Poster programme Summer Seminars 2025
These are the posters that will be presented as described in the programme. Take the opportunity to interact with the following researchers and learn more about their research.
The numbers next to each poster will correspond to numbers on the poster boards for easy reference.
Latest updates
First version published
Interactive poster session
Saturday June 28, 13:05 – 14:30
Assessing online reading differences with finger-tracking: typical vs. fragile Italian readers
Authors:
Marta Tagliani, Maria Vender, Chiara Melloni – University of Verona
Presented by:
Marta Tagliani, University of Verona, Italy
Assessing online reading differences with finger-tracking: typical vs. fragile Italian readers
Purpose
We analyzed the reading profile of typical and fragile Italian primary school readers, assessing how lexical factors such as word frequency and length impact on their online reading behavior. Using
the innovative finger-tracking technique through the ReadLet web application (Ferro et al., 2018), children read short texts on a tablet aloud and silently and answered multiple-choice comprehension
questions. Finger-tracking offers a more ecological way to analyze children’s online reading strategies, as it provides fine-grained data on reading behavior in a natural setting (Marzi et al., 2023).
Method
147 children (Mean age: 9;1, SD = 0;9, 74 F) were recruited. We first analyzed reading times and accuracy for words and nonwords using the DDE-2 (Sartori et al., 2007): children scoring 1.5 SD
below the norm for their age in at least two of four measures were considered fragile readers. Our final sample included 37 fragile readers (FRs; DDE-2 or dyslexia diagnosis (N=5)) and 110 typical readers
(TRs). We used GAM analyses to examine the effect of word length and frequency on reading pace for the two groups, measuring finger-tracking time per word token in silent and aloud reading.
Results and Conclusion
FRs were more affected by word length and frequency than TRs, especially in aloud reading. Both read more slowly aloud, but the gap between modalities was larger for FRs. These
results highlight FRs’ greater difficulty when processing longer and less frequent words. FRs’ challenges during the online reading process, captured with finger-tracking, are reflected in significantly lower
accuracy scores than TRs across modalities. Finger-tracking offers more precise data on children’s reading skills and could serve as an effective screening tool for the early detection of reading disorders.
Using four-color-square paper to improve the direction of writing Japanese kanji in dyslexic L2 learners: a case study
Author:
Eun-ju Kim, Institute for Area Studies, Leiden University, The Netherlands
Presented by:
Eun-ju Kim, Institute for Area Studies, Leiden University, The Netherlands
Using four-color-square paper to improve the direction of writing Japanese kanji in dyslexic L2 learners: a case study
Eun-ju Kim*, Ph.D. in Special Education, Institute for Area Studies, Leiden University, The Netherlands
*NRO Comenius Teaching Fellow 2024: Leveling the reading and learning environment: language support for students of Korean and Japanese with reading difficulties (LD/dyslexia)
Email: e.j.kim@hum.leidenuniv.nl
Purpose
Mirror writing of letters is a well-known issue for people with dyslexia. Compared to the Roman alphabet, for university students of Japanese with dyslexia, learning to write kanji (Chinese characters in Japanese written language) raises two related problems. First, there is the problem of reverse writing the characters themselves. Second, students switch the position of the components that make up a single character. These complex factors cause significant difficulties in writing kanji, which students cannot overcome just by studying harder independently. Therefore, the purpose of this study was to develop a support method to improve the direction of writing by using four-color-square paper.
Method
The participant was a Dutch university student of Japan Studies with dyslexia who had not been able to pass her kanji exam for two years in a row, and who was preparing her resit. Writing support was provided two to three times a week for one hour per session, for six consecutive weeks. The goal was to learn about 500 kanji (30 lessons), the study load for one semester. First, the individual components of one kanji were superimposed onto a four-color-square in the correct writing order and presented to the student for reading practice. Next, the student wrote the kanji on a paper sheet with those same four-color-squares for writing practice.
Results and conclusions
Before the intervention, the student presented writing errors in 80% of the characters. After six weeks of support, the student could write all kanji on the four-color-square paper without errors in direction or composition. Returning to regular paper, such as the exam sheet, however, errors with mirror writing and component switching reappeared. Upon introducing four-color-square paper for the answer sheet, the student’s kanji reading and writing skills with regards to reverse writing and component switching improved to a level where she could pass the exam. These findings suggest that students with dyslexia can learn/memorize writing direction by using color as a guide.
