for Journals by Title or ISSN
for Articles by Keywords
help

Publisher: Springer-Verlag (Total: 2351 journals)

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

        1 2 3 4 5 6 7 8 | Last   [Sort by number of followers]   [Restore default list]

Showing 1 - 200 of 2351 Journals sorted alphabetically
3D Printing in Medicine     Open Access  
3D Research     Hybrid Journal   (Followers: 21, SJR: 0.222, CiteScore: 1)
4OR: A Quarterly J. of Operations Research     Hybrid Journal   (Followers: 10, SJR: 0.825, CiteScore: 1)
AAPS J.     Hybrid Journal   (Followers: 22, SJR: 1.118, CiteScore: 4)
AAPS PharmSciTech     Hybrid Journal   (Followers: 7, SJR: 0.752, CiteScore: 3)
Abdominal Imaging     Hybrid Journal   (Followers: 14, SJR: 0.866, CiteScore: 2)
Abhandlungen aus dem Mathematischen Seminar der Universitat Hamburg     Hybrid Journal   (Followers: 4, SJR: 0.439, CiteScore: 0)
Academic Psychiatry     Full-text available via subscription   (Followers: 23, SJR: 0.53, CiteScore: 1)
Academic Questions     Hybrid Journal   (Followers: 8, SJR: 0.106, CiteScore: 0)
Accreditation and Quality Assurance: J. for Quality, Comparability and Reliability in Chemical Measurement     Hybrid Journal   (Followers: 26, SJR: 0.316, CiteScore: 1)
Acoustical Physics     Hybrid Journal   (Followers: 11, SJR: 0.359, CiteScore: 1)
Acoustics Australia     Hybrid Journal   (SJR: 0.232, CiteScore: 1)
Acta Analytica     Hybrid Journal   (Followers: 7, SJR: 0.367, CiteScore: 0)
Acta Applicandae Mathematicae     Hybrid Journal   (Followers: 1, SJR: 0.675, CiteScore: 1)
Acta Biotheoretica     Hybrid Journal   (Followers: 4, SJR: 0.284, CiteScore: 1)
Acta Diabetologica     Hybrid Journal   (Followers: 18, SJR: 1.587, CiteScore: 3)
Acta Endoscopica     Hybrid Journal   (Followers: 1)
acta ethologica     Hybrid Journal   (Followers: 4, SJR: 0.769, CiteScore: 1)
Acta Geochimica     Hybrid Journal   (Followers: 6, SJR: 0.24, CiteScore: 1)
Acta Geodaetica et Geophysica     Hybrid Journal   (Followers: 2, SJR: 0.305, CiteScore: 1)
Acta Geotechnica     Hybrid Journal   (Followers: 7, SJR: 1.588, CiteScore: 3)
Acta Informatica     Hybrid Journal   (Followers: 5, SJR: 0.517, CiteScore: 1)
Acta Mathematica     Hybrid Journal   (Followers: 12, SJR: 7.066, CiteScore: 3)
Acta Mathematica Hungarica     Hybrid Journal   (Followers: 2, SJR: 0.452, CiteScore: 1)
Acta Mathematica Sinica, English Series     Hybrid Journal   (Followers: 6, SJR: 0.379, CiteScore: 1)
Acta Mathematica Vietnamica     Hybrid Journal   (SJR: 0.27, CiteScore: 0)
Acta Mathematicae Applicatae Sinica, English Series     Hybrid Journal   (SJR: 0.208, CiteScore: 0)
Acta Mechanica     Hybrid Journal   (Followers: 21, SJR: 1.04, CiteScore: 2)
Acta Mechanica Sinica     Hybrid Journal   (Followers: 5, SJR: 0.607, CiteScore: 2)
Acta Metallurgica Sinica (English Letters)     Hybrid Journal   (Followers: 7, SJR: 0.576, CiteScore: 2)
Acta Meteorologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.638, CiteScore: 1)
Acta Neurochirurgica     Hybrid Journal   (Followers: 6, SJR: 0.822, CiteScore: 2)
Acta Neurologica Belgica     Hybrid Journal   (Followers: 1, SJR: 0.376, CiteScore: 1)
Acta Neuropathologica     Hybrid Journal   (Followers: 5, SJR: 7.589, CiteScore: 12)
Acta Oceanologica Sinica     Hybrid Journal   (Followers: 3, SJR: 0.334, CiteScore: 1)
Acta Parasitologica     Hybrid Journal   (Followers: 10, SJR: 0.641, CiteScore: 1)
Acta Physiologiae Plantarum     Hybrid Journal   (Followers: 2, SJR: 0.574, CiteScore: 2)
Acta Politica     Hybrid Journal   (Followers: 14, SJR: 0.605, CiteScore: 1)
Activitas Nervosa Superior     Hybrid Journal   (SJR: 0.147, CiteScore: 0)
adhäsion KLEBEN & DICHTEN     Hybrid Journal   (Followers: 7, SJR: 0.103, CiteScore: 0)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 23, SJR: 0.72, CiteScore: 2)
Adhesion Adhesives & Sealants     Hybrid Journal   (Followers: 9)
Administration and Policy in Mental Health and Mental Health Services Research     Partially Free   (Followers: 16, SJR: 1.005, CiteScore: 2)
Adsorption     Hybrid Journal   (Followers: 4, SJR: 0.703, CiteScore: 2)
Advances in Applied Clifford Algebras     Hybrid Journal   (Followers: 4, SJR: 0.698, CiteScore: 1)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 37, SJR: 0.956, CiteScore: 2)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 19, SJR: 0.812, CiteScore: 1)
