Germany/Hungary/
Switzerland/Netherland/
USA
As of November/December 2021, these highly cited papers received enough citations to place it in the top 1% of the academic field of Social Sciences, general based on a highly cited threshold for the field and publication year. Data collection: 2022-05-12 .
There is no doubt that more countries have taken dyslexia seriously over the past few decades. The United States of America, United Kingdom, and Germany had done well in publishing research papers in this field. Some Asian countries like China and Israel have started to play a role in dyslexia research. It is worth noting that in 2020–2021, the research results from China increased significantly, and the ranking jumped to third place based on the number of published papers in the past 2 years.
North America, Western and Northern Europe, Asia, and Australia were the most active regions in the research of dyslexia. This was further confirmed by most active institutions and authors. There were no organizations from Africa in the top 15 most productive institutions that indicated that the issues relating to dyslexia in low-income regions lag far behind in developed countries and regions. The possible reason might be poor awareness of dyslexia among educators, the public, funding input, economic level, etc. As dyslexia is a world health issue, we expect more Asian and African nations join this research area. Although, most of the dyslexia research is held by universities, it will benefit sharing its knowledge and experiences between organizations such as hospitals, schools, and research centers.
According to the keywords analysis, 65% of publications were about children, suggesting that the most of research was about children with dyslexia. At present, MRI technology is mostly used to explore the brain function and mechanism of dyslexia, among which fMRI research is at the forefront. As can be seen from Figure 5 and Tables 4 , ,6, 6 , “developmental dyslexia,” “phonological awareness,” children, and fMRI are still the hotspots in dyslexia research. By comparing the keywords in papers published before and after 2017, we found that the keywords “literacy,” “rapid automatized naming (RAN),” “assessment,” “intervention,” “meta-analysis,” “Chinese,” “executive function,” “morphological awareness,” “decoding,” “dyscalculia,” “EEG,” “Eye tracking,” “rhythm,” “bilingualism,” and “functional connectivity” were increasingly attracting the attention of researchers and had become some new research hotspots in dyslexia research. With the rapid development of the Internet, more knowledge is mainly obtained through network resources, and the effect of dyslexia on “information seeking” behavior has gradually attracted the attention of dyslexia researchers ( 132 , 133 ). In addition, the emergence of a new keyword COVID-19 in the past 2 years also showed that during the COVID-19 epidemic, researchers began to study the impact of the epidemic on dyslexia research ( 115 , 134 – 137 ). As the international exchange of dyslexia research continues to grow, scientists are aware that differences in education-related legislation in different countries may lead to persistent differences between psychologists' assessment practices. “Methods used by psychologists for identifying dyslexia: A systematic review” by Sadusky et al. ( 138 ) drew a conclusion that “a consensus operational definition of dyslexia and universal assessment guidelines” is needed. At the same time, the public library, as one of the important places for people to read, has thought about how to better serve dyslexic users ( 139 , 140 ).
In this study, we presented a general overview of the dyslexia research area from a country perspective. The number of countries participating in dyslexia research increased to 68 in 2021 from 32 in 2000. In total, 99 countries published papers in this research field since 2000. All 9,110 publications were analyzed based on co-occurrence of country, institution, author, and author keyword. The United States of America, United Kingdom, and Germany were the top three most prolific countries and had the biggest collaboration network in the dyslexia research. Currently, international cooperation is still insufficient in Asian and African countries. The advanced expertise and experience of developed countries can be shared with developing countries through international cooperation. To our knowledge, there is no cure for dyslexia, but early assessment and intervention will give the best outcome. And also, people with dyslexia can learn to read with structured literacy which helps to rewire their brains. This was confirmed by the topmost used author keywords “intervention,” “assessment,” and “literacy”.
This study provided an insight into the status of current dyslexia research. It can also provide useful information for relevant researchers to find potential collaborators. In addition, this study may help to increase public awareness and acceptance of dyslexia, disseminate knowledge of dyslexia to educators, policymakers, and especially parents of children with dyslexia.
Author contributions.
YWan and YC designed the study. WY is responsible for data collection. YC and XY analyzed the data. YWu analyzed, interpreted the data, and wrote the manuscript. All authors have read and agreed to the published version of the manuscript.
This research was funded by National Social Science Foundation of China (20BTQ028), the Scientific Research Program of Zhejiang Educational Committee (Y202147067), and Humanities and Social Sciences Research Foundation of Zhejiang University of Technology (SKY-ZX-20200076).