Exploring Prosodic Perception and Musical Perception in Musicians and Non-Musicians with and without Dyslexia.
Authors:
Miss Bairavi Selvarajah, Dr. Christina Sotiropoulou Drosopoulou, Prof. Richard Allen – University of Leeds
Presented by:
Bairavi Selvarajah, University of Leeds
Exploring Prosodic Perception and Musical Perception in Musicians and Non-Musicians with and without Dyslexia.
Abstract:
Research on dyslexia indicates that phonological deficits extend to prosody, such as perceptual word-level stress sensitivity, which predicts reading skills.
Given the cognitive overlap between language and music processing, studies have linked musicianship to better prosodic perception and reading abilities. Additionally, music interventions
have been explored for improving reading skills. However, the effectiveness of these interventions is debated, with some suggesting that natural musical ability (musical perception) may influence
reading skills more than musical training alone. To fully understand how dyslexia and musicality relate to prosodic perception, this study explores the main effects of dyslexia and musicianship on
prosodic perception and their interaction in adults with and without dyslexia. We also examine the relationship between musical perception and prosodic perception, and how related variables
(musical training, phonological processing, reading skill, and working memory) predict prosodic perception in these groups. In this ongoing research, four groups of university students: (1) Dyslexic
Non-Musicians, (2) Non-Dyslexic Non-Musicians, (3) Dyslexic Musicians, and (4) Non-Dyslexic Musicians complete a series of online tasks. These tasks include the GOLD-MSI musical training self-
report measure, rapid automatised naming and spoonerism tasks, a reading accuracy and speed task, forward and backward digit recall, the Musical Ear Test, and a word-level prosodic perception task
with both correct and incorrect trials. We predict that dyslexic individuals will show lower prosodic perception accuracy compared to non-dyslexic individuals. However, we anticipate that dyslexic
musicians will perform better on prosodic perception tasks than dyslexic non-musicians, indicating a potential benefit of musical training. These preliminary findings will be presented at the conference,
followed by an exploration of whether musical training can mediate the relationship between musical perception and prosodic perception.
Efficacy of the Rhythmic Reading Training in Turkish Children with Dyslexia
Authors:
Serdar Arpacioglu, University of Pavia, Italy
Roberto Bombacigno, Applied Social Psychology Lab, Università Cattolica del Sacro Cuore, Milan, Italy
Busra Baran – Bolu Abant İzzet Baysal University
Alessandro Antonietti – Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
Alice Cancer – Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
Presented by:
Alice Cancer – Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
Efficacy of the Rhythmic Reading Training in Turkish Children with Dyslexia
Serdar Arpacioglu1, Roberto Bombacigno2, Busra Baran3, Alessandro Antonietti4 & Alice Cancer4
1 University of Pavia, Italy
2 Applied Social Psychology Lab, Università Cattolica del Sacro Cuore, Milan, Italy
3 Bolu Abant İzzet Baysal University
4 Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
Purpose
Dyslexia is a common learning disorder characterized by challenges in processing dynamic and fast changing auditory information, leading to the development of poor phonological representations of words. Given that music and language development involve similar mechanisms, research has examined the transfer effects of musical training on the reading capabilities of children with dyslexia. Considering these findings, a rhythm-based intervention, called Rhythmic Reading Training (RRT), was developed, integrating reading exercises with a rhythmic synchronization task. Prior research evaluated the efficacy of this training program through various controlled trials, both in-person and remotely, demonstrating that the integration of reading with musical rhythm training provides a valid intervention for Italian students with dyslexia. The purpose of this study is to adapt RRT for the Turkish language and evaluate the efficacy of the training using a Turkish sample. In Turkey reading interventions primarily take place at private educational and rehabilitation centers affiliated with the Ministry of National Education. These centers employ various training approaches, such as repetitive reading. Although there is increasing interest in intervention studies in Turkey, the literature is missing interventions based on rhythmic reading strategies or the use of technological tools. To address this shortcoming in the field, Ritmik Okuma Eğitimi (ROE), the Turkish adaptation of RRT, aims to enhance the reading skills of children with dyslexia.
