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Direct linkRen, Xiaoyu; Li, Jie; Liu, Jinqiu; Liu, Duo; Zhao, Jing – Annals of Dyslexia, 2023
Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual…
Descriptors: Foreign Countries, Visual Perception, Attention Span, Dyslexia
van Viersen, Sietske; de Bree, Elise H.; de Jong, Peter F. – Scientific Studies of Reading, 2019
Two explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on…
Descriptors: Dyslexia, Secondary School Students, Academically Gifted, At Risk Students
Asadi, Ibrahim A.; Khateb, Asaid; Ibrahim, Raphiq; Taha, Haitham – Reading and Writing: An Interdisciplinary Journal, 2017
The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of…
Descriptors: Cognitive Processes, Reading Processes, Semitic Languages, Elementary School Students
Beidas, Hanin; Khateb, Asaid; Breznitz, Zvia – Reading and Writing: An Interdisciplinary Journal, 2013
The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults…
Descriptors: Dyslexia, Profiles, Semitic Languages, Cognitive Ability
Georgiou, George K.; Papadopoulos, Timothy C.; Zarouna, Elena; Parrila, Rauno – Dyslexia, 2012
The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological…
Descriptors: Cognitive Ability, Dyslexia, Reading Difficulties, Reading Fluency
McClain-Pace, Erin Marie – ProQuest LLC, 2012
Interest in students who exhibit characteristics with difficulties in learning can be traced as far back as 1800. In order to better understand the complexities and causes of learning disabilities, many researchers (Bannatyne, 1968, 1974; Rugal, 1974) have investigated ways to better identify learners who struggle with academics. A strong argument…
Descriptors: Cognitive Processes, Cognitive Ability, Comprehension, Long Term Memory
Marzocchi, Gian Marco; Oosterlaan, Jaap; Zuddas, Alessandro; Cavolina, Pina; Geurts, Hilde; Redigolo, Debora; Vio, Claudio; Sergeant, Joseph A. – Journal of Child Psychology and Psychiatry, 2008
Background: The object of this study was to analyze the executive functioning of children with attention deficit hyperactivity disorder (ADHD) or reading disability (RD) independent of their non-executive deficits. Methods: Three carefully diagnosed groups of children, aged between 7 and 12 years (35 ADHD, 22 RD and 30 typically developing…
Descriptors: Phonetics, Attention Deficit Hyperactivity Disorder, Short Term Memory, Cognitive Processes
