Poster programme EDA Dyslexia Conference 2024
Interactive poster session 1
Friday October 18, 15:50 – 16:20
Interactive poster session 2
Saturday October 19, 16:00 – 16:30
There are two different interactive poster sessions in the programme. Take the opportunity to interact with the following researchers and learn more about their research.
The posters are sorted in alphabetical title order.
Academic challenges and formal/informal practices in Tertiary Education concerning Specific Learning Difficulties; Case study analysis of a Greek Pedagogical Department*
Authors:
Tatiani Mousoura, Greece
Presented by:
Tatiani Mousoura, Greece
Academic challenges and formal/informal practices in Tertiary Education concerning Specific Learning Difficulties; Case study analysis of a Greek Pedagogical Department
Tatiani Mousoura
Special Education PhD, ΜΑ
Psychology of Music ΜΑ
Philosophy-Pedagogy-Psychology BA
Pikermi, Attiki, Greece 19009
PURPOSE
This study (which comprises part of a larger research project) aims to shed light on the views and academic experiences of people with specific learning difficulty (SLD)/dyslexia, and those of their academic environment. Moreover, the choice of a Pedagogical Education Department (PED) used in the case study illuminates possible challenges and academic practices for students with SLD in Tertiary Education.
Throughout its duration, the investigation created a forum for the ‘voices’ of adult people with SLD. Simultaneously, the opinions of university classmates, academic and administration staff, have been outlined, thus illustrating the conceptualisation of SLD in the specific PED.
METHOD
Data collection tools had first been piloted.
(a) Qualitative methods
Ten (N=10) semi-structured individual interviews with undergraduate students with SLD.
Fifteen (N=15) semi-structured individual interviews with academic staff.
(b) Quantitative methods
One-hundred sixty-five (N=165) questionnaires, designed in five five-point Likert scale, distributed to third and fourth-year students.
Five (N=5) questionnaires, were completed by the administration staff.
After being transcribed into Word documents, data collected from the interviews were examined for content themes. Data collected from questionnaires were coded into SPSS to provide descriptive statistics.
RESULTS / CONCLUSIONS
A positive sign of inclusion practices in the PED is that students with SLD have access to a Counsellor via the Facility of Inclusive Education and Research in Disability. However, there are informal academic practices in the PED, such as the prohibition of recording lectures, which are not conducive to student inclusion.
A major concern of students with SLD is that being recipients of academic support may lead to them experiencing discriminatory behaviour in the academic community. Additionally, negative experiences during school years are linked to their attitude towards university SLD allowances. Finally, their claim to academic support is closely interwoven with their desire to keep SLD hidden.
Advancing Spelling Proficiency: Integrating Psychometric Assessment and Tailored Interventions for Students with Specific Learning Disabilities
Authors:
Fragkouli, K1., Antoniou, F1., Sideridis, G.2
1 Department of Educational Studies, National and Kapodistrian University of Athens, Greece
2 Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Greece
Presented by:
Konstantina Fragkouli, Department of Educational Studies, National and Kapodistrian University of Athens, Greece
Advancing Spelling Proficiency: Integrating Psychometric Assessment and Tailored Interventions for Students with Specific Learning Disabilities
Fragkouli, K1., Antoniou, F1., Sideridis, G.2
1 Department of Educational Studies, National and Kapodistrian University of Athens, Greece
2 Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Greece
Purpose
This research endeavors to introduce a psychometric tool tailored to illuminate the specific challenges encountered by students with Specific Learning Disabilities (SLD) in the realm of spelling proficiency. Emphasizing the potency of in-depth analysis in shaping the development of targeted educational interventions, this screening tool aims to provide educators with a comprehensive understanding of the intricacies underlying spelling difficulties. By delving into various linguistic dimensions, the tool discerns strengths and weaknesses, enabling educators to tailor interventions that cater to the unique needs of each student with SLD. The screening process is directed towards identifying any challenges students may encounter in spelling by dictating a text of 126 words of gradual difficulty. Moreover, educators can undertake a meticulous analysis of students’ spelling errors to pinpoint specific difficulties in grammar, orthography, and/or phonological spelling. This approach facilitates the development of tailored strategies aimed at enhancing spelling proficiency. Thus, this research seeks to evaluate the efficacy of the implemented spelling intervention program over a six-week period, comparing it to a control group that receives traditional teaching methods. Through this multifaceted approach, the study aims to contribute valuable insights into enhancing spelling proficiency for students facing learning difficulties.
Method
Normed with a diverse cohort of Greek-speaking elementary school students, ranging in age from 8 to 15 (attending grades 3 to 9), this spelling screening tool underwent thorough testing. To ascertain its reliability, a re-examination was conducted, assessing the test-retest reliability of the spelling assessment. In a subsequent phase, a randomized study was initiated to explore the preliminary effectiveness of traditional spelling intervention activities. Seventy-three Greek-speaking children at the age of 8, diagnosed with spelling-related challenges such as LD, were randomly assigned to either intervention or control groups. Children in the intervention group engaged in 16 sessions over a 6-week period, providing valuable insights into the potential efficacy of the spelling screening tool in guiding targeted interventions for students facing difficulties in spelling proficiency.
Results/Conclusions
Our findings serve to substantiate the reliability and validity of the recently developed standardized spelling test, thereby emphasizing its potential importance as an integral part of a screening procedure for identifying potential LD in spelling. The outcomes of this study underscore its significance, as the experimental group demonstrated markedly elevated mean scores in spelling compared to the control group. Additionally, the comprehensive analysis of students’ spelling errors and their classification into categories such as grammar, orthography, and/or phonological spelling can facilitate the targeted implementation of spelling interventions. In conclusion, identifying challenges in spelling proficiency can inform diagnostic assessments, thus enabling the timely initiation of interventions.
An Exploratory Case Study on the Role of Universal Design for Learning (UDL) in supporting the inclusion of learners with dyslexia in an Irish HEI: Perspectives of Lecturers and Dyslexic students
Authors:
Lucy Crowe, Department of Social Sciences, Munster Technological University (Kerry), Ireland
Presented by:
Lucy Crowe, Department of Social Sciences, Munster Technological University (Kerry), Ireland
An Exploratory Case Study on the Role of Universal Design for Learning (UDL) in supporting the inclusion of learners with dyslexia in an Irish HEI: Perspectives of Lecturers and Dyslexic students
Author: Lucy Crowe is an Ed.D candidate in Dublin City University’s Institute of Education.
Contact Details: Lucy Crowe – Lecturer & Researcher
Munster Technological University (Kerry)
Department of Social Sciences, North Campus,
Tralee, Co. Kerry.
Purpose
The purpose of this research study is to explore the perspectives of lecturers and dyslexic students regarding the role of Universal Design for Learning (UDL) in supporting the inclusion (learning and educational experiences) of dyslexic students in an Irish HEI. It aims to give a voice to lecturers and dyslexic students on the research topic to help clarify similarities and differences in understanding amongst these groups on their lived experiences of higher education and on recent developments within Ireland’s higher education sector to embed Universal Design for Learning across the sector.
This study will make a new contribution to knowledge around the topics of inclusion, dyslexia and UDL from the perspective of academic staff and dyslexic students whose college experiences are under explored in the research (Collins et al., 2017). The problem that this research addresses is the higher education policy which aims to implement the UDL framework into all HEIs to promote equitable access policies (Higher Education Authority, 2021. p4). Recent research finds however that the lack of widespread use of inclusive pedagogy among academic staff is related to a lack of consensus about what inclusion means and an absence of training in inclusive practices and UDL (Stentiford & Kontsouris, 2020).
At the time of writing, the gap between the policy rhetoric and practice on inclusive higher education and the need for job-embedded professional development for lecturers as a prerequisite to systemic implementation of UDL have not been explored. Not only will this research study address this lacuna, but it will also build on previous research conducted within Dublin City University’s Institute of Education which examined the role of disability support staff in supporting students with dyslexia in Irish HEIs. One of the recommendations from this study was that “future research might address how lecturers in Irish HEIs understand and characterise dyslexia (Murphy, C., 2022 p.166). This study will collect and analyse data from lecturers and dyslexic students on their understanding of inclusion, understanding and characterisation of dyslexia, the barriers lecturers face in embedding UDL in their practice juxtaposed with dyslexic students’ perspectives on how UDL can support their learning and educational experience in an Irish HEI.
The questions which the research seek to address are:
- How do lecturers understand and characterise dyslexia?
- How do students with dyslexia understand and characterise dyslexia
- How does training in education influence lecturers’ understanding of inclusive third level education?
- As primary educators, what are the barriers to embedding UDL principles in their practice?
- From the dyslexic student perspective what role can UDL play in supporting learning and enhancing the higher education experience?
This research seeks to make a novel contribution to the existing research on dyslexia in higher education through an exploratory case study involving lecturers and dyslexic students. The gap in the literature around the academic and student voice has produced the research problem which has implications for policy and practice. Collaboration and inclusive dialogue are vital to shaping sustainable and effective developments in dyslexic provision through UDL. The researcher’s goal in undertaking this study is to create a space for those at the front line of higher education to lead developments in this space rather than being on the periphery. The failure to address the policy problem identified could hinder the systemic implementation of UDL across the Irish HE sector potentially impacting the learning and educational experiences of dyslexic learners within mainstream provision
Methods
The researcher aims to carry out an exploratory case study to investigate the perspectives of lecturers and dyslexic students on the role of Universal Design in Learning (UDL) in supporting the inclusion of learners with dyslexia in an Irish HEI. A case study is an appropriate method of inquiry to investigate a contemporary phenomenon indepth and within its real-life context (Yin, 2009.p.18). This study will employ a qualitative approach to data collection focusing on the individual units of analysis within the study (lecturers and dyslexic students) to gain deep insights into the subjective experiences of the participants on the research questions. A variety of data collection methods may be used including semi-structured interviews, focus groups, observations, surveys (quantitative data) and document analysis. Collecting data from different sources enables triangulation of the data which enhances the validity and reliability of the findings.
The participants in this study will be student- facing staff and dyslexic students within an academic faculty where the researcher is based. The dyslexic student participants will be registered with the University’s disability support services and recruitment of participants will be conducted with the assistance of the disability support office. Given the diversity of the student population within the University, it is anticipated that among the dyslexic participants in this study will be mature students, students from underrepresented groups, students with physical disabilities as well as students from different ethnic and religious backgrounds. The additional barriers these students face speak to the intersectionality of disadvantage which hinders equity of participation in higher education and impacts student outcomes. Research conducted by Nichols & Stahl (2019) concluded that there is considerable work to be done to address the workings of intersecting systems of inequity within higher education.
This study has many practical advantages from the perspective of an insider researcher. The research highlights some key advantages which include having a good understanding of the culture being studied, the politics of the institution, and knowledge about how things work as well as intimate knowledge that promotes both the telling and judging of truth (Bonner and Tolhurst, 2002). Being on the insider will allow the researcher access to people with the authority to facilitate the research, grant ethical approval and permit access to particpants. However the loss of objectivity due to familiarity, and the potential for researcher bias in data collection methods and analysis are key considerations that could invalidate the results. These issues as well as the researcher’s positionality will be explicitly addressed and acknowledged from the outset. In addition, ethical issues related to accessing privileged information and ensuring the anonymity of participants must be fully respected throughout the research process.