Method
To test the efficacy of the ROE program, a controlled experimental study was carried out. Thirty-five children aged between 8 and 13 years were assigned either to the training or the control group. The training group received ROE for 10 sessions of 40 minutes over 5 weeks, supervised by a trained practitioner. The control group received no intervention for five weeks. The pre- and post-tests were established using a reading text, the Turkish version of the Rapid Naming Test (Hızlı İsimlendirme Testi, HİT), and a word reading test (Kelime Okuma Testi, KOBIT) composed of a word list and a nonword list. The analysis of the results was conducted using R Studio. To check whether the training group improved their performance significantly compared to the control group, a mixed-method ANOVA was performed.
Results and Discussion
Preliminary analyses (n=31) revealed significant improvements in the experimental group’s reading performance. Following the intervention, participants who followed the ROE demonstrated substantial gains in both word and nonword reading accuracy compared to their baseline performance, whereas the control group showed no significant changes. Additionally, the experimental group exhibited enhanced performance in rapid automatized naming tasks post-intervention. These preliminary findings suggest that the training program effectively improves reading skills across multiple dimensions.
The results support the effectiveness of ROE as a computerized intervention program. The significant improvements in both word and nonword reading suggest that the program’s rhythmic component successfully enhances reading skills and decoding abilities in Turkish readers. By incorporating rhythm into the reading process, ROE appears to facilitate more fluid and automatic word recognition, as evidenced by improvements in rapid naming performance. These preliminary results not only validate the successful adaptation of RRT for Turkish language learners but also underscore the potential of rhythm-based, computerized reading interventions. The findings highlight that synchronizing reading with rhythmic patterns may be a powerful tool for developing reading fluency.
A Case Study on Supporting Japanese Kanji Reading as an L2 for a Dutch University Student with Dyslexia
Authors:
Takaaki Goto, Faculty of Education, YOKOHAMA National University, Japan
Eun-ju Kim, Institute for Area Studies, Leiden University, The Netherlands
Megumi Akatsuka. Faculty of Education and Care of Early Childhood, Tokoha University, Japan
Presented by:
Takaaki Goto, Faculty of Education, YOKOHAMA National University, Japan
A Case Study on Supporting Japanese Kanji Reading as an L2 for a Dutch University Student with Dyslexia
Authors: Takaaki Goto1. Eun-ju Kim2, Megumi Akatsuka3
1 Faculty of Education, YOKOHAMA National University, Japan
2 Institute for Area Studies, Leiden University, The Netherlands
3 Faculty of Education and Care of Early Childhood, Tokoha University, Japan
Introduction
Dyslexia-related reading difficulties are primarily linked to phonological processing deficits, which can hinder reading acquisition in learners of Japanese as a second language (L2). The Japanese writing system consists of kana and kanji. Kana has a clear phonological correspondence, while kanji is more complex due to context-dependent readings. Compound words of multiple kanji often challenge learners who struggle to recognize each character’s syllabic structure. This study examines the effects of an online intervention designed to improve kanji reading skills by promoting syllabic awareness in Dutch university students with dyslexia learning Japanese as an L2.
Methods:
The participant was a Dutch university student with dyslexia enrolled in a Japanese language course, showing severe reading and writing difficulties. A single-case experimental design was used. Kanji reading support was provided individually via online sessions, held weekly for six months, each lasting about one hour, targeting 172 kanji words. The intervention included assessment and learning sessions. In assessments, the participant read words aloud and rated difficulty (Easy, Normal, Hard). Learning tasks involved constructing syllables with symbols and forming kanji based on kana readings. Logistic regression analyzed changes in reading accuracy post-intervention, with task performance as a predictor.
Results and Discussion:
Before the intervention, 92 target words were unreadable. Of these, 61 became readable after the intervention. Logistic regression analysis revealed that performance on the phonological symbol construction task was significantly associated with post-intervention reading improvement (odds ratio = 6.01, 95% CI [1.27–28.4], p < .05). In contrast, performance on the kanji construction task showed no significant association. These findings suggest that enhancing awareness of kanji syllabic structures through symbolic manipulation may reduce the risk of reading difficulties in learners with dyslexia studying Japanese as a second language.
