Search results for " dyslexia"

Diagnozowanie i wspieranie rozwoju dziecka z grupy ryzyka dysleksji na etapie wczesnej edukacji

2018

INCIDENCIA DE LA DISLEXIA EN ECUADOR: RELACIÓN CON EL CI, LATERALIDAD, SEXO Y TIPO DE ESCUELA

2015

El presente estudio revisa la incidencia de la dislexia en 207 estudiantes de primaria, de 8 a 13 años de edad, que asisten a instituciones públicas y privadas en la ciudad de Cuenca (Ecuador). Se encontró un porcentaje de 26.57% de sujetos de los cuales el 36% presentó dislexia superficial, el 33% dislexia fonológica y el 31% dislexia mixta. Posteriormente se comparan variables como sexo, lateralidad, CI y tipo de escuela, siendo estas dos últimas las que evidencian diferencias significativas. Se discuten las circunstancias que reportan una incidencia tan elevada en esta investigación.

Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia

2021

Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40–60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 2274 dyslexia cases and 6272 controls, testing associations at the single variant, gene, and pathway level, and estimating heritability using single-nucleotide polymorphism (SNP) data. We also calculated polygenic scores (PGSs) based on large-scale GWAS data for different neuropsychiatric disorders and cortical brain measures, educational attainment,…

Dziecko ryzyka dysleksji w szkolnej rzeczywistości

2014

Children with Dyslexia Have Altered Cross-Modal Processing Linked to Binocular Fusion. A Pilot Study

2020

Patrick Quercia, 1 Thierry Pozzo, 2 Alfredo Marino, 3 Anne Laure Guillemant, 1 Céline Cappe, 4 Nicolas Gueugneau 1 1Université de Bourgogne, Dijon, Campus Universitaire, UFR STAPS, BP 27877, F-21078 Dijon, France; INSERM U1093, Cognition, Action et Plasticité Sensorimotrice, Dijon F-21078, France; 2Center for Translational Neurophysiology, Istituto Italiano di Tecnologia, Ferrara, Italy; 3Private Consultant, Vicenza 36100, Italie; 4Brain and Cognition Research Center, CerCo, CNRS UMR 5549, Toulouse, FranceCorrespondence: Patrick QuerciaMedical Office, 15 Rue du Clair Matin, Beaune 21200, FranceTel +33 6 87822741Email doc.quercia@gmail.comIntroduction: The ca…

Developmental Dyslexia in Finnish

2019

A Scale of Knowledge and Beliefs about Developmental Dyslexia: Scale Development and Validation

2014

Abstract The purpose of this study was to create and validate a scale measuring knowledge and beliefs regarding developmental dyslexia. A four-step procedure was followed to achieve this objective. A literature review generated a preliminary pool of 65 items. A group of 12 university teachers of learning disabilities read the items for content and face validity and offered comments. Based on their comments, some items were combined, and confusing items were changed or eliminated, which left a scale of 50 items, with the response options of true (V), false (F) or dont know (NS). Later, each participant, using a description of the scales, placed each item into one of the three subscales. An i…

Predicting delayed letter name knowledge and its relation to grade 1 reading achievement in children with and without familial risk for dyslexia

2006

The authors examined the developmental trajectories of children's early letter knowledge in relation to measures spanning and encompassing their prior language-related and cognitive measures and environmental factors and their subsequent Grade 1 reading achievement. Letter knowledge was assessed longitudinally at ages 4.5, 5.0, 5.5, and 6.5 years; earlier language skills and environmental factors were assessed at ages 3.5 and 4.5 years; and reading achievement was assessed at the beginning and end of Grade 1. The analyses were conducted on a longitudinal data set involving children with and without familial risk for dyslexia. Emerging from the trajectory analysis of letter knowledge were 3 …

Dynamics of morphological processing in pre-school children with and without familial risk for dyslexia

2020

Difficulties in phonological processing and speech perception are associated with developmental dyslexia, but there is considerable diversity across people with developmental dyslexia (e.g., dyslexics with and without phonological difficulties). Phonological and morphological awareness are both known to play an important role in reading acquisition. Problems in morpho-phonological information processing could arguably be associated with developmental dyslexia, especially for Finnish, which is a rich morphologically language. We used MEG to study the connection between morpho-phonology in the Finnish language and familial risk for developmental dyslexia. We measured event-related fields (ERF…

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

2012

We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3½ years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized naming (RAN) predicted slow reading speed across time and spelling difficulties after Grade 1. A deficit in phonological awareness predicted difficulties in spelling, but only in the familial risk sample. The effect of familial risk was significant in the development of phonological awareness, RAN, reading, and spelling. Our findings suggest that the ba…