-166
This paper derives from research that had the aim of understanding more about adolescents' views of sex education and adolescent sexuality. The data are taken from three separate pieces of research conducted in 1984, 1998 and 2003. This paper presents data about gender, information and knowledge relating to sexuality. It seeks to demonstrate that attitudes to information and knowledge vary significantly with gender. The data suggest that many adolescents we studied were offered different access to information about sex and sexuality in their families. The argument is that this has impact on the sources of information that they rely upon and prefer. We investigate the underlying issues about the ways boys obtain not only information about sex, but also their attitudes to sexual encounters. Sources of information and counselling about sexuality varied with gender. Boys and girls were exposed to different kinds of experience, in which information about sexuality and messages about desire also vary. Home and intimacy with parents, especially mothers, is important for many, although not all, girls in a way it is not for boys. This indicates a picture of boys learning about sex and sexuality in ways that by and large do not include adults, or more especially trusted adults, and where there appears to be some elements of exclusion from the family. This has important implications for sex education programmes, and may offer us insights into why the boys resist school sex education work. 相似文献
9.
E. Feldman B. E. Levin J. Fleischmann B. Jallad A. Kushch K. Gross-Glenn M. Rabin H. A. Lubs 《Reading and writing》1995,7(2):155-161
Thirty seven adults with a three generation family history of dyslexia and a strong personal history of reading/spelling problems were administered a psychoeducational battery to confirm the diagnosis of dyslexia. Males were not disproportionately represented in the dyslexic sample although they exhibited a more severe profile of reading impairment relative to females. Severity of dyslexia is discussed as a possible mechanism of the reported higher prevalence of dyslexia among males. 相似文献
10.
This paper reports sex education preferences from an ethnically diverse sample of 3007 15–18 year olds. Findings are presented on preferred topics, where and from whom young people would like to receive this information. Preferences were centred around learning more about sexual behaviour and sexually transmitted infections (STIs) in particular, and receiving this at school from someone ‘professional’ and of similar age. Females showed a greater preference towards learning about emotions, relationships and contraception, and to having this delivered by someone of the same sex. Of the four main ethnic groups, Black and Asian students generally reported more sex education preferences than White British or White Other students. Black students wanted to learn more about biological issues and cultural issues alongside sexual behaviour and STIs. Black male students reported a greater than average preference towards family‐based information, and interest towards someone of the same ethnic background delivering sex education was also expressed. Asian students reported stronger preferences for more information about STIs and contraception, and wished to keep sex education out of the family household. Implications for sex and relationships education and working with professionals and parents are outlined. 相似文献
11.
Anne Harris Cohn D.P.H. 《Child abuse & neglect》1982,6(4):473-483
This paper reports on a conference at which participants reviewed indepth the literature on child abuse prevention and child development, as it pertains to different cultural and ethnic population groups, and identifies alternative prevention strategies for these different groups. The efficacy of the following interventions are analyzed: perinatal support programs, education for parents, treatment for abused children, early and periodic childhood screening and treatment programs: social skills training for children and young adults; mutual aid programs and neighborhood support groups; family support services such as crisis care; public information about child abuse and community development activities such as employment assistance. The paper concludes that although treatment services for different groups may be quite similar, prevention strategies must take account of the individual and unique values, norms and socialization patterns of different groups. 相似文献
12.
A sample of staff members from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC program) were interviewed about breastfeeding and their perceptions of WIC recipients' views on breastfeeding. WIC staff members universally supported breastfeeding and expressed desires for more linkages between WIC agencies and perinatal education specialists in childbirth education classes, as well as with mothers during their postpartum hospital stay. The WIC staff members in this study reported on a variety of beliefs about breastfeeding held by their WIC clients, including cultural beliefs, the importance of family support, and experiences of pain during breastfeeding. 相似文献
13.
This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. The battery
consisted of tasks tapping reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives.
A self-report questionnaire consisting of two scales, one examining symptoms of dyslexia and the other reading interests,
was also constructed. All these tasks showed high discrimination between a group of adults with dyslexia and a control group,
all recruited from adult education centers. The tasks also correlated highly with word recognition. The results of the study
show that it is possible to develop a sensitive battery of “nonvocalized” tasks to screen adults with dyslexia on a group
basis and that self-reports add to the screening. The group administration is both time-saving and cost-effective. 相似文献
14.
The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family risk and dyslexia status as predictors indicated that word recall, morphology, and rapid automatized naming were associated with the deficit, whereas the two phonological measures (phoneme awareness and nonword repetition) were associated with both literacy deficits and family risk, suggesting that the phonological deficit is an endophenotype of dyslexia. Whereas the association with familial risk was similar for the two phonological measures, they differed in their relation to dyslexia status: Phoneme awareness showed a stronger association with dyslexia than risk status, whereas nonword repetition was more strongly related to the risk. The data are interpreted within the framework of multiple deficit models of dyslexia. 相似文献
15.
