Identifying dyslexia risk for sport-related concussion management: Sensitivity and specificity of self-report and rapid naming.

Background: Dyslexia is the most common type of learning disability and studies have shown that student-athletes with learning disabilities sustain more concussions than their non-affected peers. However, current methods of dyslexia identification in college students are potentially invalid because they rely on students to self-report formal dyslexia diagnoses.

Methods: To test the accuracy of self-report against two alternative methods of dyslexia screening, 94 college students completed three dyslexia symptom inventories, two rapid naming (RAN) tasks, and a standard word reading measure.

Spoken sentence production in college students with dyslexia: working memory and vocabulary effects.

Background: Individuals with dyslexia demonstrate syntactic difficulties on tasks of language comprehension, yet little is known about spoken language production in this population.

Aims: To investigate whether spoken sentence production in college students with dyslexia is less proficient than in typical readers, and to determine whether group differences can be attributable to cognitive differences between groups.

Methods & Procedures: Fifty-one college students with and without dyslexia were asked to produce sentences from stimuli comprising a verb and two nouns.

Identifying Dyslexia Risk in Student-Athletes: A Preliminary Protocol for Concussion Management.

Learning disability (LD) has been identified as a potential risk factor for a sport-related concussion, yet students with LD are rarely included in concussion research. Here, we draw special attention to dyslexia, a common but often underdiagnosed LD. Reading and learning problems commonly associated with dyslexia are often masked by protective factors, such as high verbal ability or general intelligence.

Exploring Text and Icon Graph Interpretation in Students with Dyslexia: An Eye-tracking Study.

A growing body of research suggests that individuals with dyslexia struggle to use graphs efficiently. Given the persistence of orthographic processing deficits in dyslexia, this study tested whether graph interpretation deficits in dyslexia are directly related to difficulties processing the orthographic components of graphs (i.e.

Sentence comprehension in young adults with developmental dyslexia.

This study investigated the effects of syntactic complexity on written sentence comprehension in compensated adults with dyslexia. Because working memory (WM) plays a key role in processing complex sentences, and individuals with dyslexia often demonstrate persistent deficits in WM, we hypothesized that individuals with dyslexia would perform more poorly on tasks designed to assess the comprehension of syntactic structures that are especially taxing on WM (e.g.