Advances in Contraception     Hybrid Journal   (Followers: 3)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 51, SJR: 1.09, CiteScore: 1)
Advances in Gerontology     Partially Free   (Followers: 8, SJR: 0.144, CiteScore: 0)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 29, SJR: 1.64, CiteScore: 2)
Advances in Manufacturing     Hybrid Journal   (Followers: 3, SJR: 0.475, CiteScore: 2)
Advances in Polymer Science     Hybrid Journal   (Followers: 43, SJR: 1.04, CiteScore: 3)
Advances in Therapy     Hybrid Journal   (Followers: 5, SJR: 1.075, CiteScore: 3)
Aegean Review of the Law of the Sea and Maritime Law     Hybrid Journal   (Followers: 6)
Aequationes Mathematicae     Hybrid Journal   (Followers: 2, SJR: 0.517, CiteScore: 1)
Aerobiologia     Hybrid Journal   (Followers: 3, SJR: 0.673, CiteScore: 2)
Aesthetic Plastic Surgery     Hybrid Journal   (Followers: 9, SJR: 0.825, CiteScore: 1)
African Archaeological Review     Hybrid Journal   (Followers: 16, SJR: 0.862, CiteScore: 1)
Afrika Matematika     Hybrid Journal   (Followers: 1, SJR: 0.235, CiteScore: 0)
AGE     Hybrid Journal   (Followers: 7)
Ageing Intl.     Hybrid Journal   (Followers: 7, SJR: 0.39, CiteScore: 1)
Aggiornamenti CIO     Hybrid Journal   (Followers: 1)
Aging Clinical and Experimental Research     Hybrid Journal   (Followers: 3, SJR: 0.67, CiteScore: 2)
Agricultural Research     Hybrid Journal   (Followers: 5, SJR: 0.276, CiteScore: 1)
Agriculture and Human Values     Hybrid Journal   (Followers: 14, SJR: 1.173, CiteScore: 3)
Agroforestry Systems     Hybrid Journal   (Followers: 19, SJR: 0.663, CiteScore: 1)
Agronomy for Sustainable Development     Hybrid Journal   (Followers: 12, SJR: 1.864, CiteScore: 6)
AI & Society     Hybrid Journal   (Followers: 8, SJR: 0.227, CiteScore: 1)
AIDS and Behavior     Hybrid Journal   (Followers: 14, SJR: 1.792, CiteScore: 3)
Air Quality, Atmosphere & Health     Hybrid Journal   (Followers: 4, SJR: 0.862, CiteScore: 3)
Akupunktur & Aurikulomedizin     Full-text available via subscription   (Followers: 1)
Algebra and Logic     Hybrid Journal   (Followers: 6, SJR: 0.531, CiteScore: 0)
Algebra Universalis     Hybrid Journal   (Followers: 2, SJR: 0.583, CiteScore: 1)
Algebras and Representation Theory     Hybrid Journal   (Followers: 1, SJR: 1.095, CiteScore: 1)
Algorithmica     Hybrid Journal   (Followers: 9, SJR: 0.56, CiteScore: 1)
Allergo J.     Full-text available via subscription   (Followers: 1, SJR: 0.234, CiteScore: 0)
Allergo J. Intl.     Hybrid Journal   (Followers: 2)
Alpine Botany     Hybrid Journal   (Followers: 5, SJR: 1.11, CiteScore: 3)
ALTEX : Alternatives to Animal Experimentation     Open Access   (Followers: 3)
AMBIO     Hybrid Journal   (Followers: 10, SJR: 1.569, CiteScore: 4)
American J. of Cardiovascular Drugs     Hybrid Journal   (Followers: 16, SJR: 0.951, CiteScore: 3)
American J. of Community Psychology     Hybrid Journal   (Followers: 28, SJR: 1.329, CiteScore: 2)
American J. of Criminal Justice     Hybrid Journal   (Followers: 8, SJR: 0.772, CiteScore: 1)
American J. of Cultural Sociology     Hybrid Journal   (Followers: 16, SJR: 0.46, CiteScore: 1)
American J. of Dance Therapy     Hybrid Journal   (Followers: 4, SJR: 0.181, CiteScore: 0)
American J. of Potato Research     Hybrid Journal   (Followers: 2, SJR: 0.611, CiteScore: 1)
American J. of Psychoanalysis     Hybrid Journal   (Followers: 21, SJR: 0.314, CiteScore: 0)
American Sociologist     Hybrid Journal   (Followers: 12, SJR: 0.35, CiteScore: 0)
Amino Acids     Hybrid Journal   (Followers: 8, SJR: 1.135, CiteScore: 3)
AMS Review     Partially Free   (Followers: 4)
Analog Integrated Circuits and Signal Processing     Hybrid Journal   (Followers: 7, SJR: 0.211, CiteScore: 1)
Analysis and Mathematical Physics     Hybrid Journal   (Followers: 5, SJR: 0.536, CiteScore: 1)
Analysis in Theory and Applications     Hybrid Journal   (Followers: 1)
Analysis of Verbal Behavior     Hybrid Journal   (Followers: 5)
Analytical and Bioanalytical Chemistry     Hybrid Journal   (Followers: 32, SJR: 0.978, CiteScore: 3)
Anatomical Science Intl.     Hybrid Journal   (Followers: 2, SJR: 0.367, CiteScore: 1)
Angewandte Schmerztherapie und Palliativmedizin     Hybrid Journal  
Angiogenesis     Hybrid Journal   (Followers: 3, SJR: 2.177, CiteScore: 5)
Animal Cognition     Hybrid Journal   (Followers: 19, SJR: 1.389, CiteScore: 3)