The development of a screening test for reading difficulties in Romanian
Authors:
Carmen Viorica David, Cognitrom LTD, Cluj-Napoca, Romania; Department of Special Psychopedagogy, Babes-Bolyai University, Cluj-Napoca, Romania
Ana Eligia Moldovanu, Cognitrom LTD, Cluj-Napoca, Romania; Department of Psychology, Babes-Bolyai University, Cluj-Napoca, Romania
Monica Albu, Cognitrom LTD, Cluj-Napoca, Romania
Presented by:
Ana Eligia Moldovanu, Cognitrom LTD, Cluj-Napoca, Romania; Department of Psychology, Babes-Bolyai University, Cluj-Napoca, Romania
The development of a screening test for reading difficulties in Romanian
Authors:
Carmen Viorica David, Cognitrom LTD, Cluj-Napoca, Romania; Department of Special Psychopedagogy, Babes-Bolyai University, Cluj-Napoca, Romania
Ana Eligia Moldovanu, Cognitrom LTD, Cluj-Napoca, Romania; Department of Psychology, Babes-Bolyai University, Cluj-Napoca, Romania
Monica Albu, Cognitrom LTD, Cluj-Napoca, Romania
Presenter:
Ana Eligia Moldovanu, Cognitrom LTD, Cluj-Napoca, Romania; Department of Psychology, Babes-Bolyai University, Cluj-Napoca, Romania
Purpose:
The current paper presents the development work of a battery of tests that is meant to indicate the risk for reading difficulties in the debut of formal literacy. At present, there is no such instrument in Romania, and children with reading difficulties are identified later in the primary school. An instrument used for the screening of reading difficulties needs to be tailored to cultural, educational, and language characteristics. The newly developed instrument entails phonological awareness, phonological memory, rapid naming with/without switching, letter knowledge. The phonological awareness is addressed as a multidimensional construct, including not only phonological analysis and synthesis, but also phonemic deletion, phonemic substitution.
Method:
A group of experts selected the constructs to be included in the battery and tasks were developed following several steps. After obtaining the first form of the battery, a pilot study was conducted. A number of 330 children, from kindergarten, preparatory, first and second grade were included in the study. Each performed the subtests of the battery. A factorial analysis was performed with Principal Component analysis and varimax rotation for the kindergarten and preparatory grade, and separately for first and second grade. Item analysis was conducted for each of the subtests included in the battery. Other relevant analyses were performed, such as comparisons of scores on the subtests based on several demographic factors.
Results/ Conclusions:
The factorial analysis performed in the first pilot study yielded three factors in the case of the younger sample (kindergarten and preparatory grade, prior to fluent reading): most of the phonological subtests (5 out of 7), phonological discrimination, and phonological memory loaded on the same factor, with factor loadings between 0,559- 0,776. Rapid naming subtest loaded on a different factor. Letter knowledge subtests, complex rapid naming, and two subtests from phonological awareness loaded on a third factor.
In the case of first grade and second grade sample, a slightly different result was obtained. The analysis yielded a fourth factor, on which load the subtests of complex rapid naming. Results are discussed with reference to relevant literature on the cognitive and phonological predictors of reading.
Results from the item analysis were used to select items with an adequate level of difficulty.
A final version of the battery was obtained, with a content that differs between kindergarten, preparatory, and first grade.
Key words: screening, reading difficulties, phonological awareness
Adapting Dyslexia Interventions for EFL Learners: Insights from the Dyslexia in the ESL Classroom Method
Author:
Anna Rzepecka-Karwowska, University of Windsor
Presented by:
Anna Rzepecka-Karwowska, University of Windsor
Adapting Dyslexia Interventions for EFL Learners: Insights from
the Dyslexia in the ESL Classroom Method
ABSTRACT
Adapting dyslexia interventions for English as a Foreign Language (EFL) learners requires innovative approaches addressing the unique linguistic transfer and orthographic complexity challenges. The Dyslexia in the ESL Classroom method offers a structured framework for bilingual Polish- English learners, emphasizing the interconnected processes of sound-to-symbol mapping and symbol-to-sound decoding. By focusing on the logical progression between spoken and written language, the method provides a systematic approach to mastering spelling and word recognition through understanding rather than memorization.
