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Li L, Yu Q, Wang Y, Wang Z, Zhou X, Guan Q, Luo YJ, Li H. Electrophysiological evidence of lexical processing impacted by foreign language reading anxiety. Heliyon 2024; 10:e30061. [PMID: 38720696 PMCID: PMC11076877 DOI: 10.1016/j.heliyon.2024.e30061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 04/08/2024] [Accepted: 04/18/2024] [Indexed: 05/12/2024] Open
Abstract
Extensive studies have been conducted on the impact of foreign language reading anxiety on reading, primarily focusing on pedagogy and behavior but lacking electrophysiological evidence. The current study aimed to investigate the influence of foreign language reading anxiety on reading and its underlying mechanisms. The results revealed a negative correlation between foreign language reading anxiety and foreign language reading performance, irrespective of the native language. Adults with low levels of foreign language reading anxiety (LFLRA) demonstrated a significant difference in early lexical component N170 amplitude between foreign and native languages. However, this effect was not observed in adults with high levels of foreign language reading anxiety (HFLRA). In terms of N170 latency, HFLRA showed a longer N170 for the foreign language compared to the native language. Furthermore, the N170 effects were predominantly localized over the left occipitotemporal electrodes. Regarding N400 latency, a significant difference was found in LFLRA individuals between foreign and native language processing, while HFLRA individuals did not exhibit this difference. These findings suggest that HFLRA individuals experience inefficient lexical processing (such as orthography or semantics) during reading in foreign language.
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Affiliation(s)
- Lina Li
- Faculty of Life Science and Technology, Kunming University of Science and Technology, Kunming, PR China
- English Department, Jilin Medical College, Jilin, PR China
| | - Qianqian Yu
- School of Psychology, Shenzhen University, Shenzhen, PR China
| | - Yuru Wang
- School of Psychology, Shenzhen University, Shenzhen, PR China
| | - Zhihao Wang
- School of Psychology, Shenzhen University, Shenzhen, PR China
| | - Xinyi Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, PR China
| | - Qing Guan
- School of Psychology, Shenzhen University, Shenzhen, PR China
| | - Yue-jia Luo
- School of Psychology, Shenzhen University, Shenzhen, PR China
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, PR China
| | - Hehui Li
- School of Psychology, Shenzhen University, Shenzhen, PR China
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Vieira APA, Peng P, Antoniuk A, DeVries J, Rothou K, Parrila R, Georgiou G. Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis. ANNALS OF DYSLEXIA 2024; 74:4-26. [PMID: 38135829 DOI: 10.1007/s11881-023-00294-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 12/13/2023] [Indexed: 12/24/2023]
Abstract
We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 - 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.
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Affiliation(s)
- Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada.
| | - Peng Peng
- Department of Special Education, University of Texas at Austin, Austin, USA
| | - Andrea Antoniuk
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Jodi DeVries
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Kyriakoula Rothou
- Department of School of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Rauno Parrila
- Australian Centre for the Advancement of Literacy (ACAL), Australian Catholic University, Sydney, Australia
| | - George Georgiou
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
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McArthur G, Doust A, Banales E, Robidoux S, Kohnen S. Are comorbidities of poor reading related to elevated anxiety in children? ANNALS OF DYSLEXIA 2024; 74:47-65. [PMID: 38135828 DOI: 10.1007/s11881-023-00292-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 11/01/2023] [Indexed: 12/24/2023]
Abstract
Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the "real world", many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities - inattention, hyperactivity, language difficulties - experience more anxiety than children with dyslexia without these comorbidities; and (2) if any type of comorbidity is related to a certain type of anxiety (reading, social, generalised, or separation). The data of 82 children with dyslexia (mean age = 9 years and 4 months; 25 girls) were analysed using Fisher exact tests, which revealed that those with inattention (40.54%) or hyperactivity (42.30%) were statistically significantly more likely to experience elevated anxiety than children with dyslexia without these comorbidities (8.11 and 14.28%, respectively). This was not the case for language difficulties (24.5% versus 30%). Spearman ρ correlations (α = .05) indicated significant moderate relationships between inattention and reading anxiety (.27), social anxiety (.37), and generalised anxiety (.24); and between hyperactivity and social anxiety (.24) and generalised anxiety (.28). There were no significant correlations between language and anxiety. Examination of highly inter-correlated variables suggested a specific relationship between one type of comorbidity (inattention) and one type of anxiety (reading anxiety).