Annales françaises de médecine d'urgence     Hybrid Journal   (Followers: 1, SJR: 0.192, CiteScore: 0)
Annales Henri Poincaré     Hybrid Journal   (Followers: 3, SJR: 1.097, CiteScore: 2)
Annales mathématiques du Québec     Hybrid Journal   (Followers: 4, SJR: 0.438, CiteScore: 0)
Annali dell'Universita di Ferrara     Hybrid Journal   (SJR: 0.429, CiteScore: 0)
Annali di Matematica Pura ed Applicata     Hybrid Journal   (Followers: 1, SJR: 1.197, CiteScore: 1)
Annals of Biomedical Engineering     Hybrid Journal   (Followers: 18, SJR: 1.042, CiteScore: 3)
Annals of Combinatorics     Hybrid Journal   (Followers: 4, SJR: 0.932, CiteScore: 1)
Annals of Data Science     Hybrid Journal   (Followers: 12)
Annals of Dyslexia     Hybrid Journal   (Followers: 10, SJR: 0.85, CiteScore: 2)
Annals of Finance     Hybrid Journal   (Followers: 30, SJR: 0.579, CiteScore: 1)
Annals of Forest Science     Hybrid Journal   (Followers: 7, SJR: 0.986, CiteScore: 2)
Annals of Global Analysis and Geometry     Hybrid Journal   (Followers: 1, SJR: 1.228, CiteScore: 1)
Annals of Hematology     Hybrid Journal   (Followers: 15, SJR: 1.043, CiteScore: 2)
Annals of Mathematics and Artificial Intelligence     Hybrid Journal   (Followers: 12, SJR: 0.413, CiteScore: 1)
Annals of Microbiology     Hybrid Journal   (Followers: 10, SJR: 0.479, CiteScore: 2)
Annals of Nuclear Medicine     Hybrid Journal   (Followers: 4, SJR: 0.687, CiteScore: 2)
Annals of Operations Research     Hybrid Journal   (Followers: 10, SJR: 0.943, CiteScore: 2)
Annals of Ophthalmology     Hybrid Journal   (Followers: 11)
Annals of Regional Science     Hybrid Journal   (Followers: 7, SJR: 0.614, CiteScore: 1)
Annals of Software Engineering     Hybrid Journal   (Followers: 13)
Annals of Solid and Structural Mechanics     Hybrid Journal   (Followers: 9, SJR: 0.239, CiteScore: 1)
Annals of Surgical Oncology     Hybrid Journal   (Followers: 13, SJR: 1.986, CiteScore: 4)
Annals of Telecommunications     Hybrid Journal   (Followers: 9, SJR: 0.223, CiteScore: 1)
Annals of the Institute of Statistical Mathematics     Hybrid Journal   (Followers: 1, SJR: 1.495, CiteScore: 1)
Antonie van Leeuwenhoek     Hybrid Journal   (Followers: 5, SJR: 0.834, CiteScore: 2)
Apidologie     Hybrid Journal   (Followers: 4, SJR: 1.22, CiteScore: 3)
APOPTOSIS     Hybrid Journal   (Followers: 8, SJR: 1.424, CiteScore: 4)
Applicable Algebra in Engineering, Communication and Computing     Hybrid Journal   (Followers: 2, SJR: 0.294, CiteScore: 1)
Applications of Mathematics     Hybrid Journal   (Followers: 2, SJR: 0.602, CiteScore: 1)
Applied Biochemistry and Biotechnology     Hybrid Journal   (Followers: 43, SJR: 0.571, CiteScore: 2)
Applied Biochemistry and Microbiology     Hybrid Journal   (Followers: 17, SJR: 0.21, CiteScore: 1)
Applied Cancer Research     Open Access  
Applied Categorical Structures     Hybrid Journal   (Followers: 2, SJR: 0.49, CiteScore: 0)
Applied Composite Materials     Hybrid Journal   (Followers: 49, SJR: 0.58, CiteScore: 2)
Applied Entomology and Zoology     Partially Free   (Followers: 3, SJR: 0.422, CiteScore: 1)
Applied Geomatics     Hybrid Journal   (Followers: 3, SJR: 0.733, CiteScore: 3)
Applied Geophysics     Hybrid Journal   (Followers: 8, SJR: 0.488, CiteScore: 1)
Applied Intelligence     Hybrid Journal   (Followers: 12, SJR: 0.6, CiteScore: 2)
Applied Magnetic Resonance     Hybrid Journal   (Followers: 4, SJR: 0.319, CiteScore: 1)
Applied Mathematics & Optimization     Hybrid Journal   (Followers: 6, SJR: 0.886, CiteScore: 1)
Applied Mathematics - A J. of Chinese Universities     Hybrid Journal   (SJR: 0.17, CiteScore: 0)
Applied Mathematics and Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.461, CiteScore: 1)
Applied Microbiology and Biotechnology     Hybrid Journal   (Followers: 63, SJR: 1.182, CiteScore: 4)
Applied Physics A     Hybrid Journal   (Followers: 9, SJR: 0.481, CiteScore: 2)
Applied Physics B: Lasers and Optics     Hybrid Journal   (Followers: 24, SJR: 0.74, CiteScore: 2)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 8, SJR: 0.519, CiteScore: 2)
Applied Research in Quality of Life     Hybrid Journal   (Followers: 12, SJR: 0.316, CiteScore: 1)
Applied Solar Energy     Hybrid Journal   (Followers: 18, SJR: 0.225, CiteScore: 0)
Applied Spatial Analysis and Policy     Hybrid Journal   (Followers: 5, SJR: 0.542, CiteScore: 1)
Aquaculture Intl.     Hybrid Journal   (Followers: 23, SJR: 0.591, CiteScore: 2)