Conclusion
Several findings could potentially emerge from this exploratory case study investigating lecturers and dyslexic students’ perspectives on the role of UDL in supporting the inclusion of dyslexic learners in an Irish HEI. The research may uncover the following:
- Divergent views in understanding and characterisation of dyslexia among both groups
- Lecturer lack of understanding of inclusion and inclusive pedagogies
- Lecturer lack of awareness and understanding of UDL
- Divergent views on the effectiveness of UDL in supporting learning and the educational experiences of students with dyslexia due to lecturer knowledge and relevance to their specific context.
- Barriers faced by dyslexic students in HE: inaccessible course materials, inadequate accommodations for assignments, lack of lecturer empathy and lecturer liaison
- Barriers faced by lecturers in adopting UDL: lack of training, lack of time, large classes and unfeasibility of multiple means of representation and assessment.
- Positive outcomes of lecturer implementation of UDL may reveal improved academic performance for dyslexic students leading to enhanced self-confidence and reduced levels of academic anxiety.
- Negative outcome if UDL is not implemented in an effective and sustainable way: increased dropout rates, under performance of dyslexic students, disengagement, stigmatisation of dyslexic students having to access disability support services rather than mainstream provision.
Overall, the conclusions from this case study will have relevance for HEIs across the European higher education area as the number of students with dyslexia entering higher education is increasing globally (Kerl, 2018). Research in this field plays a crucial role in increasing understanding of the most diagnosed learning difficulty in higher education associated with a range of challenges which impact the students’ university experience and academic attainment (Donato et al., 2022; Murphy, 2022; Tobell et al 2020; Griful-Freixenet et al., 2017; Murders, 2017; Kerl, 2018).
Bibliography
A. Arnalds, Á. and Harðardóttir, S. (2023) ‘The Interplay between Dyslexia, Anxiety, and Educational Attainment among Young Adults in Iceland’, in Education and Human Development. IntechOpen. Available at: https://doi.org/10.5772/intechopen.113750.
Bonner, A. and Tolhurst, G. (2002) ‘Insider-outsider perspectives of participant observation’, Nurse Researcher, 9(4), pp. 7–19. Available at https://doi.org/10.7748/nr2002.07.9.4.7.c6194
European Commission. Joint Research Centre. (2019) Social inclusion policies in higher education: evidence from the EU : overview of major widening participation policies applied in the EU 28. LU: Publications Office. Available at: https://data.europa.eu/doi/10.2760/944713 (Accessed: 10 January 2024).
Griful-Freixenet, J., Struyven, K., Verstichele, M and Andries, C (2017) ‘Third level education Students with Disabilities Speaking out: Perceived Barriers and Opportunities of the Universal Design for Learning Framework. 32: 1627–1649’, Disability & Society., 32 (6/7), pp. 1627–1649.
Jacobs, L. et al. (2022) ‘Learning at school through to university: the educational experiences of students with dyslexia at one UK higher education institution’, Disability & Society, 37(4), pp. 662–683. Available at: https://doi.org/10.1080/09687599.2020.1829553.
Kerl., M.A (2018) Online Professional Development for College Faculty to Support Dyslexic Students: A Multiple Case Study. Doctoral Thesis. Northcentral University, San Diego, California.
MacCullagh, L., Bosanquet, A. and Badcock, N.A. (2017) ‘University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges and Strategies’, Dyslexia, 23(1), pp. 3–23. Available at: https://doi.org/10.1002/dys.1544.
Moriña, A. (2017) ‘Inclusive education in higher education: challenges and opportunities’, European Journal of Special Needs Education, 32(1), pp. 3–17. Available at: https://doi.org/10.1080/08856257.2016.1254964.
Snowling, M.J., Hulme, C. and Nation, K. (2020) ‘Defining and understanding dyslexia: past, present and future’, Oxford Review of Education, 46(4), pp. 501–513. Available at: https://doi.org/10.1080/03054985.2020.1765756.
Strnadová, I., Hájková, V. and Květoňová, L. (2015) ‘Voices of university students with disabilities: inclusive education on the tertiary level – a reality or a distant dream?’, International Journal of Inclusive Education, 19(10), pp. 1080–1095. Available at: https://doi.org/10.1080/13603116.2015.1037868.
Taylor, M.J., Duffy, S. and England, D. (2009) ‘Teaching students with dyslexia in higher education’, Education + Training, 51(2), pp. 139–149. Available at: https://doi.org/10.1108/00400910910941291.
Tobbell, J. et al. (2021) ‘Inclusion in higher education: an exploration of the subjective experiences of students’, Journal of Further and Higher Education, 45(2), pp. 284–295. Available at: https://doi.org/10.1080/0309877X.2020.1753180
Yin, R. (2009) Case Study Research: Design and Methods (4th ed.) Sage Publications, London.
Assistive technology in English as a foreign language education in the Danish comprehensive school
Authors:
Anja Bols Slaattvik, ass. prof. at VIA University College and PhD student at University of Aarhus, Denmark
Presented by:
Anja Bols Slaattvik, ass. prof. at VIA University College and PhD student at University of Aarhus, Denmark
Assistive technology in English as a foreign language education in the Danish comprehensive school
Anja Bols Slaattvik, ass. prof. at VIA University College and PhD student at University of Aarhus, Denmark
This presentation is based on an ongoing PhD project that brings together expertise in dyslexia, reading, and writing, along with knowledge about assistive technologies. It places these elements within the context of English as a foreign language education (EFL).
In the Nordic countries, extensive research has been conducted on pupils with dyslexia in native language teaching settings, but there has been less focus on their experiences in foreign language learning. This project aims to investigate practices and reflections of both teachers and pupils in EFL education. The goal is to develop a comprehensive guide for foreign language teaching that better addresses the needs of pupils with dyslexia.
It is a linguistic ethnographic study that involves several components. Firstly, observations in EFL classes investigate how nine year six pupils with dyslexia use assistive technology. Also, interviews with teachers provide insights into their thoughts and experiences in teaching EFL particularly regarding the use of technology in writing and reading instruction. The pupils participate in Verbal Protocol interviews, where they explain their approach to using assistive technology while working on English assignments. In the project’s final phase the teachers will be invited to collaborate in the development of a guide for EFL teaching that considers the specific needs of pupils with dyslexia.
The presentation will center on data collected through fourteen observations and twelve interviews. It will offer an initial analysis of the approaches pupils use during reading and writing activities within the EFL classroom. Additionally, it will explore the pupils’ thoughts on their use of technology during reading and writing tasks.
Moreover, the presentation will incorporate the teachers’ insights and explanations regarding the objectives, aims, and methodologies they employ in EFL teaching, especially when accommodating pupils with dyslexia and utilizing assistive technology. This additional perspective will enhance the depth of the analysis.
A Tier 2 Phonological Intervention for 6-Year-Old Pupils at Risk for Reading Difficulties: A Pilot Study*
Authors:
Camilla Nilvius
Presented by:
Camilla Nilvius
A Tier 2 Phonological Intervention for 6-Year-Old Pupils at Risk for Reading Difficulties: A Pilot Study
Purpose
Previous research has identified decoding challenges among Swedish Grade 1 students, with 37% of L2 and 19% of L1 scoring low in word decoding (Fälth et al., 2022). Limited phonological awareness can exacerbate these challenges (Kamhi & Catts, 2014). Early interventions targeting phonological awareness, particularly within Tier 2 RTI settings, have shown promise (Lovett et al., 2015; Wanzek et al., 2015). However, the impact of Tier 2 phonological interventions on Sweden’s youngest compulsory school students remains unexplored. The study aims to evaluate the efficacy of Tier 2 phonological interventions on the reading abilities of 6-year-old pupils at risk for reading difficulties.
Method:
A quasi-experimental design screened 175 6-year-old pupils. 36 exhibited low phonological awareness (stanines 1-3), from which 32 were matched based on screening test results, gender, and language background (L1/L2), forming an experimental group (n=16) and a comparison group (n=16). The experimental group underwent a Tier 2 intervention focusing on phonological awareness (sound segmentation, synthesis, and grapheme-phoneme correspondence). The intervention comprised 15 sessions of 20 minutes each, conducted in groups of 4 students over five weeks. Pre- and post-tests were administered, with between-group analyses and effect sizes calculated.
Results and Conclusion:
Preliminary findings suggest significant improvements in phonological awareness within the experimental group compared to the comparison group on post-intervention. Initial analyses demonstrate significant effect sizes using Hedges’ g. In summary, the outcomes indicate the effectiveness of a concise Tier 2 intervention targeting sound segmentation, synthesis, and grapheme-phoneme correspondence for 6-year-old pupils with deficient phonological awareness. Given the pilot nature of the study, further research with a larger sample size is warranted to validate these findings.
Can a Phonetic Alphabet (ITA) Intervention Repair Phonological Deficits in English-Speaking Dyslexics?
Authors:
Jane Flynn Anderson, ITA Foundation
Presented by:
Jane Flynn Anderson, ITA Foundation
Can a Phonetic Alphabet (ITA) Intervention Repair Phonological Deficits in English-Speaking Dyslexics?
Purpose:
Dual-route models posit that both phonological and orthographic deficits characterize dyslexia (Castles & Coltheart 1993; Manis et al. 1987; Sprenger-Charolle et al. 2000), with phonological deficits most prominent. However, in transparent orthographies phonological awareness diminishes as a predictor of reading failure after the first years of schooling (Landerl & Wimmer 2000; Moll, et al. 2013; Seymour, Aro, & Erskine 2003) in contrast to English. Our research questions: Can Quantitative EEG distinguish dyslexic subtypes? Will phonologically-impaired dyslexics respond best to a phonetic initial teaching alphabet (ITA) intervention or to traditional orthography phonics programs?
Method:
Quantitative EEG was used to study differentiation of children with phonological or orthographic deficits and normal readers. Two samples (n=54), C.A. 7-0 to 10-11, were recorded during resting baseline and contextual reading. Fast Fourier transformed 2-second EEG segments were used for statistical analysis and visual mapping. A third sample of dyslexic and normal readers included ITA-remediated dyslexics.
Subtype-treatment interaction studies featured random assignment of children with phonological or orthographic deficits to either a researcher-designed ITA intervention or a traditional orthography phonics program (Orton-Gillingham or SRA Reading Mastery).
Results/Conclusions:
Resting EEG did not distinguish dyslexic and normal readers, while the reading condition showed differential theta and beta activation (Flynn et al. 1992; Flynn & Deering, 1993). A neural network correctly classified 22 of 29 subjects (Ramadan, et al. 1993). In a later study, ITA-remediated dyslexics differed from unremediated peers but not from normal readers.
ITA interventions were superior to traditional orthography phonics programs regardless of cognitive risk profile (Debner & Anderson 2017; Lyon & Flynn 1991).
Our brain imaging and intervention studies support ITA for remediation of dyslexia and indicate which ITA strategies work best for children with different cognitive risk profiles.
Compound Processing: An Eye-Tracking Study On Italian Adolescents With Developmental Dyslexia
Authors:
Zordan Angelica, Melloni Chiara – University of Verona, Italy
Presented by:
Angelica Zordan,
University of Verona, Italy
Compound Processing: An Eye-Tracking Study On Italian Adolescents With Developmental Dyslexia
This ongoing study aims to explore how compound words are processed by Italian adolescents with Developmental Dyslexia (DD) and with typical development.