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Affiliation(s)
- Genevieve McArthur
- Australian Centre for the Advancement of Literacy, Australian Catholic University, Sydney, Australia.
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia.
| | - Amy Doust
- Department of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Erin Banales
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia
| | - Serje Robidoux
- Department of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Saskia Kohnen
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia
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Fishstrom S, Capin P, Fall AM, Roberts G, Grills AE, Vaughn S. Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. ANNALS OF DYSLEXIA 2024; 74:123-141. [PMID: 38227129 PMCID: PMC11324334 DOI: 10.1007/s11881-024-00299-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Accepted: 12/30/2023] [Indexed: 01/17/2024]
Abstract
This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties (n = 536). It also tested if dimensions of anxiety were differentially related to word reading accuracy and fluency, text reading fluency, or reading comprehension. The results indicated that the three anxiety measures were significantly related (r = 0.51 to 0.56, p < .001). Additionally, higher reading anxiety was related to poorer word reading fluency, text reading fluency, and comprehension outcomes. Further analyses indicated that these relations existed in students who fell in the middle and upper quantiles for reading, but not the lowest quantile. This pattern of findings suggests that the relation is complex and varies depending on severity of reading difficulty. Results may help to inform future efforts to support students with reading difficulties, including students with dyslexia.
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Affiliation(s)
- Sarah Fishstrom
- College of Education, University of Hawai'i at Manoa, 1776 University Avenue, Wist 121, Honolulu, HI, 96822, USA.
| | - Philip Capin
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Anna-Mari Fall
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Gregory Roberts
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
| | - Amie E Grills
- School of Education, Boston University, Boston, MA, USA
| | - Sharon Vaughn
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, Austin, TX, USA
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Chung KKH, Lam CB, Chan KSC, Lee ASY, Liu CC, Wang LC. Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia? JOURNAL OF LEARNING DISABILITIES 2024; 57:106-119. [PMID: 37415489 DOI: 10.1177/00222194231181914] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.
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Affiliation(s)
| | - Chun Bun Lam
- The Education University of Hong Kong, Tai Po, Hong Kong
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Theodoridou D, Tsiantis CO, Vlaikou AM, Chondrou V, Zakopoulou V, Christodoulides P, Oikonomou ED, Tzimourta KD, Kostoulas C, Tzallas AT, Tsamis KI, Peschos D, Sgourou A, Filiou MD, Syrrou M. Developmental Dyslexia: Insights from EEG-Based Findings and Molecular Signatures-A Pilot Study. Brain Sci 2024; 14:139. [PMID: 38391714 PMCID: PMC10887023 DOI: 10.3390/brainsci14020139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 01/25/2024] [Accepted: 01/26/2024] [Indexed: 02/24/2024] Open
Abstract
Developmental dyslexia (DD) is a learning disorder. Although risk genes have been identified, environmental factors, and particularly stress arising from constant difficulties, have been associated with the occurrence of DD by affecting brain plasticity and function, especially during critical neurodevelopmental stages. In this work, electroencephalogram (EEG) findings were coupled with the genetic and epigenetic molecular signatures of individuals with DD and matched controls. Specifically, we investigated the genetic and epigenetic correlates of key stress-associated genes (NR3C1, NR3C2, FKBP5, GILZ, SLC6A4) with psychological characteristics (depression, anxiety, and stress) often included in DD diagnostic criteria, as well as with brain EEG findings. We paired the observed brain rhythms with the expression levels of stress-related genes, investigated the epigenetic profile of the stress regulator glucocorticoid receptor (GR) and correlated such indices with demographic findings. This study presents a new interdisciplinary approach and findings that support the idea that stress, attributed to the demands of the school environment, may act as a contributing factor in the occurrence of the DD phenotype.