Aquarium Sciences and Conservation     Hybrid Journal   (Followers: 1)
Aquatic Ecology     Hybrid Journal   (Followers: 34, SJR: 0.656, CiteScore: 2)
Aquatic Geochemistry     Hybrid Journal   (Followers: 4, SJR: 0.591, CiteScore: 1)
Aquatic Sciences     Hybrid Journal   (Followers: 13, SJR: 1.109, CiteScore: 3)
Arabian J. for Science and Engineering     Hybrid Journal   (Followers: 5, SJR: 0.303, CiteScore: 1)
Arabian J. of Geosciences     Hybrid Journal   (Followers: 2, SJR: 0.319, CiteScore: 1)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 20, SJR: 1.052, CiteScore: 2)
Archaeologies     Hybrid Journal   (Followers: 12, SJR: 0.224, CiteScore: 0)
Archiv der Mathematik     Hybrid Journal   (Followers: 1, SJR: 0.725, CiteScore: 1)
Archival Science     Hybrid Journal   (Followers: 60, SJR: 0.745, CiteScore: 2)
Archive for History of Exact Sciences     Hybrid Journal   (Followers: 8, SJR: 0.186, CiteScore: 1)
Archive for Mathematical Logic     Hybrid Journal   (Followers: 2, SJR: 0.909, CiteScore: 1)
Archive for Rational Mechanics and Analysis     Hybrid Journal   (SJR: 3.93, CiteScore: 3)
Archive of Applied Mechanics     Hybrid Journal   (Followers: 5, SJR: 0.79, CiteScore: 2)
Archives and Museum Informatics     Hybrid Journal   (Followers: 143, SJR: 0.101, CiteScore: 0)
Archives of Computational Methods in Engineering     Hybrid Journal   (Followers: 5, SJR: 1.41, CiteScore: 5)
Archives of Dermatological Research     Hybrid Journal   (Followers: 7, SJR: 1.006, CiteScore: 2)
Archives of Environmental Contamination and Toxicology     Hybrid Journal   (Followers: 14, SJR: 0.773, CiteScore: 2)
Archives of Gynecology and Obstetrics     Hybrid Journal   (Followers: 16, SJR: 0.956, CiteScore: 2)
Archives of Microbiology     Hybrid Journal   (Followers: 8, SJR: 0.644, CiteScore: 2)
Archives of Orthopaedic and Trauma Surgery     Hybrid Journal   (Followers: 8, SJR: 1.146, CiteScore: 2)
Archives of Osteoporosis     Hybrid Journal   (Followers: 2, SJR: 0.71, CiteScore: 2)
Archives of Sexual Behavior     Hybrid Journal   (Followers: 10, SJR: 1.493, CiteScore: 3)
Archives of Toxicology     Hybrid Journal   (Followers: 17, SJR: 1.541, CiteScore: 5)
Archives of Virology     Hybrid Journal   (Followers: 5, SJR: 0.973, CiteScore: 2)
Archives of Women's Mental Health     Hybrid Journal   (Followers: 14, SJR: 1.274, CiteScore: 3)
Archivio di Ortopedia e Reumatologia     Hybrid Journal  
Archivum Immunologiae et Therapiae Experimentalis     Hybrid Journal   (Followers: 2, SJR: 0.946, CiteScore: 3)
ArgoSpine News & J.     Hybrid Journal  
Argumentation     Hybrid Journal   (Followers: 5, SJR: 0.349, CiteScore: 1)
Arid Ecosystems     Hybrid Journal   (Followers: 2, SJR: 0.2, CiteScore: 0)
Arkiv för Matematik     Hybrid Journal   (Followers: 1, SJR: 0.766, CiteScore: 1)
Arnold Mathematical J.     Hybrid Journal   (Followers: 1, SJR: 0.355, CiteScore: 0)
Arthropod-Plant Interactions     Hybrid Journal   (Followers: 2, SJR: 0.839, CiteScore: 2)
Arthroskopie     Hybrid Journal   (Followers: 1, SJR: 0.131, CiteScore: 0)
Artificial Intelligence and Law     Hybrid Journal   (Followers: 11, SJR: 0.937, CiteScore: 2)
Artificial Intelligence Review     Hybrid Journal   (Followers: 14, SJR: 0.833, CiteScore: 4)
Artificial Life and Robotics     Hybrid Journal   (Followers: 9, SJR: 0.226, CiteScore: 0)
Asia Europe J.     Hybrid Journal   (Followers: 5, SJR: 0.504, CiteScore: 1)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12, SJR: 0.479, CiteScore: 1)
Asia Pacific J. of Management     Hybrid Journal   (Followers: 16, SJR: 1.185, CiteScore: 2)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12, SJR: 0.353, CiteScore: 1)
Asia-Pacific Financial Markets     Hybrid Journal   (Followers: 2, SJR: 0.187, CiteScore: 0)
Asia-Pacific J. of Atmospheric Sciences     Hybrid Journal   (Followers: 19, SJR: 0.855, CiteScore: 1)
Asian Business & Management     Hybrid Journal   (Followers: 9, SJR: 0.378, CiteScore: 1)
Asian J. of Business Ethics     Hybrid Journal   (Followers: 9)
Asian J. of Criminology     Hybrid Journal   (Followers: 5, SJR: 0.543, CiteScore: 1)
AStA Advances in Statistical Analysis     Hybrid Journal   (Followers: 3, SJR: 0.548, CiteScore: 1)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5, SJR: 0.183, CiteScore: 0)
ästhetische dermatologie & kosmetologie     Full-text available via subscription  