Two eye-tracking studies adopting a visual world setup will address different issues in compound processing. 1. A Look-and-Listen task featuring a two-by-two design examines interpretive features of Italian invented Noun-Noun (NN) compounds; in each trial, a 1st constituent competitor (car), a 2nd constituent competitor (banana), a compound competitor (banana-car, i.e., a banana with wheels), and a target (car-banana, i.e., a car with the shape of a banana) are presented on the screen. Participants have to find the object the oral stimulus asks for (e.g., Trova macchina-banana, eng., Find car-banana). 2. A Reading Task focuses on headedness preference and potential differences in processing exo- and endocentric real compounds. Additionally, based on Scalise and Bisetto’s (2005) classification, it addresses the processing of compounds with constituents linked by different grammatical relations, i.e., coordinate, subordinate, and attributive.
Finally, a Naming Task aims to investigate the production of invented NN and Verb-Noun (VN) compounds in individuals with DD. Participants must name pictures of machines engaged in actions, shedding light on cognitive processes in compound formation. For instance, participants see a machine that unties knots (ita., slegare i nodi) and must name it by using a maximum of two words (e.g., slega-nodi).
In conclusion, this research goes beyond current knowledge, addressing the gap in understanding the interplay between compounding and DD. It contributes significantly to a broader understanding of linguistic factors, including the effect of dyslexia in L1 processing in the landscape of language impairment.
Dealing with dyslexia in Germany, Sweden and Canada – the affected individuals’ perception and teachers’ perception
Authors:
Sophie Jung, Ruhr-Universität Bochum, Germany
Jasmin Zielonka, Ruhr-Universität Bochum, Germany
Presented by:
Jasmin Zielonka, Ruhr-Universität Bochum, Germany
Dealing with dyslexia in Germany, Sweden and Canada – the affected individuals’ perception and teachers’ perception
Authors:
Dealing with dyslexia in educational institutions – affected individuals’ and teachers’ perception Sophie Jung has been working on her doctoral thesis at Ruhr-Universität Bochum. As part of her research project, she interviewed adults with dyslexia in Sweden, Canada, and Germany. She wants to raise awareness for the importance of science communication – especially regarding new knowledge about didactics and learning disabilities. Jasmin Zielonka has been working on her doctoral thesis at Ruhr-Universität Bochum and therefore has been conducting interviews with German high school teachers accompanying students with dyslexia. She is a lecturer focussing on language didactics and teacher training in inclusive settings and is the person responsible for study-related practical projects within this field at different German universities.
Purpose:
The researchers’ aim is to shed a light on by dyslexia affected individuals’ perceptions as well as those of teachers accompanying them to gain an insight which is usually reserved to these involved individuals. Thus, it is possible to achieve scientific knowledge of social as well as life perspectives and furthermore identify existing desiderata. Even though there are multiple professions conducting research on dyslexia and its partial aspects like causes, diagnosis and intervention from different angles, the personal experience focussed on within this project is widely unexplored especially for Germany.
Method:
The data for both projects have been collected within narrative interviews. Sophie Jung obtained the sample through social media, contacts, and internet research whereas Jasmin Zielonka was able to form her sample through contacts in educational contexts. All interviews have taken place in person and were transcribed to analyse the data using qualitative content analysis. Deductive categories are formed to create a coding guide, which is applied by using the online tool MAXQDA. As certain patterns have only been recognized during analysis, further categories have been formed inductively.
Results:
While analysis and interpretation of the data collected has not been finished yet, for the teachers’ perspectives becomes increasingly evident that despite best efforts meeting dyslexic students’ requirements due to rigid institutional guidelines and framework conditions they often cannot satisfy their personal as well as professional expectations. The affected persons’ narratives give a hint to a connection between the way educational institutions have dealt with them, their personal perception of their dyslexia and their positive and negative coping strategies developed.
Developmental Dyslexia and pseudoword reading: An eye-tracking study
Authors:
Georgia Andreou, University of Thessaly, Greece
Vasiliki Aslanoglou, University of Thessaly, Greece
Vasiliki Tsela, University of Thessaly, Greece
Spyridoula Cheimariou, University of Alabama, USA.
Presented by:
Vasiliki Aslanoglou, University of Thessaly, Greece
Developmental Dyslexia and pseudoword reading: An eye-tracking study
Purpose: Dyslexia is characterized by difficulties in reading which is considered one of the most important skills developed in school years. Several studies confirm that eye movements reflect the difficulties that individuals with dyslexia face in language processing and more specifically longer Time Spent Gaze (TSG) has been associated with deficits in reading. The aim of the present study was to evaluate the TSG of dyslexics while reading pseudowords, as it is well established that pseudowords are closely linked to and predict successful reading.
Method: The participants of the study were 12 dyslexic (6 males and 6 females) and 10 non-dyslexic (4 males and 6 females), aged 18-23 years, who were all Greek native speakers. The dyslexic group consisted of participants who had an official diagnosis of dyslexia. The experiments took place at the Laboratory of Bilingual Education of the Department of Special Education of the University of Thessaly and a Tobii X2-60 eye tracker was used to record their Time Spent Gaze. The participants of both groups were examined individually while reading two lists that consisted 12 pseudowords each.
Results: The results of the study revealed longer TSG in participants with dyslexia as compared to that of their typically developing peers. Pseudoword reading requires phonological decoding skills, which is a domain of difficulty in dyslexics and indicates deficits in the phonological system. As pseudoword reading is linked to and predicts the successful acquisition of reading, more research is needed in order to confirm the results of this study, which can be further used to design interventions in order to improve phonological decoding in dyslexics and thus help them become successful readers.
Differentiated Assessment for High School Students with Learning Difficulties: The Use of Choice Boards in a Literature-Based English Class*
Authors:
Vasiliki Giannopoulou, Greece
Presented by:
Vasiliki Giannopoulou, Greece
Differentiated Assessment for High School Students with Learning Difficulties: The Use of Choice Boards in a Literature-Based English Class
Vasiliki Giannopoulou
Differentiated assessment includes tailoring assessment methods and strategies to meet the diverse students’ needs, including those with learning difficulties. Choice boards, as an alternative tool of assessment, were chosen for high school students with learning difficulties in a Literature-Based English Class. The assignments were thematically related to the texts and poems covered, some of which were: “By Any Other Name”, a memoir by S.R. Rau, “Mirror”, a poem by S. Plath, and “The Tragedy of Macbeth”, drama by W. Shakespeare. Choice boards as a form of assessment were assigned after the text analysis and included activities that addressed different learning styles and difficulty levels, such as options for written responses, creative projects, oral and/ or visual presentations, videos, and/ or podcasts. Choice boards foster a sense of ownership over learning, provide opportunities for students to express their understanding of literature creatively, and promote academic success.
Dissociation between Attention and Phonological Processing in Developmental Dyslexia: New Evidence from Italian
Authors:
Marina Rossi, Tamara Rathcke, University of Konstanz
Presented by:
Marina Rossi, Tamara Rathcke, University of Konstanz
Dissociation between Attention and Phonological Processing in Developmental Dyslexia: New Evidence from Italian
Authors:
Marina Rossi, Tamara Rathcke, University of Konstanz
Purpose:
Developmental Dyslexia (DD) is a neurodevelopmental disorder characterized by persistent literacy difficulties. While the aetiology of DD remains unclear and shows large variability among affected individuals, an impairment of phonological awareness, a deficit of temporal processing ability, or a deficit of cognitive resources are among most frequently discussed accounts of DD. The aim of the present study was to examine these accounts by comparing DD with and without a comorbidity, i.e. dyscalculia.
Method:
Seventy age-matched Italian adolescents were tested. The dyslexic group had an official diagnosis of pure DD (N = 16) or mixed DD (N = 24, with comorbid dyscalculia). The control group had typically developing language (N = 30). All participants completed a phoneme monitoring task, responding to target consonants (sonorants vs. obstruents, singletons vs. geminates), occurring in strong or weak syllables of polysyllabic non-sense strings. Individual levels of musical training, attention and working memory were measured.
Results:
Compared to the control group, all participants with DD showed diminished sensitivity and accuracy in response to all phonemic contrasts of the study which was moderated by individual attentional resources. While the control group showed improved performance with increased attentional resources, the dyslexic group did not improve regardless of the available attention levels.
Conclusions:
The study is the first to document the behavioural consequence of a previously identified neural connectivity issue in DD and supports the cognitive account of DD. We suggest that DD arises from an inefficient use of attention due to a dissociation between phonological processing and cognitive resources.
Dyslexia within the Interdisciplinary Field of Tension: A Case Study in Austria
Authors:
Dr. Florentine Paudel, University College of Teacher Education Vienna, Austria
Presented by:
Dr. Florentine Paudel, University College of Teacher Education Vienna, Austria
Dyslexia within the Interdisciplinary Field of Tension: A Case Study in Austria
The poster presentation delves into the multifaceted landscape of dyslexia management in Austria, examining its nuances across different stages of life with a particular emphasis on educational interventions within the schooling framework. By employing document analysis methodologies, the presentation scrutinizes the pervasive influence of the medical paradigm on pedagogical approaches towards dyslexia. Through this analytical lens, the presentation elucidates the inherent tensions that emerge at the intersection of medical and educational ideologies. Visual aids are utilized to vividly illustrate these tensions, facilitating a nuanced discussion of their implications and potential resolutions within the Austrian context. Through a critical examination of these dynamics, the presentation seeks to contribute to a deeper understanding of the complexities inherent in addressing dyslexia within educational systems, ultimately aiming to inform more effective and inclusive practices.
Early cortical tracking of auditory stimuli predicts reading skills: A one-year longitudinal study
Authors:
Marie Lallier1,4*, Camila Zugarramurdi1,2*, Lucía Fernández2,3, Juan Carlos Valle-Lisboa2,3, Manuel
Carreiras1,4
1 Basque Center on Cognition Brain and Language (BCBL), Donostia, Spain
2 Instituto de Fundamentos y Métodos en Psicología y Centro de Investigación Básica en Psicología
(CIBPsi), Facultad de Psicología, Universidad de la República, Montevideo, Uruguay
3 Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje (CICEA), Universidad de
la República, Montevideo, Uruguay
4 Ikerbasque, Basque Foundation for Science, Bilbao, Spain
* Equal contribution as 1st author.
Presented by:
Marie Lallier, Basque Center on Cognition Brain and Language (BCBL), Donostia, Spain – Ikerbasque, Basque Foundation for Science, Bilbao, Spain
Early cortical tracking of auditory stimuli predicts reading skills: A one-year longitudinal study
Marie Lallier1,4*, Camila Zugarramurdi1,2*, Lucía Fernández2,3, Juan Carlos Valle-Lisboa2,3, Manuel
Carreiras1,4
1 Basque Center on Cognition Brain and Language (BCBL), Donostia, Spain
2 Instituto de Fundamentos y Métodos en Psicología y Centro de Investigación Básica en Psicología
(CIBPsi), Facultad de Psicología, Universidad de la República, Montevideo, Uruguay
3 Centro Interdisciplinario en Cognición para la Enseñanza y el Aprendizaje (CICEA), Universidad de
la República, Montevideo, Uruguay
4 Ikerbasque, Basque Foundation for Science, Bilbao, Spain
* Equal contribution as 1st author.