The approach begins with explicit instruction in phonemic awareness, enabling learners to identify, produce, and manipulate sounds accurately before linking them to their written forms. Subsequently, written patterns are leveraged to deepen understanding of language structure, fostering a reciprocal relationship between spoken and written communication. This bidirectional focus equips dyslexic learners with the tools to navigate English’s opaque orthography while addressing common barriers associated with bilingualism, such as linguistic interference and limited exposure to English sounds.
A key feature of the method is its emphasis on teaching English as a logical system, presenting learners with consistent rules and patterns that demystify spelling and pronunciation. The method fosters a deeper conceptual understanding of language by grounding instruction in structured literacy principles, enabling students to apply their skills across contexts independently. Multisensory strategies, including tactile and auditory components, further enhance the learning experience, ensuring lessons are engaging and accessible for diverse needs.
Educators attending this session will gain practical insights into implementing this method in multilingual classrooms. Techniques for integrating oral and written language instruction, designing linguistically responsive lessons, and scaffolding support for dyslexic learners will be explored. By bridging theoretical insights with classroom practice, the Dyslexia in the ESL Classroom method offers an effective model for empowering learners to achieve proficiency and confidence in acquiring English as a foreign language.
Keywords:
Dyslexia; ESL ; Reading ; Research; Literacy, Data-Driven Instruction; Training; , Education;Bilingualism
Emotion regulation in university students with Dyslexia: how does it interact with anxiety and depression?
Authors:
Michela Camia, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Italy
Angela Ciaramidaro, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Italy
Erika Benassi, Department of Education and Humanities, University of Modena and Reggio Emilia, Reggio Emilia, Italy
Sara Giovagnoli, Department of Psychology “Renzo Canestrari”, University of Bologna, Italy
Damiano Angelini, Clinical Neuropsychology and Adult Dyslexia Unit, Neurology Department, Arcispedale S. Maria Nuova, Reggio Emilia, Italy
Sandro Rubichi, Department of Education and Humanities, University of Modena and Reggio Emilia, Reggio Emilia, Italy
Maristella Scorza, Department of Education and Humanities, University of Modena and Reggio Emilia, Reggio Emilia, Italy
Presented by:
Michela Camia, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Italy
Emotion regulation in university students with dyslexia: How does it interact with anxiety and
depression?
Purpose.
Emotion regulation (ER) has been described as a transdiagnostic concept with an important role in the maintenance and in the relationship between psychopathological symptoms such as anxiety and depression. Only few studies have focused on ER in students with Developmental Dyslexia (DD). Studies with children and adolescents with DD reported dysfunctional ER, however little is known about ER in university students with DD. The present study examines ER and its role in the relationship between anxiety and depression in university students with and without DD.
Method.
The sample included 129 university students between 18 and 31 years of age. Fifty students had a diagnosis of DD (mean age = 21.10, SD = 2.82; 42% males) and 79 were typically developing students (TD) (mean age = 21.77; SD = 2.28; 43% males). Students with DD were recruited from clinical centers specialized on neurodevelopmental disorders; TD students were recruited via notices posted at the university and via the university mailing list. Participants completed three questionnaires evaluating emotion regulation (DERS), anxiety (BAI) and depression (BDI).
Results and conclusion.
Data were analyzed with a MANOVA that showed how DD students reported more ER difficulties (F 1,128) = 10.879; p = .001; partial η2 = .080) and more symptoms of anxiety (F 1,128 ) = 8.060; p = .005; partial η2 = .061) and depression (F 1,128)= 6.421; p = .013; partial η2 = .049) than the TD students. Moreover, ER mediate the association between anxiety and depression both in DD and TD participants. The results provide new evidence of the importance of monitoring the ER in students with DD and support the need to organize psychological support services for these students in universities.