        1 2 3 4 5 6 7 8 | Last   [Sort by number of followers]   [Restore default list]

Journal Cover
Annals of Dyslexia
Journal Prestige (SJR): 0.85
Citation Impact (citeScore): 2
Number of Followers: 10  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1934-7243 - ISSN (Online) 0736-9387
Published by Springer-Verlag Homepage  [2351 journals]
  • Predictors for grade 6 reading in children at familial risk of dyslexia
    • Authors: Ellie R. H. van Setten; Britt E. Hakvoort; Aryan van der Leij; Natasha M. Maurits; Ben A. M. Maassen
      Abstract: The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.
      PubDate: 2018-07-11
      DOI: 10.1007/s11881-018-0162-1
       
  • Spatial selective attention and asynchrony of cognitive systems in adult
           dyslexic readers: an ERPs and behavioral study
    • Authors: Shay Menashe
      Abstract: The aim of this study was to gain additional knowledge about the asynchrony phenomenon in developmental dyslexia, especially when spatial selective attention is manipulated. Adults with developmental dyslexia and non-impaired readers underwent two experimental tasks, one including alphabetic stimuli (pre-lexical consonant–vowel syllables) and the other containing non-alphabetic stimuli (pictures and sounds of animals). Participants were instructed to attend to the right or left hemifields and to respond to all stimuli on that hemifield. Behavioral parameters and event-related potentials were recorded. The main finding was that the dyslexic readers demonstrated asynchrony between the auditory and visual modalities when alphabetic stimuli were presented on the right hemifield. These results suggest that intact reading is linked to a synchronized auditory and visual speed of processing even when spatial selective attention is manipulated. The findings of the current study are discussed in terms of asynchrony between modalities as a neurocognitive marker in developmental dyslexia.
      PubDate: 2018-06-21
      DOI: 10.1007/s11881-018-0160-3
       
  • Atypical predictive processing during visual statistical learning in
           children with developmental dyslexia: an event-related potential study
    • Authors: Sonia Singh; Anne M. Walk; Christopher M. Conway
      Abstract: Previous research suggests that individuals with developmental dyslexia perform below typical readers on non-linguistic cognitive tasks involving the learning and encoding of statistical-sequential patterns. However, the neural mechanisms underlying such a deficit have not been well examined. The aim of the present study was to investigate the event-related potential (ERP) correlates of sequence processing in a sample of children diagnosed with dyslexia using a non-linguistic visual statistical learning paradigm. Whereas the response time data suggested that both typical and atypical readers learned the statistical patterns embedded in the task, the ERP data suggested otherwise. Specifically, ERPs of the typically developing children (n = 12) showed a P300-like response indicative of learning, whereas the children diagnosed with a reading disorder (n = 8) showed no such ERP effects. These results may be due to intact implicit motor learning in the children with dyslexia but delayed attention-dependent predictive processing. These findings are consistent with other evidence suggesting that differences in statistical learning ability might underlie some of the reading deficits observed in developmental dyslexia.
      PubDate: 2018-06-15
      DOI: 10.1007/s11881-018-0161-2
       