Purpose
The precision of cortical tracking of (or synchronization with) speech modulations in low frequency ranges coding for prosodic (delta) and syllabic (theta) speech units has been shown to contribute to the development of phonological and reading skills. Thus, impaired cortical tracking of speech has been proposed to be a potential cause for dyslexia. This study investigates whether cortical tracking of non- verbal auditory stimuli presented at these frequency ranges could predict reading trajectories, and be a potential early neurophysiological non-verbal marker of future reading difficulties.
Method
Forty prereading Spanish-speaking children in their last year of kindergarten performed a passive listening task of amplitude modulated white noises presented at a rate falling in the delta (2 Hz) or theta (4 Hz) frequency bands, while their neural activity was recorded via electroencephalography (EEG). From these EEG signals, the strength of neural synchronization to these stimuli was assessed. One year later, during first grade, reading skills were assessed by asking children to read aloud words and pseudowords. Nonverbal IQ was also assessed.
Results/Conclusions
Significant cortical tracking of auditory stimuli at both frequencies was found in pre-reader children, with larger responses for theta than delta rate stimuli. Importantly, only cortical tracking of delta rate stimuli predicted reading acquisition one year later, and was able to categorize children who would develop future severe reading difficulties.
These findings underscore the role of early neural synchronization to delta rate auditory stimuli for reading acquisition and support the hypothesis of prosodic processing difficulties as a potential cause of reading disorders such as dyslexia.
The Effects of Psychodrama on Psychological Flexibility of the Mothers of Children Diagnosed with Dyslexia
Authors:
Seda Begli, Health Ministry of Türkiye Republic- Ankara City Hospital, Turkey
Presented by:
Seda Begli, Health Ministry of Türkiye Republic- Ankara City Hospital, Turkey
The Effects of Psychodrama on Psychological Flexibility of the Mothers of Children Diagnosed with Dyslexia
Purpose
Given that children diagnosed with dyslexia need to be supported in their academic, social, and family lives due to the difficulties they experience, the presence and contributions of the family, especially the mother, are crucial. Therefore, it is suggested that supporting the mental health of the mother will have a positive impact on the educational and social life of the child, and studies in this direction have been found to be highly beneficial. The purpose of this study is to examine the effects of psychodrama on the psychological flexibility levels of the mothers of these children.
Method
The approval of the Scientific Committee of the Dyslexia Learning Disability Association was obtained for this study. Three-hour-sessions per week along 16 weeks were held with psychodrama group consisting of volunteer participants including 11 mothers (mean age: 40). At the end of the pre-interview and the last session, the participants were administered the Acceptance and Action Questionnaire-II. Written feedback was received from the participants about the whole process in the last session. This study was designed with the “simultaneous nested mixed method”, which is one of the mixed models. SPSS 20 and MAXQDA 2020 were used to analyze the quantitative and qualitative data, respectively.
Conclusion
Qualitative data analysis has provided essential findings about changes, improvements, and gains of the mothers of children diagnosed with dyslexia. The most common component was “acceptance” according to mothers’ expressions in the theme of psychological flexibility. Regarding therapeutic factors, the most frequent component was “universality”. Among the subthemes of the gains provided by psychodrama, “being solution-oriented” was the mostly encountered one. Thanks to the techniques of psychodrama such as role reversal, doubling, and mirror, the mothers have found the chance of gaining awareness about their mother role and being more empathetic with their children diagnosed with dyslexia.
Contact Details
Full Name: Seda Begli
Professional Title: Psychologist; Interdisciplinary social psychiatry scientist; Psychodramatist; PhD candidate in
Educational Psychology.
Address: Health Ministry of Türkiye Republic- Ankara City Hospital
Universiteler Mahallesi 1604. Cadde No: 9 Çankaya/Ankara/ TURKEY
Effects of Early Bilingualism on Laterality in a Dichotic Listening Task*
Authors:
Hadeel Ershaid and Marie Lallier,
Presented by:
Hadeel Ershaid
Effects of Early Bilingualism on Laterality in a Dichotic Listening Task
Title: Effects of Early Bilingualism on Laterality in a Dichotic Listening Task
Authors: Hadeel Ershaid and Marie Lallier
Purpose: Studies investigating hemispheric lateralization for linguistic stimuli using the dichotic listening paradigm have consistently shown a right-ear advantage in typical monolingual populations, reflecting left-hemispheric dominance for language. A reduced right-ear advantage is found in monolinguals with dyslexia, suggesting a link between atypical hemispheric lateralization and dyslexia. Curiously, a reduced right-ear advantage is also reported in bilingual typical readers, which is hypothesized to reflect increased interhemispheric cooperation because of bilingual language experience. We hypothesize that in bilinguals with dyslexia, a recovered right-ear advantage will emerge because of increased interhemispheric connectivity in bilingualism. Therefore, the purpose of this study was to compare laterality indices in a dichotic listening paradigm between a group of bilingual typical readers and bilingual readers with dyslexia.
Method: 12 Basque-Spanish early bilinguals with dyslexia and 12 early bilingual typical readers were assessed on a free-recall dichotic listening paradigm using CV syllables as stimuli. A laterality index for each participant in each condition was calculated.
Results and Conclusions: Bilinguals with dyslexia were significantly more right lateralized compared to controls, and exhibited a significant right-ear advantage, while controls did not. These results are in line with findings of a reduced right-ear advantage in bilingual typical readers, and provide preliminary support for hypotheses suggesting that early bilingualism boosts interhemispheric connectivity, which would result in a recovered right-ear advantage in CV dichotic listening tasks in early bilinguals with dyslexia (i.e., left-hemisphere lateralization for linguistic stimuli), compared to monolinguals with dyslexia, who exhibit a reduced right-ear advantage, reflecting atypical hemispheric lateralization.
Evaluation of an executive function intervention for children with specific learning disorders
Authors:
Aikaterini Pavlidou, Department of Primary Education, University of Thessaly, Volos, Greece
Evangelia-Chrysanthi Kouklari, Department of Child Psychiatry, Aghia Sophia Children’s Hospital, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
Stella Tsermentseli, Department of Primary Education, University of Thessaly, Volos, Greece
Presented by:
Aikaterini Pavlidou, Department of Primary Education, University of Thessaly, Volos, Greece
Evaluation of an executive function intervention for children with specific learning disorders
Purpose: This study examines the efficacy of a school-based executive function (EF) intervention (Unstuck and On Target, UOT) for improving EF and theory of mind (ToM) in school-aged children with specific learning disorders (SLD). The UOT intervention (Cannon et al., 2011) is a group-based curriculum designed to teach what physical/mental flexibility, goal setting and planning are, and why they are useful skills, through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing.
Methods: Forty children, 4th & 5th grade, were assigned either to the intervention group (n = 22) or the active control group (regular classes without UOT, n = 18). Measures of pre–post change included performance-based measures of cold EF (i.e., working memory, inhibition, shifting, planning), hot EF (i.e. affective decision making, delay of gratification) and ToM (i.e. false beliefs, emotional face recognition). The UOT intervention was delivered during school, by a trained educator in groups of 3–6 students., in 18, 30–40 min lessons with games, visual supports, role-plays, and positive reinforcement.
Results & conclusions: The UOT intervention was administered with high fidelity. The results indicate that the children who attended the intervention outperformed controls in specific EF and ToM tasks. Specifically, these children exhibited increased abilities to inhibition, cognitive flexibility, delay of gratification and emotion face recognition. These results suggest the possibility that this intervention, which may be easily implemented in educational services, can promote EF and ToM in primary school pupils with SLD.
Explanatory variables of assessment accommodations fairness, validity and usefulness for students with dyslexia
Authors:
Leonor Ribeiro, Universidade do Minho, Portugal
Ana Paula Loução Martins, Centro de Investigação em Estudos da Criança, Universidade
do Minho, Portugal,
José Carlos Morgado, Centro de Investigação em Educação, Universidade do Minho, Portugal
Presented by:
Leonor Ribeiro, Universidade do Minho, Portugal
Explanatory variables of assessment accommodations fairness, validity and usefulness for students with dyslexia
Purpose
The purpose is to deepen the knowledge related to curricular accommodations in assessment tests for students with dyslexia in the context of a universal screening system. It is expected that the production of scientific knowledge is reflected on the educational practices, in a greater awareness of the subject, and an increase in the quality life of educational communities.
Method
The study fits into a positivist paradigm, using quantitative data collection and analysis methods. The sample included data collected in eight municipalities in the District of Lisbon, in which 748 students, 412 guardians and 45 teachers participated, from 35 schools and 48 classes. The data collection instruments included: 1) a class characterization grid, 2) two MBC tests for reading, 3) three questionnaires on Perspectives on test accommodations for students with dyslexia, for students, parents, and teachers (QPAT) and 4) a Checklist of test accommodations. The quantitative data obtained were treated statistically, using the SPSS and SPSS AMOS version 27 software.
Results and conclusions
The perspectives of school community about testing accommodations show that they: consider it fair; extra time is the most useful accommodation; accommodations lead students to feel more motivated and better able to show what they know. The variable with greatest impact was barriers to learning.
The subgroups of adaptations most frequently used by teachers is the support given to the student during instructions, and the least used is equipment’s.
The reading levels diversity was checked with the cluster analysis, emerging three groups of readers, and the variable with more impact was school.
The data collection instruments showed good internal consistency.
Leonor Ribeiro, Universidade do Minho,
Ana Paula Loução Martins, Centro de Investigação em Estudos da Criança, Universidade
do Minho,
José Carlos Morgado, Centro de Investigação em Educação, Universidade do Minho,
* Este trabalho é financiado: a) pela bolsa de doutoramento da Fundação para a Ciência e a Tecnologia – SFRH/BD/137616/2018; b) pelo CIEd – Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projetos UIDB/01661/2020 e UIDP/01661/2020, através de fundos nacionais da FCT/MCTES-PT; c) Por Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito dos projetos do CIEC (Centro de Investigação em Estudos da Criança da Universidade do Minho) com as referências UIDB/00317/2020 e UIDP/00317/2020.
Exploration of Croatian teachers’ attitudes about students with dyslexia
Authors:
Valentina Martan, Speech and Language Pathology Study Programme, University of Rijeka, Rijeka, Croatia
Presented by:
Valentina Martan, Speech and Language Pathology Study Programme, University of Rijeka, Rijeka, Croatia
Exploration of Croatian teachers’ attitudes about students with dyslexia
Author: Valentina Martan, Speech and Language Pathology Study Programme, University of Rijeka, Rijeka, Croatia
A positive teacher attitudes play a key role in promoting the willingness to use teaching methods aligned with the abilities of students with dyslexia and are essential for the implementation of individualized instruction. Therefore, the aim of this paper is to assess the factor structure and reliability of the newly constructed scale to measure teachers’ attitudes towards students with dyslexia in an inclusive educational context and to determine the correlation between the obtained subscales. 431 teachers from 62 regular elementary schools in six counties of the Republic of Croatia participated in the study. All teachers had experience in teaching students with dyslexia in the last three years. 126 were classroom teachers (1st to 4th grade) and 305 were subject teachers, mainly teaching subjects from 5th to 8th grade. On average age of the teachers was 43 years and they had 17 years of teaching experience. A measuring instrument was constructed to assess teachers’ attitudes towards teaching students with dyslexia, in line with the cognitive, affective, and behavioural components of attitudes. The newly constructed scale has a valid factor structure and reliability, confirming the three-dimensional structure. Teachers had positive attitudes towards teaching students with dyslexia in all three dimensions, and there is a statistically significant positive correlation between the obtained subscales. The study highlights the importance of exploring teachers’ attitudes towards students with dyslexia as an important component of their competencies and confirms a multidimensional construct of attitudes that must be seen as teachers’ beliefs about the characteristics of individualized instruction, affective reactions, and readiness to teach students with dyslexia inclusively.