ABCs of Discipline, Belonging, and Structured Literacy
Author:
Rachel Arnold, International Dyslexia Association – Rocky Mountain Branch
Presented by:
Rachel Arnold, International Dyslexia Association – Rocky Mountain Branch
Abstract
Using eye-tracking to assess reading comprehension difficulties in children with dyslexia
Authors:
Andrea Nardon, Università degli Studi di Verona
Ilaria Venagli, Università degli Studi di Verona
Dal Maso Serena, Melloni Chiara, Piccinin Sabrina, Vender Maria
Presented by:
Andrea Nardon, Università degli Studi di Verona
Using eye-tracking to assess reading comprehension difficulties in children with dyslexia
Purpose
Reading comprehension is strongly connected to oral language skills, decoding [1], and working memory abilities [2]. Crucially, these abilities are impaired in individuals with developmental dyslexia (DD), negatively affecting their capacity to properly comprehend texts [3]. This study aims to provide an assessment of reading comprehension in children with and without DD using eye tracking. Participants’ eye movements were analysed as they (silently) read texts containing syntactic structures that varied in terms of processing difficulties and linguistic complexity.
Method
27 Italian children (age: 10-12; 14 DD; data collection ongoing) completed a reading comprehension task with texts featuring complex structures commonly found in school textbooks. Study 1 examined
differences across texts including event nominalizations (la conquista, ‘the conquest’) and those where events appeared as active (conquistò, ‘conquered’) or passive verbs (fu conquistata, ‘was conquered’). Study 2 compared anaphoric encapsulation (Questa decisione, ‘this decision’), null pronouns (Decisero, ‘(they) decided’), and lexical repetition of the subject (I Goti decisero, ‘The Goths decided’).
Results
Children with DD were overall less accurate compared to their typically developing peers (TD), particularly when dealing with more complex syntactic structures. Eye movements revealed that DDs made longer fixations and significantly more regressions than TDs, especially in conditions that placed higher demands on processing resources. This gaze pattern was most evident in their answer seeking behaviour when presented with comprehension questions, indicating significant difficulties in processing texts with high morphosyntactic complexity and limited argument structure accessibility.
References
[1] Snowling, M. J., Hayiou-Thomas, M. E., Nash, H. M., & Hulme, C. (2020). Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. Journal of child psychology and psychiatry, and allied disciplines, 61(6), 672–680. https://doi.org/10.1111/jcpp.13140
[2] Seigneuric, A. & Ehrlich, MF. (2005). Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation. Reading and Writing, 18, 617–656. https://doi.org/10.1007/s11145-005-2038-0
[3] Menghini, D., Finzi, A., Carlesimo, G. A., & Vicari, S. (2011). Working Memory Impairment in Children With Developmental Dyslexia: Is it Just a Phonological Deficity? Developmental Neuropsychology, 36(2), 199–213. https://doi.org/10.1080/87565641.2010.549868
Examining Visual Perception in Children with Dyslexia
Authors:
Maja Filipovska, Institute of Special Education and Rehabilitation, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, North Macedonia
Goran Ajdinski, Institute of Special Education and Rehabilitation, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, North Macedonia
Aleksandra Karovska Ristovska, Institute of Special Education and Rehabilitation, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, North Macedonia
Presented by:
Maja Filipovska, Institute of Special Education and Rehabilitation, Faculty of Philosophy, Ss. Cyril and Methodius University in Skopje, North Macedonia
Examining Visual Perception in Children with Dyslexia
Purpose
While dyslexia is primarily associated with phonological deficits, research indicates that other cognitive and perceptual factors may also play a role in reading difficulties. This study shifts the focus to visual perception, aiming to determine whether specific deficits exist in different visual subskills that may further explain reading difficulties in individuals with dyslexia. Understanding the role of visual perception could provide a broader perspective on dyslexia, and contribute to refining assessment and intervention strategies.
Method
To examine this, a quantitative study was conducted on 21 individuals with dyslexia and 30 individuals with no reading difficulties (control group), aged 8-14. The Motor-Free Visual Perception Test (MVPT-4) was used to assess visual perception across five subskills. Participants were individually tested in a standardized setting to ensure reliability. A Welch’s t-test was performed to compare group differences, and descriptive statistics were analyzed to identify potential patterns in performance.
Results and conclusions
The results showed statistically significant differences between the groups, leading to the rejection of the general hypothesis. Individuals with dyslexia scored significantly lower in all visual perceptual subskills, with 52% scoring below average and 18% in the third standard deviation, indicating severe deficits. The lowest performance was observed in visual-spatial relations, suggesting difficulties in spatial processing. While these findings highlight visual perception weaknesses in dyslexia, the small effect size (d = 0.15) suggests that visual deficits are not the primary cause of dyslexia but rather a contributing factor.