  • Predicting reading disabilities using dynamic assessment of decoding
           before and after the onset of reading instruction: a longitudinal study
           from kindergarten through grade 2
    • Authors: Anna S. Gellert; Carsten Elbro
      Abstract: The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with traditional predictors of reading. Similarly, a parallel version of the dynamic test was administered to the same children after a few months of formal reading instruction. At the end of grade 2, the children were assessed on outcome measures of reading and categorized as having disabilities with either accuracy or fluency measures. Administered before as well as after the onset of formal reading instruction, the dynamic test of decoding contributed uniquely to the prediction of difficulties with reading accuracy at the end of grade 2 after control for traditional predictors of reading. Difficulties with reading fluency were also predicted by the dynamic decoding test, but the unique prediction value was more limited. This study showed that a dynamic assessment of decoding can be a useful addition to traditional test batteries for early identification of children at risk for reading disabilities. Even when taken before formal reading instruction, a combination of the dynamic assessment and two traditional measures (letter knowledge and rapid automatized naming) yielded a very high prediction accuracy of reading difficulties at the end of grade 2.
      PubDate: 2018-06-05
      DOI: 10.1007/s11881-018-0159-9
       
  • The multiple deficit model of dyslexia: what does it mean for
           identification and intervention'
    • Authors: Jeremiah Ring; Jeffrey L. Black
      Abstract: Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.
      PubDate: 2018-04-24
      DOI: 10.1007/s11881-018-0157-y
       
  • Implicit sequence learning is preserved in dyslexic children
    • Authors: Filomena Inácio; Luís Faísca; Christian Forkstam; Susana Araújo; Inês Bramão; Alexandra Reis; Karl Magnus Petersson
      Abstract: This study investigates the implicit sequence learning abilities of dyslexic children using an artificial grammar learning task with an extended exposure period. Twenty children with developmental dyslexia participated in the study and were matched with two control groups—one matched for age and other for reading skills. During 3 days, all participants performed an acquisition task, where they were exposed to colored geometrical forms sequences with an underlying grammatical structure. On the last day, after the acquisition task, participants were tested in a grammaticality classification task. Implicit sequence learning was present in dyslexic children, as well as in both control groups, and no differences between groups were observed. These results suggest that implicit learning deficits per se cannot explain the characteristic reading difficulties of the dyslexics.
      PubDate: 2018-04-03
      DOI: 10.1007/s11881-018-0158-x
       
  • Are RAN deficits in university students with dyslexia due to defective
           lexical access, impaired anchoring, or slow articulation'
    • Authors: George K. Georgiou; Raabia Ghazyani; Rauno Parrila
      Abstract: The purpose of this study was to examine different hypotheses in relation to RAN deficits in dyslexia. Thirty university students with dyslexia and 32 chronological-age controls were assessed on RAN Digits and Colors as well as on two versions of RAN Letters and Objects (one with five items repeated 16 times and one with 20 items repeated four times). In addition, participants were tested on discrete letter and object naming, phonological awareness, orthographic knowledge, and speed of processing, and the RAN Letters and Objects total times were partitioned into pause times and articulation times. Results showed first that the dyslexia group was slower than the control group on all RAN tasks and the differences remained significant after controlling for discrete naming time. Second, both groups were slower in the large item set condition (20 × 4) than in the small set condition (5 × 16). Third, the dyslexia group was slower than the control group in both the pause and the articulation times. Although none of the processing skills was sufficient on its own to eliminate group differences in RAN Letters components, phonological awareness, and orthographic processing were sufficient on their own to eliminate group differences in the RAN Objects pause time. Taken together, our findings suggest that the deficits in RAN are not due to impaired anchoring, but rather due to subtle impairments in lexical access (specific to alphanumeric RAN), serial processing, and articulation.
      PubDate: 2018-03-06
      DOI: 10.1007/s11881-018-0156-z
       
  • Bias in dyslexia screening in a Dutch multicultural population
    • Authors: Anick Verpalen; Fons Van de Vijver; Ad Backus
      Abstract: We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in Dutch and immigrant third, fifth, and seventh graders, combining a cross-sectional and longitudinal design. Sensitivity and specificity increased with grade, but were non-significant for various subtests in the lowest grade, suggesting considerable non-convergence between the two measures. Effective subtests in all grades, presumably not strongly influenced by Cultural Background or Word Lexicon, were One-Minute Reading, Non-Word Reading, and Nonsense Passage Reading. In a multilevel analysis, cultural background, dyslexia diagnosis, parental education, and grade of first assessment were predictors of subtest performance. In a second analysis, Word Lexicon was added as a proxy of knowledge of the Dutch language and culture. After controlling for Word Lexicon, cultural background became significant for most subtests, suggesting the presence of cultural bias. Subtests assessing technical literacy, such as One-Minute-Reading, Non-Word-Reading, One-Minute-Writing, or Two-Minutes-Spelling, showed more convergence between the two assessments. Less-effective subtests were Naming Pictures, Backward Digit Span, and Verbal and Semantic Fluency. It is concluded that the DST-NL and the standard protocol do not show complete convergence, notably in the lower grades in the multilingual pupil group of our cohort, mainly because dyslexia and literacy difficulties are hard to disentangle.
      PubDate: 2018-02-23
      DOI: 10.1007/s11881-018-0155-0
       