Exploring Dyslexia Awareness in Teacher Training: Preliminary Findings from Copenhagen
Authors:
Camilla Højmark Find & Liva Hyttel-Sørensen, University College Copenhagen, Denmark
Presented by:
Liva Hyttel-Sørensen, University College Copenhagen, Denmark
Exploring Dyslexia Awareness in Teacher Training: Preliminary Findings from Copenhagen
By Camilla Højmark Find and Liva Hyttel-Sørensen
This poster presents the initial results of our project focused on dyslexia within teacher training programs in Copenhagen. Our project has dual purposes: firstly, to enhance teacher expertise in integrating dyslexia knowledge, and secondly, to provide essential support to dyslexic students. We target both dyslexic teacher education students and dyslexic pupils in Danish primary schools.
To achieve our goals, we conducted a comprehensive survey among teacher trainers in Copenhagen to assess their understanding of dyslexia and evaluate how they incorporate this knowledge into their teaching. Additionally, we implemented a pilot study, introducing a course on assistive technologies (including text-to-speech software) for teacher trainers responsible for teaching reading and writing didactics. Finally, we developed new welcome materials for new students, highlighting the assistance available for dyslexic students.
Our poster highlights the survey findings and the resulting measures taken to create a level playing field across various subjects. We also share insights from the assistive technologies course. These combined findings illuminate the current status of dyslexia awareness and support in teacher training in Copenhagen. By identifying areas for improvement, we aim to ensure that dyslexic pupils in Danish primary schools receive the necessary assistance from well-prepared teachers. This project represents the initial step toward enhancing dyslexia support within the Danish education system.
Eye movements and on-line indicators as markers of written language disorders: the case of dyslexia
Authors:
Dr MAZUR Audrey, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS de
Lyon) & Laboratoire d’Excellence ASLAN (Université de Lyon)
Dr QUIGNARD Matthieu, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS
de Lyon)
Dr BUCCI Maria-Pia, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS de
Lyon) from 01/01/2024
Presented by:
Dr MAZUR Audrey, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS de
Lyon) & Laboratoire d’Excellence ASLAN (Université de Lyon)
Eye movements and on-line indicators as markers of written language disorders: the case of dyslexia
Dr MAZUR Audrey, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS de
Lyon) & Laboratoire d’Excellence ASLAN (Université de Lyon)
Dr QUIGNARD Matthieu, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS
de Lyon)
Dr BUCCI Maria-Pia, Laboratoire CNRS ICAR (UMR 5191, CNRS, Université Lyon 2 et ENS de
Lyon) from 01/01/2024
Purpose
The objective is to present the first results of a project consisting in analyzing the impact of dyslexia on reading and writing processes in adulthood, allowing to capture on line indicators and eye movements. We know that dyslexia impacts oculomotor pattern of children during reading: they present a slower reading speed, longer fixation times, etc. (Seassau et al. 2014). But we lack studies about the impact of dyslexia on oculomotor pattern in adults during reading and writing: we also want to link oculomotor data with on-line writing indicators (such as pauses, speed, etc.).
Method
In this way, students with dyslexia and control students are asked to 1- fill out a questionnaire and realize tests; 2- read a press article; 3- and write a spontaneous written text. Written data are collected using graphic tablets with Eye and Pen© software (Chesnet and Alamargot, 2005). This software supports recording both writing and eye activity. Eye movements are recorded by a non-invasive system using infrared cameras, hardware and software. For the written task, ocular indicators like staring point and fixation duration are linked to real-time data collected by Eye and Pen©.
Results and conclusion
During this presentation, first results about the impact of dyslexia on bio-behavioral markers of adults during reading and writing will be presented. Having information on on-line and ocular indicators is a window on the cognitive processes involved in language production. It then becomes possible to describe and analyze cognitive operations as close as possible to written production and reading and this is transferable to the clinic (Witko and Chenu, 2009). This work will then allow clearly to adapt the remediation according to their specific treatment of writing and reading activity.
Finding Common MicroRNA Molecules Regulating the Expression of the Genes Associated with Dyslexia*
Authors:
Ozge Begli, Vahap Eldem
Presented by:
Ozge Begli MSc.
Molecular Biologist and Geneticist, Biotechnology Specialist
Finding Common MicroRNA Molecules Regulating the Expression of the Genes Associated with Dyslexia
Authors:
Ozge Begli, Vahap Eldem
Aim:
Numerous studies have focused on the genetic factors underlying dyslexia. It has been indicated that a child with an affected parent has an increased risk of developing dyslexia. Considering the role of parents on the psychosocial development of the child, these factors become more crucial. In the light of these points, this poster aims to construct a list of genes that have been shown to be relevant with dyslexia and encode proteins that have a significant interaction with each other. The proteins in the interaction map are used to seek for regulatory RNAs to find diagnostic and prognostic markers in the molecular level.
Method:
A list of 33 genes found to be related with dyslexia has been constructed based on previous findings in the literature. Using STRING database, the most significant protein-protein interactions have been selected (Full STRING network- interaction score> 0.8, Physical subnetwork- interaction score> 0.6). 5 of those 33 genes have been further studied through microRNA (miRNA) enrichment analysis to find common miRNA molecules regulating gene expression using MIENTURNET tool. 18 miRNA molecules having a p-score lower than 0.01 has been examined regarding tissue expression levels using TissueAtlas, miRNet platform and DIANA-miTED database.
Results/ Conclusions:
Eight out of 33 genes are found to be closely related in the protein-protein interaction map generated using STRING. Protein products of ROBO1- FOXP2- CNTNAP2 and DIP2A- FSTL1 genes have been found linked regarding both functional and physical protein associations with confidence scores above 0.8 and 0.6 respectively. 18 miRNAs having regulatory roles in the expression of the selected genes have been shown to be over-represented in several metabolic pathways such as “Alanine, aspartate and glutamate metabolism”, “GABAergic synapse”, and “Glutamatergic synapse” with p-scores 1.78e-9, 9.14e-7, and 7.66e-6 respectively based on the information in KEGG Pathway database.
Contact information:
Ozge Begli, MSc.
Molecular Biologist and Geneticist, Biotechnology Specialist
How learning English affects the reading strategies of Italian learners with dyslexia: An eye-tracking study
Authors:
Ilaria Venagli, Universität Konstanz, Germany, Università di Verona, Italy
Theo Marinis, Universität Konstanz, Germany
Chiara Melloni, Università di Verona, Italy
Tanja Kupisch, Universität Konstanz, Germany
Presented by:
Ilaria Venagli, Universität Konstanz, Germany, Università di Verona, Italy
How learning English affects the reading strategies of Italian learners with dyslexia: An eye-tracking study
Ilaria Venagli1,2, Theo Marinis1, Chiara Melloni2, Tanja Kupisch1
1 Universität Konstanz, Germany
2 Università di Verona, Italy
Background and purpose.
The size of the visual and phonological units that are processed while reading is modulated by the orthographic depth of a language [1]. According to the Grain Size Accommodation Hypothesis (GSAH) [2], bilingual experience modulates reading strategies, which are subject to cross-linguistic transfer. Current evidence for this hypothesis is however limited to simultaneous bilinguals. This study tests the predictions of the GSAH in sequential bilinguals and investigates whether and how proficiency in an orthographically opaque L2 (English) interacts with dyslexia related difficulties in modulating the reading strategies employed by Italian (transparent orthography) learners of English.
Methods.
79 Italian L2ers of English were recruited from Italian high schools. 28 were formally diagnosed with dyslexia. All participants had started learning English as an L2 at school. Participants underwent individual testing in two sessions: one focusing on Italian and one on English. They completed an eye-tracking reading task in each session, reading identical word and nonwords (Lexicality condition) embedded in Italian (IT) and English (EN) sentences. Measures collected included L1 reading skills, phonological awareness, L1/L2 orthographic knowledge, and L1/L2 vocabulary. L2proficiency was computed by averaging participants’ scores in the L2 orthographic knowledge task and L2 vocabulary task.
Results and conclusion.
A glmer model examined the modulation of first-pass fixations on (non)words by sentence Language, target Lexicality, and L2 Proficiency. Group differences (DYS vs. TD) were explored. The model suggests that higher L2 proficiency led to fewer fixations on both IT and EN words in both groups, suggesting enhanced lexical reading skills. In DYS, this effect extended to both IT and EN nonwords while in TD, the effect only extended to EN nonwords. In nonword reading, fewer fixations indicate the processing of larger sublexical units. Crucially, L2 proficiency effects extended to the L1, especially in DYS, supporting the GSAH, and suggesting that biliteracy may boost lexical and sublexical reading skills.
References.
[1] Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across
Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29.
[2] Lallier, M., & Carreiras, M. (2017). Cross-linguistic transfer in bilinguals reading in two alphabetic
orthographies: The grain size accommodation hypothesis. Psychonomic bulletin & review, 25(1), 386–401.
INCLUSION & BEYOND: facilitating academic success and job placement of university students with SLD
Authors:
Sara Bocchicchio, Department of Medicine and Innovation Technology, Teaching and Learning Center, University of Insubria, Varese, Italy
Stefano Bonometti, Department of Human sciences and Sciences of the innovation for the territory, Director Teaching and Learning Center, University of Insubria, Varese, Italy
Caterina Farao, Department of Economics, Vice Director Teaching and Learning Center, University of Insubria, Varese, Italy
Francesca Zappa, Disabled and SLD student Service, University of Insubria, Varese, Italy
Cristiano Termine, Department of Medicine and Innovation Technology, Teaching and Learning Center, University of Insubria, Varese, Italy
Presented by:
Sara Bocchicchio, Department of Medicine and Innovation Technology, Teaching and Learning Center, University of Insubria, Varese, Italy
INCLUSION & BEYOND: facilitating academic success and job placement of university students with SLD
Sara Bocchicchio1, Stefano Bonometti2, Caterina Farao3, Francesca Zappa4, Cristiano Termine1
1Department of Medicine and Innovation Technology, Teaching and Learning Center, University of Insubria, Varese, Italy
2Department of Human sciences and Sciences of the innovation for the territory, Director Teaching and Learning Center, University of Insubria, Varese, Italy
3Department of Economics, Vice Director Teaching and Learning Center, University of Insubria, Varese, Italy
4Disabled and SLD student Service, University of Insubria, Varese, Italy
PURPOSE
Students with Specific Learning Disorders (SLD) may encounter obstacles and barriers both during their university studies in terms of academic success and in their subsequent search for employment. The adoption of inclusive teaching methodologies, along with dedicated career guidance services, can foster success both in training and in the job search. To achieve this goal, we intend to implement teaching methodologies based on the principles of Universal Design for Learning, thereby promoting learning and academic success. Additionally, we plan to trial a tailored counseling and career guidance pathway.