Mandy J. Hill Camden J. Hallmark Marlene McNeese Nike Blue Michael W. Ross 《Sex education》2014,14(2):128-143
The goal of this paper was to determine the effectiveness of the HIP HOP for HIV Awareness intervention, an innovative model utilising an exchange of an HIV test for a hip hop concert ticket, in a metropolitan city among African American youth and young adults. A subset of intervention participants participated in standardised testing, sex education and pre/post test administration. Data were analysed to identify changes in knowledge and attitudes with respect to HIV and sexually transmitted infections pre/post the educational session. An analysis of knowledge revealed variance in the pre- and post-assessment findings among participants receiving the intervention. Level of education and gender significantly influenced the variance in knowledge discerned from the pre- and post-assessment among participants. Two three-level significant interactions emerged from the analysis of variance: knowledge, education and gender; and knowledge, education and race/ethnicity. Programme findings suggest that an increase in knowledge and improved self-perceptions related to attitudes are the result of a brief, HIV-focused community-based intervention among young adults. 相似文献
16.
SHEENA BELL 《Support for Learning》2009,24(2):73-80
Dyslexia support is likely to be in place for students within educational establishments in England. However, there are a significant number of adults with dyslexia in the English workplace who are no longer involved in education and for whom ongoing support is necessary to enable them to reach their potential in a world of increasing literacy demands. Legislation has led to significant moves towards inclusion in the English workplace, but there has been a lack of public recognition of the concerns and needs articulated by adults with this invisible disability. The formation of local voluntary groups provides one model of support for adults with dyslexia. This article examines the setting up of one such group and highlights issues involved in this process. The nature of the group structure and the support offered is discussed, including its impact on the individuals concerned. Finally, the author makes recommendations for stakeholders in the inclusion of adults with dyslexia. 相似文献
17.
Meesha Warmington Susan E. Stothard Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):48-56
Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment‐Revised (YAA‐R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA‐R. Additionally, the YAA‐R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA‐R is a suitable test battery for the assessment and identification of dyslexia in university students. 相似文献
18.
An increasing number of students with dyslexia enter higher education. As a result, there is a growing need for standardized diagnosis. Previous research has suggested that a small number of tests may suffice to reliably assess students with dyslexia, but these studies were based on post hoc discriminant analysis, which tends to overestimate the percentage of systematic variance, and were limited to the English language (and the Anglo-Saxon education system). Therefore, we repeated the research in a non-English language (Dutch) and we selected variables on the basis of a prediction analysis. The results of our study confirm that it is not necessary to administer a wide range of tests to diagnose dyslexia in (young) adults. Three tests sufficed: word reading, word spelling and phonological awareness, in line with the proposal that higher education students with dyslexia continue to have specific problems with reading and writing. We also show that a traditional postdiction analysis selects more variables of importance than the prediction analysis. However, these extra variables explain study-specific variance and do not result in more predictive power of the model. 相似文献
19.
Identifying dyslexia in adulthood presents particular challenges because of complicating factors such as acquisition of compensatory strategies, differing degrees of intervention and the problem of distinguishing dyslexic adults from those whose literacy difficulties have non‐cognitive causes. One of the implications is that conventional literacy measures, per se, do not provide a satisfactory basis for screening for dyslexia in adulthood as some dyslexic adults have above‐average literacy skills and some non‐dyslexic adults have very poor literacy skills. This study examined an alternative approach to dyslexia screening, using three tests that depend heavily on phonological processing, lexical access and working memory, but which are not conventional measures of literacy. Using these tests, which are computer delivered, 70 dyslexic adults from three different types of educational institution were compared with 69 non‐dyslexic adults from the same institutions. The results showed that the dyslexic and non‐dyslexic groups were significantly different on all three computer‐based tests, with an average effect size of 1.55. Adaptive versions of these tests were then created to reduce overall administration time for the suite to about 15 minutes. Analysis showed that the combined scaled scores from the adaptive versions of the three tests significantly discriminated the dyslexic from the non‐dyslexic group with an increased effect size of 2.07 and with a sensitivity rate of 90.6% and a specificity rate of 90.0%. It was concluded that this approach is a valid and useful method of identifying dyslexia in adulthood, which, given the ease of administration to large numbers of adults, has noted advantages for education and employment. 相似文献
20.
Wibke M. Hachmann Louisa Bogaerts Arnaud Szmalec Evy Woumans Wouter Duyck Remo Job 《Annals of dyslexia》2014,64(2):121-136
Recent findings suggest that people with dyslexia experience difficulties with the learning of serial order information during the transition from short- to long-term memory (Szmalec et al. Journal of Experimental Psychology: Learning, Memory, & Cognition 37(5): 1270-1279, 2011). At the same time, models of short-term memory increasingly incorporate a distinction of order and item processing (Majerus et al. Cognition 107: 395-419, 2008). The current study is aimed to investigate whether serial order processing deficiencies in dyslexia can be traced back to a selective impairment of short-term memory for serial order and whether this impairment also affects processing beyond the verbal domain. A sample of 26 adults with dyslexia and a group of age and IQ-matched controls participated in a 2?×?2?×?2 experiment in which we assessed short-term recognition performance for order and item information, using both verbal and nonverbal material. Our findings indicate that, irrespective of the type of material, participants with dyslexia recalled the individual items with the same accuracy as the matched control group, whereas the ability to recognize the serial order in which those items were presented appeared to be affected in the dyslexia group. We conclude that dyslexia is characterized by a selective impairment of short-term memory for serial order, but not for item information, and discuss the integration of these findings into current theoretical views on dyslexia and its associated dysfunctions. 相似文献