  • The roles of cognitive and language abilities in predicting decoding and
           reading comprehension: comparisons of dyslexia and specific language
           impairment
    • Authors: Alexandra A. Lauterbach; Yujeong Park; Linda J. Lombardino
      Pages: 201 - 218
      Abstract: This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions.
      PubDate: 2017-10-01
      DOI: 10.1007/s11881-016-0139-x
      Issue No: Vol. 67, No. 3 (2017)
       
  • The impact of multisensory instruction on learning letter names and
           sounds, word reading, and spelling
    • Authors: Nora W Schlesinger; Shelley Gray
      Pages: 219 - 258
      Abstract: The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children’s lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Both interventions provided explicit systematic phonics instruction; however, the multisensory intervention also utilized simultaneous engagement of at least two sensory modalities (visual, auditory, and kinesthetic/tactile). Participant’s graphed data was visually analyzed, and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables of letter name production, letter sound production, word reading, and word spelling. The multisensory intervention did not provide an advantage over the structured intervention for participants with typical development or dyslexia. However, both interventions had an overall treatment effect for participants with typical development and dyslexia, although intervention effects varied by outcome variable.
      PubDate: 2017-10-01
      DOI: 10.1007/s11881-017-0140-z
      Issue No: Vol. 67, No. 3 (2017)
       
  • Elegant grapheme-phoneme correspondence: a periodic chart and singularity
           generalization unify decoding
    • Authors: Louis Gates
      Abstract: The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization—this generalization unifies the decoding cells (97% transparency). Deeper, the periodic table and singularity generalization together highlight the connectivity of the periodic cells. Moreover, these interrelated cells, coupled with the singularity generalization, clarify teaching targets and enable efficient learning of the letter-sound code. This singularity generalization, in turn, serves as a model for creating unified but easily stated subordinate generalizations for any one of the transparent cells or groups of cells shown within the tables. The article then expands the periodic cells into two tables of teacher-ready sample word lists—one table includes sample words for the basic and phonogram vowel cells, and the other table embraces word samples for the transparent consonant cells. The paper concludes with suggestions for teaching the cellular transparency embedded within reoccurring isolated words and running text to promote decoding automaticity of the periodic cells.
      PubDate: 2017-12-11
      DOI: 10.1007/s11881-017-0150-x
       
  • Dyslexie font does not benefit reading in children with or without
           dyslexia
    • Authors: Sanne M. Kuster; Marjolijn van Weerdenburg; Marjolein Gompel; Anna M. T. Bosman
      Abstract: In two experiments, the claim was tested that the font “Dyslexie”, specifically designed for people with dyslexia, eases reading performance of children with (and without) dyslexia. Three questions were investigated. (1) Does the Dyslexie font lead to faster and/or more accurate reading' (2) Do children have a preference for the Dyslexie font' And, (3) is font preference related to reading performance' In Experiment 1, children with dyslexia (n = 170) did not read text written in Dyslexie font faster or more accurately than in Arial font. The majority preferred reading in Arial and preference was not related to reading performance. In Experiment 2, children with (n = 102) and without dyslexia (n = 45) read word lists in three different font types (Dyslexie, Arial, Times New Roman). Words written in Dyslexie font were not read faster or more accurately. Moreover, participants showed a preference for the fonts Arial and Times New Roman rather than Dyslexie, and again, preference was not related to reading performance. These experiments clearly justify the conclusion that the Dyslexie font neither benefits nor impedes the reading process of children with and without dyslexia.
      PubDate: 2017-12-04
      DOI: 10.1007/s11881-017-0154-6
       
  • Examining reading comprehension text and question answering time
           differences in university students with and without a history of reading
           difficulties
    • Authors: Megan Hebert; Xiaozhou Zhang; Rauno Parrila
      Abstract: The current study aimed to examine performance times during text reading and question answering of students with and without a history of reading difficulties. Forty-three university students with a history of reading difficulties (HRD) were compared to 124 university students without a history of reading difficulties on measures of word and nonword reading rate, text reading rate and comprehension, and question answering times. Results showed that students with HRD demonstrated slower word, nonword, and text reading rates than their peers, but had comparable reading comprehension scores. Results also showed that students with HRD took longer to answer specific types of questions even when reading rate was controlled. Specifically, when word reading rate was controlled, students with HRD took longer to answer vocabulary, literal, inferential, and background knowledge questions. When text reading rate was controlled, they still took longer to answer literal, inferential, and background knowledge questions. These results suggest that students with a history of reading difficulties require extra time to complete reading comprehension measures for reasons other than just slower word and text reading rate. Findings of this study have implications for supporting university students with a history of reading difficulties.
      PubDate: 2017-11-17
      DOI: 10.1007/s11881-017-0153-7
       