METHOD
Two areas of action-research were implemented: teaching and career guidance. In the area of teaching, a training session on SLD and UDL was conducted, followed by the creation of a Community of Practice in which faculty members were trained and engaged in discussions on the application of UDL principles. The group then developed resources to promote the adoption of UDL among colleagues. This was followed by a data collection phase to monitor and evaluate implementation and effectiveness. In the area of career guidance and job placement, after training for office operators, career counseling for students with SLD was initiated, followed by an evaluation of overall effectiveness.
RESULTS/CONCLUSIONS
In the teaching domain, the primary outcome includes a broader and more widespread understanding of the UDL approach and its potential applications for the benefit of all students, regardless of individual variability. Additionally, the effectiveness of this approach has been observed not only in terms of students’ academic success but also in the professional development of teachers. In the area of career guidance, evaluations identify strengths and areas for improvement, directing subsequent investigations and the development of new and renewed career counseling. The project is still in progress therefore the results are not to be considered as definite.
Increasing Reading Fluency in Young Adult Readers Using Audiobooks & Book Projects
Authors:
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Presented by:
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Increasing Reading Fluency in Young Adult Readers Using Audiobooks & Book Projects
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Purpose:
The workshop will outline a book project which facilitates the inclusion of struggling readers in the German English as a foreign language (EFL) classroom. Using scaffolding (reading-writing) tasks as well as auditory input (listening-reading), an innovative project, a list of possible age-appropriate texts and various pre-, while- and post-reading/listening tasks will be presented.
Target Audience:
High school instructors of English (from various countries) who want to help struggling readers.
Conclusions :
An innovative book project, which integrates struggling readers, increases their reading proficiency and willingness to participate, will be presented. A list of young adult books currently used in English as a foreign language classroom (EFL) in North-Rhine-Westphalia, Germany will be presented, as well as tips about integrating audiobook use in the EFL classroom to increase reading fluency.
It takes a village, so where is my dyslexic friendly village?*
Authors:
Emma Semi
Presented by:
Emma Semi
It takes a village, so where is my dyslexic friendly village?
About: A workshop about creating a supportive dyslexic community. This will look at the intergenerational, cultural and current views of dyslexia. This will be from a parent/carers view; with how we can reduce the stigma, dissolve the myths with a commitment to building a dyslexic friendly village. In this workshop you will look at what your ideal village of support will look like for a dyslexic child through areas such as friendship, family, community and education.
Target audience: The target audience is for both practitioners working in the field, individuals and parents/carers of children with dyslexia.
Conclusions: To conclude, in today’s society many parents/carers are feeling more isolated than ever and so to reduce their feelings of isolation, we are building a dyslexic friendly village. In the long run this should help with wellbeing, mental health and a reduction in loneliness. The participants in the workshops will work together in small teams to create their village by sharing their creations and the challenges they faced or foresee may happen.
Learning an opaque second language boosts the visual attention span: Evidence in skilled and dyslexic readers
Authors:
Ilaria Venagli 1,2, Tanja Kupisch1, Theo Marinis1, Chiara Melloni2 and Marie Lallier3,4
1 Universität Konstanz, Germany
2 Università di Verona, Italy
3 Basque Center on Cognition Brain and Language (BCBL), Donostia, Spain
4 Ikerbasque, Basque Foundation for Science, Bilbao, Spain
Presented by:
Ilaria Venagli, Universität Konstanz, Germany; Università di Verona, Italy
Learning an opaque second language boosts the visual attention span: Evidence in skilled and dyslexic readers
Ilaria Venagli 1,2, Tanja Kupisch1, Theo Marinis1, Chiara Melloni2 and Marie Lallier3,4
1 Universität Konstanz, Germany
2 Università di Verona, Italy
3 Basque Center on Cognition Brain and Language (BCBL), Donostia, Spain
4 Ikerbasque, Basque Foundation for Science, Bilbao, Spain
Background and purpose.
Visual attention span (VAS) – the number of visual elements processed simultaneously in a multi-element array –significantly predicts reading and plays a causal role in some forms of dyslexia [1]. VAS skills have been shown to be influenced by orthographic depth [2,3] such that reading opaque orthographies may boost the VAS. Further, such orthography-specific VAS modulations have been shown in early bilinguals, supporting crosslinguistic interactions in these cognitive skills [3]. This study aims to assess whether the late experience with an opaque second language (L2) boosts VAS in individuals whose first language (L1) is highly transparent and in turn modulates the manifestations of dyslexia.
Methods.
89 Italian second-language learners of English (EN) were recruited from Italian high schools (M age = 17.14), including 29 with a formal dyslexia diagnosis. Participants had started learning English as a foreign language at school. Participants underwent individual testing in two sessions. Measures collected included L1 reading abilities, L1/L2 orthographic knowledge, and short-term memory. To assess VAS skills, a visual-1-back task [4] was used during which 80 5-consonant strings were presented for 200 ms, followed by a target consonant. Participants had to indicate whether they saw the target consonant in the preceding string. The position of the consonant within the string was manipulated.
Results and conclusion.
A glmer model was used to assess the predictive ability of EN proficiency in modulating response accuracy as a function of consonant position (CP) in the two groups (DYS vs. TD). Higher accuracy in left CPs reflects a leftward bias in the allocation of attention. This was found in both groups, which is explained by L1 properties requiring left-to-right reading. In contrast, higher accuracy in right CPs is associated with better VAS skills. This was found in TDs only, and the effect was driven by EN proficiency, supporting the hypothesis that experience with an opaque non-native orthography modulates the VAS, even if it is a late L2. EN proficiency did not modulate the VAS in DYS, potentially due to a VAS deficit.
References.
[1] Valdois S. (2022). The visual-attention span deficit in developmental dyslexia: Review of evidence for a visual attention-based deficit. Dyslexia (Chichester, England), 28(4), 397–415.
[2] Ziegler, J. C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29.
[3] Lallier, M., & Carreiras, M. (2017). Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis. Psychonomic bulletin & review, 25(1), 386–401.
[4] Lallier, M., Acha, J. and Carreiras, M. (2016), Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children. Dev Sci, 19: 76-89.
My friend’s name is Dyslexia*
Authors:
Katerina Theodoropoulou
Presented by:
Katerina Theodoropoulou
My friend’s name is Dyslexia
by Katerina Theodoropoulou
Dyslexia and learning difficulties in general have been increasing as the years go by. Pupils with learning difficulties find it hard when it is time for them to start learning English as a foreign language. My purpose is to show that students learn better when we enrich our teaching with the use of videos, quizzes, boardgames, cards or anything that is related to hands on experience. It helps them concentrate better, remember things for long and enjoy the class much more than the classic method with the books. My method is practiced into my classes with no more than ten students per group. Each grammatical phenomenon I teach is accompanied by an extra activity such an online quiz, a ladder and snake game, a speaking card activity etc. After many years of teaching I can compare my students before using all this material with my present students and I can see significant progress. The visual stimuli is very strong and manages to engage each student’s brain into any educational activity we want
The Phonological Skills Assessment And Correlations With Dyslexia
Authors:
PhD Simona Daniute, Vytautas Magnus University, Lithuania
assoc. prof. PhD Lina Milteniene, Vytautas Magnus University, Lithuania
Ingrida Staliūniene, Kaunas kindergarten “Zelmenelis”, Lithuania
Presented by:
PhD Simona Daniute, Vytautas Magnus University, Lithuania
The Phonological Skills Assessment And Correlations With Dyslexia
PhD Simona Daniute1; assoc. prof. PhD Lina Milteniene1; Ingrida Staliūniene2
Vytautas Magnus University1, Kaunas kindergarten “Zelmenelis”2, Lithuania
Phonological skills encompass phonological awareness, phonologicalshort-term memory and rapid naming. These are perhaps the most frequently analysed phonological processes related to reading and (or) writing in the scientific literature. The research purpose is to reveal the theoretical characteristics of assessment of phonological skills and their correlation with specific learning disorder / dyslexia1 at the national and international levels. The authors hold the opinion that this topic will be relefant for the development of knowledge on phonological skills for both, researchers and practitioners.
The analysis of scientific papers by Lithuanian and foreign authors based on the theoretical analysis of the concept (Bitinas, Rupšienė & Žydžiūnaitė, 2008) has been carried out. The analysis was conducted in compliance with the following sequence: 1) the object of analysis (phonological skills (PS)) was set; 2) structural components of the concept (phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN)) were pointed out; 3) characteristics that define the said components, their correlations with dyslexia as well as assessment features were identified.
Results/conclusions. Acording scientific research data, assessment of PS includes: the assessment of PA, encompassing all four levels of skills (word, syllable, rhyme, phoneme); the assessment of PM, when repeating queues of numbers, words and nonwords; the assessment of RAN, when naming visual stimuli (colours, objects, numbers, letters, etc.) as rapidly and precisely as possible. Extensive research conducted in various foreign languages allowed demonstrating obvious correlations between PS and dyslexia. It was found out that individuals with dyslexia had insufficient skills in this field. Nevertheless, results of the surveyed long-term investigations demonstrate that two indicators predict reading
attainments in pre-school and pre-primary age best: PA and RAN.
1Both of the following concepts are used in Lithuania: concept “specific learning disorder” is used in the sector
of education; concept “dyslexia” – in the sector of health.
Psychological adjustment and educational support: Experiences of students with dyslexia in higher education
Authors:
Ciara Egan, School of Psychology, University of Galway, Ireland
Caoimhe O’Malley, Dyslexia Association of Ireland
Presented by:
Ciara Egan, School of Psychology, University of Galway, Ireland
Psychological adjustment and educational support: Experiences of students with dyslexia in higher education
Ciara Egan1 & Caoimhe O’Malley 2
1 School of Psychology, University of Galway, Ireland
2 Dyslexia Association of Ireland
Corresponding author: Ciara Egan
Purpose:
Adults with dyslexia report difficulties with reading speed, written expression/structure, and time-management. Given the high literacy and time-management demands involved in moving from secondary school to further/higher education, this causes barriers to adequate learning opportunity for these students. We aim to investigate the experiences of adults with dyslexia in higher education institutions (HEIs) in Ireland with respect to educational supports and psychological adjustment.
Method:
This project employs a PPI (Public and Patient Involvement) approach to survey-design, with an aim to giving adults with dyslexia a voice in the research process. An online platform is utilized to collect survey-based and questionnaire data from adults with dyslexia who are in higher education or have recently graduated (within 3 months). This project is currently ongoing, and we aim to gather as large a sample as possible to gather a representative sample, with a minimum acceptable sample size of 120 (Kumle et al., 2021). Our outcome measures are; demographics (including comorbidities), adjustment to university, academic self-efficacy, and educational support.
Results/Conclusions:
Data will be analysed using linear mixed-effects modelling to statistically examine the relationship between self-efficacy, and adaptation measures, across different stages of academic education, and subject areas. Any open-ended questions relating to educational support needs will be summarised into themes, which may shine a light on areas of additional need within educational support. This study has potential to influence how services are developed and delivered, and highlight priority areas for the future, in the Irish education system and beyond.