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Affiliation(s)
- Daniela Theodoridou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Christos-Orestis Tsiantis
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Angeliki-Maria Vlaikou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Vasiliki Chondrou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Victoria Zakopoulou
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Pavlos Christodoulides
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Emmanouil D Oikonomou
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Katerina D Tzimourta
- Department of Electrical and Computer Engineering, University of Western Macedonia, 50100 Kozani, Greece
| | - Charilaos Kostoulas
- Laboratory of Medical Genetics, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Alexandros T Tzallas
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Konstantinos I Tsamis
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Dimitrios Peschos
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Argyro Sgourou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Michaela D Filiou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Maria Syrrou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
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Kuracki K, Dłużniewska A. Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support. PLoS One 2023; 18:e0294255. [PMID: 37948386 PMCID: PMC10637682 DOI: 10.1371/journal.pone.0294255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 10/29/2023] [Indexed: 11/12/2023] Open
Abstract
Despite numerous studies on dyslexia, there is still a lack of empirical data on the factors determining the functioning of students with dyslexia in the context of written exams. Therefore, the aim of the study is to identify the relationship between sources of stress in an exam situation and the reported use of reading strategies by dyslexic students in terms of motivation and therapeutic interventions in the educational environment. This descriptive-analytical study used data from a larger project focused on children with and without dyslexia. The research sample (n = 640) included girls (n = 280) and boys (n = 360) aged between 14 and 15 years (M = 14.40, SD = 0.55), attending the 7th or 8th grade in Polish mainstream primary schools. Random and intentional sampling was used. All students completed four questionnaires. The results were analyzed using regression analysis in Model templates for PROCESS v4 for SPSS by Hayes. The study showed significant weak and moderate positive correlations between the sources of exam stress and the reading strategies reported by students, ranging from 0.186 to 0.570, as well as significant moderate and strong correlations between reading strategies and experienced educational support, ranging from 0.229 to 0.505, and between reading strategies and motivation to read, ranging from 0.582 to 0.701. The type of stress source significantly influenced the selection of specific reading strategies. Motivation acted as a mediator, while educational support was a moderator in the relationship between exam stress and the reported use of reading strategies. Based on our results, the source of stress may be perceived as factors activating metacognitive mechanisms aimed at selecting appropriate strategies for working with texts. Researchers and teachers should be aware of the need to undertake activities to support students with dyslexia focused on developing the ability to recognize the sources of exam stress and select effective coping strategies.
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Affiliation(s)
- Kamil Kuracki
- Cardinal Stefan Wyszyński University in Warsaw, Warsaw, Poland
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Caruana N, Moffat R, Miguel-Blanco A, Cross ES. Perceptions of intelligence & sentience shape children's interactions with robot reading companions. Sci Rep 2023; 13:7341. [PMID: 37147422 PMCID: PMC10162967 DOI: 10.1038/s41598-023-32104-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 03/21/2023] [Indexed: 05/07/2023] Open
Abstract
The potential for robots to support education is being increasingly studied and rapidly realised. However, most research evaluating education robots has neglected to examine the fundamental features that make them more or less effective, given the needs and expectations of learners. This study explored how children's perceptions, expectations and experiences are shaped by aesthetic and functional features during interactions with different robot 'reading buddies'. We collected a range of quantitative and qualitative measures of subjective experience before and after children read a book with one of three different robots. An inductive thematic analysis revealed that robots have the potential offer children an engaging and non-judgemental social context to promote reading engagement. This was supported by children's perceptions of robots as being intelligent enough to read, listen and comprehend the story, particularly when they had the capacity to talk. A key challenge in the use of robots for this purpose was the unpredictable nature of robot behaviour, which remains difficult to perfectly control and time using either human operators or autonomous algorithms. Consequently, some children found the robots' responses distracting. We provide recommendations for future research seeking to position seemingly sentient and intelligent robots as an assistive tool within and beyond education settings.
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Affiliation(s)
- Nathan Caruana
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia.
| | - Ryssa Moffat
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia
| | - Aitor Miguel-Blanco
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia
| | - Emily S Cross
- School of Psychological Sciences, Macquarie University, Level 3, 16 University Ave, Sydney, NSW, 2109, Australia.
- Centre for Elite Performance, Expertise and Training, Macquarie University, Sydney, Australia.
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK.
- MARCS Institute for Brain, Behaviour and Development, University of Western Sydney, Sydney, Australia.
- Department of Humanities, Social & Political Sciences (D-GESS) and the Department of Health Sciences and Technology (D-HEST), ETH Zurich, Zurich, Switzerland.
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Francis DA, Hudson JL, Robidoux S, McArthur GM. Are different reading problems associated with different anxiety types? APPLIED COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1002/acp.3970] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | | | - Serje Robidoux
- Macquarie University Centre for Reading, Macquarie University
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