Reading difficulty has been linked to anxiety in adults yet and has not been systematically studied especially in compensated adults with dyslexia. This study examined the relationships between anxiety ratings and physiological arousal while reading among adults with reading disability (RD) compared to skilled readers (SR). Nineteen compensated adults with RD and 20 SR adults were administered a battery of reading tasks and anxiety self-report questionnaires. Physiological measures of arousal were recorded during text reading task. Adults with RD scored significantly lower than SR on all cognitive and reading related measures. They showed no differences on any of the self-report anxiety measures. Interestingly, in the skilled readers' sample, physiological arousal while reading correlated with trait anxiety. No correlations between physiological and self-reported data were found in the RD sample. These findings suggest a model of resiliency in compensated adults with reading disabilities that includes lower anxiety levels and a discord between anxiety reports and actual arousal rates. Copyright © 2016 John Wiley & Sons, Ltd.

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Most individualised programmes incorporate four principles and approaches: multisensory, overlearning and automaticity, highly structured and usually phonically based and sequential and cumulative. Multisensory methods utilise all available senses simultaneously. Overlearning is deemed necessary for children with dyslexic difficulties. The short- and long-term memory difficulties experienced by dyslexic children mean that considerable reinforcement and repetition are necessary. The Orton–Gillingham (OG) approach is more suited to one-to-one teaching but the key principles of overlearning, automaticity and multisensory approaches are very apparent in OG and these principles can be utilised within the classroom curriculum. The Bangor Dyslexia teaching system is a structured, sequential teaching programme developed for teachers and speech and language therapists involved in supporting children with dyslexia. The Bangor Dyslexia Teaching System clearly attempts to teach the dyslexic child the basic rules of literacy and the English language.

This chapter looks at some of the challenges facing staff in secondary schools and how these challenges can be met, with examples of some of the responses that have been established by teachers and education authorities. Students with dyslexia can also have difficulty with extraction of information, and this can be a particular feature of secondary schools where much of the work is done through independent study. Differentiation and curricular development are both challenges and responses to meeting the needs of students with dyslexia in secondary school. Metacognitive assessment can be informative, as it can provide information about children's actual levels of understanding and can be used to develop the most effective teaching approaches for students, which can strengthen the link between assessment and teaching. Social subjects such as history, geography and modern studies usually involve a considerable amount of reading and writing.

No abstract is available for this article.

DyslexiaVolume 21, Issue 4 p. 371-371 List of reviewers List of reviewers First published: 05 November 2015 https://doi.org/10.1002/dys.1518Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume21, Issue4November 2015Pages 371-371 RelatedInformation

The present study focuses on (1) comparing dyslexic and typically developing children's cognitive and behavioural inhibitory abilities; (2) examining the relationship between word recognition, inhibition, and working memory in dyslexic and typically developing children by correlation, regression and path analyses. Participants in the present study were sampled from 3rd and 4th graders in Taiwan. Results indicated that dyslexic and typically developing children did not significantly differ in behavioural inhibition. In contrast, dyslexic children showed significantly lower levels of cognitive inhibition compared to typically developing children. Dyslexic children also showed that only cognitive inhibition significantly contributed to their word recognition, and typically developing children showed similar phenomenon. Finally, models of dyslexic and typically developing children's working memory, inhibition and word recognition were similar in that working memory and cognitive inhibition significantly contributed to word recognition for both dyslexic and typically developing children. Moreover, the contribution of the combination of working memory and inhibition was greater than the contribution of only inhibition; both of typically developing and dyslexic children's working memory showed more contributions than inhibition.

The core cognitive difficulty in developmental dyslexia involves phonological processing, but adults and children with dyslexia also have sensory impairments. Impairments in basic auditory processing show particular links with phonological impairments, and recent studies with dyslexic children across languages reveal a relationship between auditory temporal processing and sensitivity to rhythmic timing and speech rhythm. As rhythm is explicit in music, musical training might have a beneficial effect on the auditory perception of acoustic cues to rhythm in dyslexia. Here we took advantage of the presence of musicians with and without dyslexia in musical conservatoires, comparing their auditory temporal processing abilities with those of dyslexic non-musicians matched for cognitive ability. Musicians with dyslexia showed equivalent auditory sensitivity to musicians without dyslexia and also showed equivalent rhythm perception. The data support the view that extensive rhythmic experience initiated during childhood (here in the form of music training) can affect basic auditory processing skills which are found to be deficient in individuals with dyslexia.

This article presents the results of a lexical decision experiment in which the base frequency (BF) effect is explored in reading disabled children and skilled readers. Three groups of participants were created. The first group was composed of children with reading disorders, the second group of skilled readers matched with the first group for chronological age and the third group of skilled readers matched for vocabulary size. The results of the experiment showed strong effects for Group, BF and also for the Group by BF interaction. Children matched for chronological age with children with reading disorders were significantly faster and more accurate than children of the other groups, who did not show any difference from each other. The effect of BF showed that children responded faster to stimuli composed of frequent bases than to stimuli with less frequent bases. However, the analysis of the interaction between Group and BF showed that only the skilled readers matched to children with reading disorders for chronological age benefited from the BF effect. The results of the experiment are discussed in the framework of theoretical accounts of morphological processing in children as well as considering the role played by the experimental task.