Reading predictors in preschool children: a didactic intervention on phonological awareness
Authors:
Sara Cavaglià, Università di Verona, Italy
Chiara Melloni, Università di Verona, Italy
Maria Vender, Università di Verona, Italy
Presented by:
Sara Cavaglià, Università di Verona, Italy
Reading predictors in preschool children: a didactic intervention on phonological awareness
Purpose. The aim of this study is twofold: to elaborate both a protocol that may support practitioners in the early screening of monolingual Italian and L2 Italian children at risk for dyslexia and to test the effects of a didactic intervention designed to support the development of sublexical abilities (in particular, phonological awareness). The protocol includes the adoption of an innovative technology, finger-tracking, which serves as a proxy of eye-tracking and allows for the in-detail study of online reading processing (Ferro et al 2018).
Method. The project is a longitudinal study covering 16 months and articulated in 4 phases. In phase 1, 44 monolingual and 33 bilingual preschool children (mean age: 5.9) attending the last year of kindergarten were tested on linguistic predictors of reading skills. In phase 2, a selected group took part for 6 weeks in a 9-hour didactic intervention focused on the enhancement of phonological skills. In phase 3, both groups were tested again on phonological awareness. In phase 4, which will take place at the end of the first year of primary school, all children will be tested on their reading abilities via a finger-tracking device; this phase is still ongoing.
Results. A preliminary analysis of the phonological awareness data has shown a significant improvement in this skill for the group involved in the didactic intervention, especially for L2 children. Once all the relevant data are obtained, further analyses will be run to investigate the correlation between predictors and reading abilities.
Schizotypal traits in populations with dyslexia and social adaptation difficulties
Authors:
Erato Fatsea, Psychologist (BSc), MSc (C.) –Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
Anna Pappa, Mental Health Nurse Trainee (BSc), MSc (C.) –Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
Nikoletta Panagopoulou, Psychologist (BSc), MSc (C.)
– Cognitive Behavioral Therapy Trainee, Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
Eleftheria Zerkouli, Psychologist (BSc), MSc (C.) –Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
Presented by:
Authors as a group
Schizotypal traits in populations with dyslexia and social adaptation difficulties
Many studies have suggested the correlation between dyslexia and schizotypy. Common soft neurological signs and brain morphological abnormalities are found in dyslexia and schizotypy. Furthermore, many dyslexics develop schizotypal traits, neuroticism and behavioral problems. As a result, their lives are significantly affected. The aim of this review is to examine further this correlation and suggest interventions to improve the quality of life of dyslexics.
The target audience of this poster is mental health and education professionals as well as the general audience.
A systematic review based on the PRISMA method was performed. Data collection was limited to original articles reporting the link between dyslexia and schizotypy and their impact on social functioning. Six studies met the inclusion criteria. Results confirmed the considered correlation. This suggests that interventions for dyslexics should include family environment, personality, and emotional development, apart from just academic achievement.
This proposal is a group presentation. The details of the writers are:
- Erato Fatsea, Psychologist (BSc), MSc (C.) Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
- Anna Pappa, Mental Health Nurse Trainee (BSc), MSc (C.) Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
- Nikoletta Panagopoulou, Psychologist (BSc), MSc (C.) Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens, Cognitive Behavioral Therapy Trainee
- Eleftheria Zerkouli, Psychologist (BSc), MSc (C.) Early Intervention in Psychosis, Medical School, National and Kapodistrian University of Athens
Six Steps to Helping a Dyslexic Child Begin to Read: A Case Study
Authors:
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Presented by:
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Six Steps to Helping a Dyslexic Child Begin to Read: A Case Study
Dr. Britta Padberg-Schmitt
University of Muenster, Germany
Purpose:
It all began with six simple words on New Year’s Eve; it was her wish for the coming year. A simple request, but yet a huge challenge. She turned to me, and said, “mommy, I want to learn to read.” A simple misfiring in the brain. A new way of seeing things. An advantage to some. For others, a gift. The following enumerates various things one should as a parent and/or educator watch out for when teaching younger learners how to begin reading. With the experiences from a case study, I will outline our unique shared journey (as parent, teacher and child).
Method:
Developing not only a phonemic sensitivity, but also letter recognition and word recognition in a young learner is facilitative to learning how to read. Being visual-spatial learners, the shift from a multi-dimensional perspective of an object to a reduced two-dimensional object can lead to misunderstandings. Based on a case study, the suggestions set forth in this talk are ideas that can also be implemented in the classroom on a larger scale to reach a broader audience. Some are based on existing methods and research which have been interwoven to reach an overall positive outcome.
Results:
Manageable mini goals need to be set to make the main goal (reading) attainable. We had to make the letters stop moving, give them meaning (letter recognition) and a sound association as well as assigning meaning to groups of letters (word recognition) by linking letters to sounds, and then to the words by using visual associations. We had six in all, and they helped. I will share those which worked best for us, perhaps they will help someone else, as the look in their eyes when they reach for that first book because they really want to, and not because they have to, makes it all worthwhile.
Special support for children with dyslexia: a tool for inclusion or a barrier to equal opportunities in learning?*
Authors:
Author: Dr Eleni Damianidou
Co-author: Anastasia Tiliakou
Presented by:
Dr Eleni Damianidou
Special support for children with dyslexia: a tool for inclusion or a barrier to equal opportunities in learning?
PURPOSE
The UN Convention on the Rights of People with Disabilities underlines the importance of equal access to education for all children, without discrimination. Based on the above, the aim of this study was to explore the system of assessment of children with learning difficulties, the implementation of the support class and the consequences on equal learning opportunities and inclusion of children with dyslexia. Moreover, the study aimed to formulate recommendations to overcome the barriers to inclusion, offering a useful guide for practitioners and parents.
METHOD
This research aimed to explore personal experience and interpretations of prevalent education practices, with a qualitative methodology. We interpreted our findings within the framework of the medical and social model of disability (Oliver, 1996). Our main research tool was the semi-structured interview. In total, our sample comprised of 15 primary education teachers teaching in support classes and 10 parents of children with dyslexia that are enrolled in support classes. To recruit the participants, we employed a combination of purposive and snowball sampling methods.
CONCLUSIONS
As the participants revealed, the assessment process does not seem to promote inclusion or facilitate learning, since the delays that are usually observed and the placement of children according to the availability of support classes, and not their needs, seem to indicate an underlying intention to reproduce the social hierarchy instead of satisfying the children’s needs. Ironically, both parents and teachers observed children’s decreased confidence and lack of self efficiency, which was attributed on the children, reproducing the medical model of disability.
Author: Dr Eleni Damianidou
Co-author: Anastasia Tiliakou
Specific Reading Disorder and reading comprehension in English: The impact of differentiated instructions
Authors:
Andreou Georgia, Professor, Department of Special Education, University of Thessaly, Greece
Athanasiadou Panagiota, PhD Candidate, Department of Special Education, University of Thessaly, Greece
Presented by:
Panagiota Athanasiadou , Department of Special Education, University of Thessaly, Greece
Specific Reading Disorder and reading comprehension in English: The impact of differentiated instructions
Andreou Georgia, Professor, Department of Special Education, University of Thessaly
Athanasiadou Panagiota, PhD Candidate, Department of Special Education, University of Thessaly,
Purpose: The purpose of this study is to investigate the impact of an accommodation, that of differentiated instructions, on the performance of SRD students in a reading comprehension criterion in English as a foreign language. The effect of fatigue on the learners’ performance will also be investigated, as SRD students seem to lose their concentration quicker than their typical peers. Method: The sample of the study consisted of 48 typical and 48 SRD Greek speaking students, learning English as a foreign language. Participants were selected based on official diagnosis of SRD, their level in English, IQ quotient as well as additional testing on reading. Two forms of a reading comprehension criterion of similar difficulty were administered to all participants. A counterbalanced design was implemented to control both the administration of the accommodation and the effect of order, so that learners could be measured in all conditions. The accommodated format included the reduction of the length of instructions and the use of bold typeface regarding important information. Results: The results showed that the SRD group presented statistically significantly improved performance under the accommodation, while typical learners presented unstable results. Therefore, SRD learners seem to perform better when they read instructions of shorter length with important information being in bold, as they can reread only the core information, thus implementing instructions more accurately. Typical learners did not present statistically significant differences, as their learning profile does not “demand” the provision of accommodations. Finally, fatigue did not affect SRD learners’ performance, probably due to familiarization with criteria of such length.
Students with Specific Educational Needs in the Foreign Language (FL) Classroom: Perspectives from FL teachers
Authors:
Konstantinopoulou Polyxeni, Anastasiadis Savvas, Kalfa Vasiliki & Stavrakaki Stavroula – Aristotle University of Thessaloniki, Greece
Presented by:
Polyxeni Konstantinopoulou, Aristotle University of Thessaloniki, Greece
Students with Specific Educational Needs in the Foreign Language (FL) Classroom: Perspectives from FL teachers.
The present study performs an investigation into the foreign language (FL) teachers’ perspectives on students with Specific Educational Needs (SEN) in their FL classroom. Specifically, we explore: (i) whether general and SEN teachers identify students with SEN; (ii) how they are addressed/managed; (iii) if they have SEN materials; (iv) what teaching methods they use; and (v) how they evaluate their adequacy to teach students with SEN. To the best of our knowledge, the importance of integrated and collaborative practices to support students with SEN in FL education has been scarcely studied, especially in the context of FL education in Greece, and thus the relevant literature is limited.
The methodology followed is the use of an online questionnaire with exclusive participants of FL teachers (English, French, German) of general and special education in public and private schools in Greece. In more details, 163 participants completed the questionnaire, which includes 4 steps: step 1-Information note, step 2-Declaration of consent, step 3-Participant details and step 4- Questionnaire with 31 questions in total (mainly closed-ended questions). Moreover, the data collection was made through the Lime Survey platform for its validity and reliability and it is accepted by Aristotle University of Thessaloniki.
The teachers are not always able to identify the SEN of their students, but SEN become more visible in the FL than in the mother tongue. Few schools provide cooperation with SEN professions, but the teachers are willing to seek advice from a qualified professional. They use the material of the mainstream curriculum, but only 7% of them feel satisfied. Therefore, they try to differentiate their way of teaching and design their own material. However, they still feel quite satisfied. Less than 6% of the teachers report ready to teach students with SEN. FL teachers are aware that they need further support to meet successfully the SEN challenges in their class. We suggest that these findings should be taken into account for supporting FL teachers to maximize their contribution to the FL class with SEN.
Konstantinopoulou Polyxeni, Anastasiadis Savvas, Kalfa Vasiliki & Stavrakaki Stavroula
Aristotle University of Thessaloniki
Study Of English As An Additional Language In Students With Dyslexia
Authors:
Maria Vilanova Cifre, University of the Balearic Islands, Spain
Presented by:
Maria Vilanova Cifre, University of the Balearic Islands, Spain
Study Of English As An Additional Language In Students With Dyslexia
Author’s purpose:
This paper examines the difficulties dyslexic students encounter while learning the writing English system as a foreign language. It is not only about stating that dyslexic students have problems when learning a foreign and opaque language as English, but also about finding out where the difficulties rely on. The main aim of this essay is to discover the difficulties Catalan speakers encounter when learning this language. This goal has never been published before. Consequently, it is essential to have it done as it will provide a lot of information regarding this language.