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
COMMENTS
The journal impact factors of the 100 top-cited studies on dyslexia ranged from 1.315 to 74.699. Of the 100 top-cited studies, 29 were published in a journal with an impact factor greater than 10. The standard "CNS" journals, with the exception of "Cell," "Nature," and "Science" published 2 and 3 studies, respectively.
The aim of this thesis is to explore effective and ineffective interventions for students with dyslexia in the areas of teacher knowledge, text readability, computers and technology, and academic interventions. The main findings show that students with dyslexia can be highly creative, and when their interests are combined with educational
Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty - specific ...
The current paper aims to provide a historical overview of the dyslexia therapy and research. Currently, dyslexia research is an interdisciplinary endeavor encompassing a wide array of subjects ...
This thesis is focused upon and examines the experiences of students with dyslexia in higher education. At the time of the research project started not much was known about the experiences of higher education students with dyslexia. An insight into their lives and experiences with a further overview of their past is evaluated.
This thesis investigates final exam outcomes for a sample of dyslexic students and compares these with outcomes of paired, non-dyslexic students of matched non-verbal ability. A literature review ...
The underlying goal is to improve understandings of the role that schools, and wider social factors play in influencing the educational opportunities and difficulties experienced by students with dyslexia. Qualitative research into the experience of dyslexia in schooling reveals a preponderance of European research, 44% of it from the UK alone.
The focus of the present paper is on (1) how dyslexia research and hence definitions have developed during the period 1950-2020 and includes (2) a database search of scientific publications on dyslexia during the same period. ... Helland T. Ph.D. Thesis. University of Oslo; Oslo, Norway: 2002. Neuro-Cognitive Functions in Dyslexia. Variations ...
Abstract. Dyslexia is a neurological disorder of genetic origin that affects reading. Importantly, the scholar. performance of the dy slexic students depends on several aspects, including t he ...
As shown in Table 5, there were 18 first-authors and 13 last-authors who published more than one of the 100 top-cited studies on dyslexia.Among them, Shaywitz SE published the most top 100 articles (n = 7) on dyslexia as the first author, followed by Galaburda AM (n = 3) and Pugh KR (n = 3).And for the last author, 8 studies of the 100 top-cited studies on dyslexia research were published by ...
Most researchers operating across all relevant disciplines have treated dyslexia as synonymous with the concept of reading disability (Fletcher, Lyon, Fuchs, & Barnes, 2019; Pennington, McGrath, & Peterson, 2019), a term generally used to describe difficulty in word-level reading (decoding) difficulties. Dyslexia is mainly defined as the low end of a normal distribution of word reading ability ...
This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden's (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to CYP's self-perceptions. Nineteen papers are included and quality assessed. Quantitative ...
This thesis is the result of my own independent work/investigation, except where otherwise stated, and the thesis has not been edited by a third party beyond what is permitted by Cardiff University's Policy on the Use of Third Party Editors by Research Degree Students. Other sources are acknowledged by explicit references.
kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common under-standing of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed. KEYWORDS Dyslexia; reading disorder;
achievement and need a rigorous research in thPresent study explores teachers' e field. perceptions regarding students learning difficulties with special reference to dyslexia. It also tends to explore classroom practices in this regard. The study addresses Dyslexia, because students with such problem being deprived of proper learning environment
Abstract. This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically ...
e that dyslexia is a central cause of reading difficulty and that SOR-alignedinstruction. To promote engagement in the issues that face stakeholders (including educators, parents, relatio. to dyslexia and related literacy instruction, we offer responses to12 FAQs. Doing so. will, of necessity, involve some rep.
Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty - specific ...
Introduction. The focus of the present paper is on (1) how dyslexia research and hence definitions have developed during the period 1950-2020 and includes (2) a database search of scientific publications on dyslexia during the same period. The focus is on the definitions of dyslexia and the organization of the network search based on the causal four-level model by Morton and Frith. Method ...
In the past, dyslexia has often been distinguished either using discrepancy criteria or cut-off point criteria (Snowling, Citation 2013).The discrepancy criteria imply that children with dyslexia have reading skills below what is expected based on their scores on non-verbal IQ measures (Snowling & Hulme, Citation 2012).In other words, children showing dyslexic difficulties (decoding problems ...
Dyslexia is a disorder characterized by an impaired ability to understand written and printed words or phrases. Epidemiological longitudinal data show that dyslexia is highly prevalent, affecting 10-20% of the population regardless of gender. This study aims to provide a detailed overview of research status and development characteristics of ...
To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness ...
In many cases, research findings are employed by clinicians in ways that are misleading and potentially counterproductive. The present study takes the form of an examination of participant samples included in studies of dyslexia (n = 800) over 20 years (2000-2019).