  • The role of feedback in implicit and explicit artificial grammar learning:
           a comparison between dyslexic and non-dyslexic adults
    • Authors: Rachel Schiff; Ayelet Sasson; Galit Star; Shani Kahta
      Abstract: The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0147-5
       
  • Potential or problem' An investigation of secondary school teachers’
           attributions of the educational outcomes of students with specific
           learning difficulties
    • Authors: Stuart Woodcock; Elizabeth Hitches
      Abstract: 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.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0145-7
       
  • Inflectional morphology and dyslexia: Italian children’s performance in
           a nonword pluralization task
    • Authors: Maria Vender; Federica Mantione; Silvia Savazzi; Denis Delfitto; Chiara Melloni
      Abstract: In this study, we present the results of an original experimental protocol designed to assess the performance in a pluralization task of 52 Italian children divided into two groups: 24 children with developmental dyslexia (mean age 10.0 years old) and 28 typically developing children (mean age 9.11 years old). Our task, inspired by Berko’s Wug Test, had the aim of testing the subjects’ ability to apply pluralization rules to nonwords in the morphologically complex context of Italian nominal inflection. Results demonstrate that dyslexics display poorer morphological skills in comparison to controls, showing lower accuracy in the task. Furthermore, the dissimilar performances reported by the subjects in the different conditions indicate that the ability to inflect nonwords depends on factors such as the rule’s productivity, frequency, and opacity with respect to gender. Finally, the children’s performance in this task was significantly related to their reading proficiency, and it could predict accuracy in word reading independently of phonological awareness and working memory.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0152-8
       
  • Evaluating the impact of dyslexia laws on the identification of specific
           learning disability and dyslexia
    • Authors: B. Anne Barber Phillips; Timothy N. Odegard
      Abstract: Dyslexia is a specific learning disability that impacts word reading accuracy and/or reading fluency. Over half of the states in the USA have passed legislation intended to promote better identification of individuals with dyslexia. To date, no study has been conducted to investigate the potential impact of state laws on the identification of specific learning disability (SLD), and limited data has been presented on the rate at which students in public school settings are identified with dyslexia. The first aim of the current study was to determine if any detectable changes in the identification rates of SLD have occurred in states implementing dyslexia laws because most states do not report number of students identified as dyslexic but rather those students identified with an SLD. The second aim of the study was to characterize the rate of identifying dyslexia in the two states (Texas and Arkansas) that require public schools to report the number of students identified with dyslexia. The third aim was to characterize the identification rate across first to 12th grades. Current SLD rates range from 3.2 to 8.5% in all 50 states. Analysis of SLD prevalence rates did not vary between states with and without dyslexia laws in place. Moreover, there was no change in the identification of SLD once states had implemented these laws. Rates of dyslexia in Arkansas and Texas were less than 5%. Given the persistent levels indicating lack of reading proficiency, our review of data suggests that overall students with dyslexia are being underidentified.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0148-4
       
  • False memory for orthographically versus semantically similar words in
           adolescents with dyslexia: a fuzzy-trace theory perspective
    • Authors: Michał Obidziński; Marek Nieznański
      Abstract: The presented research was conducted in order to investigate the connections between developmental dyslexia and the functioning of verbatim and gist memory traces—assumed in the fuzzy-trace theory. The participants were 71 high school students (33 with dyslexia and 38 without learning difficulties). The modified procedure and multinomial model of Stahl and Klauer (simplified conjoint recognition model) was used to collect and analyze data. Results showed statistically significant differences in four of the model parameters: (a) the probability of verbatim trace recollection upon presentation of orthographically similar stimulus was higher in the control than dyslexia group, (b) the probability of verbatim trace recollection upon presentation of semantically similar stimulus was higher in the control than dyslexia group, (c) the probability of gist trace retrieval upon presentation of semantically similar stimulus was higher in the dyslexia than control group, and (d) the probability of gist trace retrieval upon target stimulus presentation (in the semantic condition) was higher in the control than dyslexia group. The obtained results suggest differences of memory functioning in terms of verbatim and gist trace retrieval between people with and without dyslexia on specific, elementary cognitive processes postulated by the fuzzy-trace theory. These can indicate new approaches in the education of persons with developmental dyslexia, focused on specific impairments and the strengths of their memory functioning.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0146-6
       
  • Length effects in pseudo-word spelling: stronger in dyslexic than in
           non-dyslexic students
    • Authors: Holger Juul; Dorthe Klint Petersen
      Abstract: It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students.
      PubDate: 2017-11-13
      DOI: 10.1007/s11881-017-0149-3
       
  • Parents’ reading history as an indicator of risk for reading
           difficulties
    • Authors: A. Giménez; A. Ortiz; M. López-Zamora; A. Sánchez; J. L. Luque
      Abstract: Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family’s reading history may not be available, a self-report of reading abilities is used to identify children’s background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables’ discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children’s reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents’ self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition.
      PubDate: 2017-11-02
      DOI: 10.1007/s11881-017-0143-9
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.198.111.185
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-