Method:
Stimuli were created thinking about the consonant or vowel groups of syllables that can cause problems for students with dyslexia. Also, these activities were designed for the level of knowledge of the participants as well as focused on their age in order to obtain as accurate results as possible. The first test is in English while the second test is in Catalan. Each test contains four different activities: a line rhyming exercise, choosing the right option, filling in the gap with one or two letters as well as the final activity, which was the most difficult, a dictation task.
Results / Conclusions:
First of all, students with dyslexia made more mistakes than non-dyslexic students. Secondly, dyslexic pupils had more problems in English than in Catalan due to the opaqueness of the language apart from Catalan being their first language. In general terms, the English test was much more complicated for both groups with and without dyslexia, as it was priorly expected. Thirdly, the supposed complex syllabic structures were indeed more difficult to process than the other groups of consonant clusters.
Keywords:
Consonants, dyslexia, English, foreign language
References:
Crombie, Margaret (2000). «Dyslexia and the learning of a foreign language in school: where are we going?» Dyslexia 10769242, 6: 112-123.
Łockiewicz, Marta; Martyna Jaskulska; Angela Fawcett (2019). «The analysis of free writing, vocabulary, and dyslexia in English as a native and foreign language (English vs. Polish students)». Health psychology report, 7: 57-68.
Lundberg, Ingvar (2002). «Second language learning and reading with the additional load of dyslexia». Annals of dyslexia, 52: 165-187.
Miles, E. (2000). «Dyslexia may show a different face in different languages». Dyslexia 10769242, (6), 193-201.
Seymour, Philip, Mikko Aro; Jane M. Erskine (2003). «Foundation literacy acquisition in European orthographies». British Journal of Psychology, 94: 143-174.
Snowling, M. and Hulme, C. (2005). The science of reading: a handbook. Cornwall: Blackwell Publishing.
Suárez, Paz; Cristina Martínez; Andrés Carnota (2020). «Reading in English as a foreign language by Spanish children with dyslexia». Frontiers in Psychology, 11: 1-13.
Name and surnames: Maria Vilanova Cifre
Institution: University of the Balearic Islands
What are the forces affecting the inclusion of learners with dyslexia in mainstream secondary schools in England?
Authors:
Georgina Nnamani, Manchester Institute of Education, United Kingdom
Presented by:
Georgina Nnamani, Manchester Institute of Education, United Kingdom
What are the forces affecting the inclusion of learners with dyslexia in mainstream secondary schools in England?
Georgina Nnamani,
Manchester Institute of Education
Ongoing research suggests that learners with special educational needs (SEN) such as those with dyslexia can be vulnerable within the school system and are unlikely to have a positive educational experience compared with learners without SEN. Studies have linked challenges for learners with dyslexia to stress, high anxiety levels, frustration, and fear. Riddick (2010) and Zuppardo et al. (2021) suggest that learners with dyslexia can feel rejected and humiliated around reading aloud. This, in turn, can cause anxiety, stress, and learned helplessness in learners with dyslexia. Although several policies have been developed in England to promote the inclusion of learners with SEN, extant studies reflect enduring challenges in implementing the policies in practice. This is because while inclusion is said to be at the heart of the political discourse, wider educational policies place too much emphasis on achieving academic outcomes and not enough on the overall outcomes, which in turn, affects learners with dyslexia (Nnamani & Lomer 2023).
My research draws on Kurt Lewin’s (1936) force-field theory – a study of behaviour, and Urie Bronfenbrenner’s (1979) ecosystemic theory. Lewin (1936) suggests that an individual is surrounded by several psychological forces that have the potential to influence behaviour. These forces, also known as vectors, are situated in the person’s life space- environment. He described the life space as the totality of the facts or experiences that the person encounters during their decision-making process (Lewin 1998; Wheeler, 2008). Similarly, Bronfenbrenner’s (1979) ecosystemic theory suggests that an individual’s development is shaped by their interaction with their environment.
My research aims to investigate the forces impeding or promoting the inclusion of learners with dyslexia in mainstream schools in England. Eight themes from a systematic review conducted by the author in 2021 were used to elicit discussions in focus groups and 1:1 semi-structured interviews with 11 school staff in mainstream secondary schools in England on their views of inclusion policies following an ethical clearance from the University of Manchester.
The findings revealed that the inclusion of learners with dyslexia in mainstream schools depends on several overlapping forces that can either promote or impede inclusion. These forces are situated within different layers of systems, from the staff’s microsystems to their macrosystems. The positive forces include staff attitudes, good leadership, and in-school resources. The restraining forces include teachers’ training, unequal distribution of resources, and bureaucracy.
The finding suggests that although many positive forces were evident at the microsystem level- the schools and in the classrooms, the constraining forces were greater than the positive forces, particularly at the macrosystem level- policy level. Therefore, for the inclusion of learners with dyslexia to be achieved, policies must prioritise empowering teachers, making dyslexia training mandatory, and improving access to assessment for learners with dyslexia.
What do Greek early childhood teachers know about dyslexia? A preliminary exploratory study
Authors:
Rothou, K.M., Aristotle University of Thessaloniki, Greece
Padeliadu, S., Aristotle University of Thessaloniki, Greece
Gregoriadis, A., Aristotle University of Thessaloniki, Greece
Presented by:
Kyriakoula Rothou, Aristotle University of Thessaloniki, Greece
What do Greek early childhood teachers know about dyslexia? A preliminary exploratory study
Authors: Rothou, K.M., Aristotle University of Thessaloniki, Padeliadu, S., Aristotle University of Thessaloniki, Gregoriadis, A., Aristotle University of Thessaloniki
Purpose: We examined Greek early childhood teachers’ (ECT) knowledge about dyslexia and the characteristics that relate to their knowledge about dyslexia. We hypothesized that ECT could hold both scientific conceptions and misconceptions about dyslexia and that ECT characteristics (i.e. training in special education, years of teaching experience) could affect their knowledge about dyslexia.
Method: 104 ECT in Athens and Thessaloniki completed an online questionnaire. The questionnaire consisted of 29 dyslexia-related Likert scale items (Cronbach’s a = 0.834), two items that assessed training in special education (SET) and years of teaching experience (YTE), and demographic items. The 29 dyslexia items were classified into four subscales: definition of dyslexia, characteristics of dyslexia, diagnosis and early identification of dyslexia, and training/confidence about dyslexia. The design of the study and analysis of data was descriptive.
Results/Conclusions: ECT showed less knowledge about the definition of dyslexia (mean score= 45.8) comparing to the other subscales (means 56.8- 66.2). Percent of responses on each dyslexia item revealed both misconceptions and conceptions. For instance ECT said that dyslexic children may not have emotional and/or social problems or bilinguals do not appear dyslexia. A moderate positive correlation was found between definition and characteristic subscale (r=.59, p<.001). ECT with SET differed from their colleagues without SET in all subscales (t-tests; p<.01, 0.001) apart from definition subscale (t-tests; p>.05). YTE did not affect understanding of dyslexia (ANOVA; p>.05).
Written Language Production of Greek Adolescents with Dyslexia
Authors:
Despoina Georgakopoulou, Vasiliki Aslanoglou, Filippos Vlachos, Department of Special Education, University of Thessaly, Greece
Presented by:
Vasiliki Aslanoglou, Department of Special Education, University of Thessaly, Greece
Written Language Production of Greek Adolescents with Dyslexia
Purpose: Individuals with dyslexia usually face severe and persistent difficulties in writing. The aim of the present study was to evaluate the written language production of adolescents with dyslexia and compare it to that of typically developing (TD) adolescents matched for gender and chronological age in order to investigate whether a) adolescents with dyslexia will produce a lower number of words in text production in relation to their TD peers, and b) there are differences in the type of errors produced between adolescents with dyslexia and TD adolescents in specific categories.
Method: In this study participated 20 adolescents with dyslexia aged 13-15 years old who had received a diagnosis of dyslexia from Public Diagnostic Centers and did not present any coexisting disorder and 20 typically developing adolescents matched for gender and chronological age. All participants were individually administered a writing assessment tool consisting of two writing production tests for each Gymnasium grade. The errors of the participants were divided in four categories including substance errors, text errors, discourse errors and errors concerning the structure of paragraphs and text.
Results: The findings of the study showed that the written outputs of adolescents with dyslexia were not poorer in measurements related to the total number of words produced. As regards the type of errors adolescents with dyslexia presented statistically significant more errors in measurements concerning discourse errors, but there were not significantly more substance, text and structural errors compared to TD peers. These findings could be used to develop educational practices in order to improve the written language production of adolescents with dyslexia.
Contact Details:
Despoina Georgakopoulou, Department of Special Education, University of Thessaly
Vasiliki Aslanoglou, Department of Special Education, University of Thessaly
Filippos Vlachos, Department of Special Education, University of Thessaly
Using error analysis to study the word and pseudoword reading of children and adolescents with Developmental Dyslexia
Authors:
K. Shtereva, Sofia University “St. Kl. Ohridski”, Bulgaria
N. Bocheva, Bulgarian Academy of Sciences
M. Mihaylova, Bulgarian Academy of Sciences
M. Stefanova, Bulgarian Academy of Sciences
Presented by:
Katerina Shtereva, Sofia University “St. Kl. Ohridski”, Bulgaria
Using error analysis to study the word and pseudoword reading of children and adolescents with Developmental Dyslexia
K. Shtereva1, N. Bocheva2, M. Mihaylova2, M. Stefanova2
1 Sofia University “St. Kl. Ohridski”
2 Bulgarian Academy of Sciences
Introduction: Identifying the different reading strategies and the specific characteristics of the errors made by children and adolescents with developmental dyslexia (DD) is essential for creating effective assessment tools and designing appropriate therapeutic procedures. The results of the known studies are heterogeneous and with small samples. For these reasons, the present study aims to approach the problem by analyzing word and pseudoword reading errors in children and adolescents with DD, describing them in different levels, categories, and subtypes.
Methodology: The study included 59 children and adolescents aged between 8 and 16 years: 28 with DD and 31 with TD. Participants read semantically unrelated 3- and 7-letter words and pseudowords. Each participant’s reading is recorded in an audio file, which is transcribed into a text file. A computer program was used to examine levels of error processing, which included analysis of word level – word repetition, mirror reading, unread word, syllabic reading, lexicalization; syllable level – difference in syllables (addition, deletion, repetition, displacement); cluster level; letter level – difference in the number of vowels and/or consonants; grapheme substitutes.
Results showed that participants with DD made more errors when reading pseudowords and longer words. Word repetition and mirror reading are not often observed at the word level but are present. More characteristic is syllabic reading, observed only when reading pseudowords. The differences in word structure lead predominantly to syllable deletion. The principle of simplification is followed in terms of syllable and cluster structure and letter/sound level. The DD group made errors such as visual letter substitutions and letter shuffling. The fewest errors were in the reading of nouns.
The findings point to a discussion of the dominance of lexical reading, questions about the relationship to praxis deficits, and the role of letter position in the word.
Keywords: Developmental Dyslexia; reading words and pseudowords; reading errors; reading strategies; decoding and recognition of words.
