Search results for "DYSLEXIA"

Reading-related Cognitive Deficits in Spanish Developmental Dyslexia

2014

Abstract Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of reading difficulties. This study was intended to help clarify the nature of developmental dyslexia in Spanish. Developmentally Dyslexic children (DD) were compared to a chronological age-matched control group (CA). Measures included rapid automated naming, verbal working memory, phonological short-term memory, and phonemic awareness. Results demonstrated that developmental dyslexics show reading-related cognitive deficits in areas such as naming speed, verbal working memory, phonological short-term memory, and phonemic…

In Search of the Core Features of Dyslexia: Observations Concerning Dyslexia in the Highly Orthographically Regular Finnish Language

1995

A goal of many researchers in recent years has been to explore the core feature(s) of dyslexia. Three methods that could be used for this purpose are as follows. One method is to examine and specify in detail the cognitive/reading deficits still present in adulthood and thus to identify deficit(s) instead of a delay. The second method is to use crosslinguistic comparisons (see Jackson, Hu, & Ju, Vol. I, 1994; Assink & Kattenberg, Vol. I, 1994; Wolf, Pfeil, Lotz, & Biddle, Vol. I, 1994). Any real core feature of dyslexia should be present universally independent of the language and language-specific experience among those who have received adequate training in reading. The third method is to…

Early signs of dyslexia from the speech and language processing of children

2009

The Jyvaskyla Longitudinal Study of Dyslexia project (JLD) has followed the development of 200 children from birth until 10 years of age. Half the children are from families in which at least one of the parents has dyslexia, thus the child has a high risk of becoming dyslexic, and half have no such risk. Here the main findings of four studies in linguistics from the JLD project are reviewed. The speech processing skills were studied in 6, 18, 24 and 30-month-old children. The findings show that early signs of dyslexia can be detected in speech processing both phonologically and morphosyntactically. These precursors can be seen in perception or production of duration, in the prosody and phon…

Evaluation of the podalic support in subjects with dyslexia: a pilot study

2017

A review of the neurobiological basis of dyslexia in the adult population

2017

Introduction: Adult dyslexia affects about 4% of the population. However, studies on the neurobiological basis of dyslexia in adulthood are scarce compared to paediatric studies. Aim: This review investigates the neurobiological basis of dyslexia in adulthood. Development: Using PsycINFO, a database of psychology abstracts, we identified 11 studies on genetics, 9 neurostructural studies, 13 neurofunctional studies and 24 neurophysiological studies. Results from the review show that dyslexia is highly heritable and displays polygenic transmission. Likewise, adult neuroimaging studies found structural, functional, and physiological changes in the parieto-occipital and occipito-temporal region…

Are balance problems connected to reading speed or the familial risk of dyslexia?

2011

Aim The aim of this study was to examine the connection between balance problems and reading speed in children with and without a familial risk of dyslexia by controlling for the effects of attention, hyperactivity, and cognitive and motor functioning. Method The prevalence of balance problems was studied in 94 children (48 females, 46 males) with a familial risk of dyslexia (at-risk group) and 85 children (38 females, 47 males) without a risk of dyslexia (comparison group). Further, the relationships between balance problems (at age 8y 6mo), reading proficiency (at age 9y), attention-deficit-hyperactivity disorder (at age 8y), and cognitive (at age 8y 6mo) and motor functioning (at age 6y …

Developmental pathways of children with and without familial risk for dyslexia during the first years of life.

2002

Comparisons of the developmental pathways of the first 5 years of life for children with (N = 107) and without (N = 93) familial risk for dyslexia observed in the Jyvaskyla Longitudinal study of Dyslexia are reviewed. The earliest differences between groups were found at the ages of a few days and at 6 months in brain event-related potential responses to speech sounds and in head-turn responses (at 6 months), conditioned to reflect categorical perception of speech stimuli. The development of vocalization and motor behavior, based on parental report of the time of reaching significant milestones, or the growth of vocabulary (using the MacArthur Communicative Development Inventories) failed t…

Students in higher education with reading and writing difficulties

2015

The aim of this study is to explore adult students’ descriptions and understandings of their reading and writing difficulties, and to describe the ways they are copying with them. In higher level studies, information is typically gained by reading and giving evidence of knowledge acquisition in writing. When students have difficulties with these essential academic skills, studying and lifelong learning can be hard work as well as time-consuming. General understanding of dyslexia and reading difficulties at the higher education level has improved, although considerable ambiguity remains about what these mean in practice. This is a qualitative, interview-based study that seeks to improve our …

GraphoGame SI: the development of a technology-enhanced literacy learning tool for Standard Indonesian

2018

Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design of, as well as the first results obtained with, GraphoGame for Standard Indonesian, a technology-enhanced learning environment that trains the basic skills of reading by high but playful exposure to grapheme-phoneme coupling. The results of the pilot study assessing the usability of the program in 69 first-graders show that the more the students with low pre-test phonological skills were exposed to the game, the better their post-test performance on reading and decoding f…

Bayesian Modelling of Confusability of Phoneme-Grapheme Connections

2007

Deficiencies in the ability to map letters to sounds are currently considered to be the most likely early signs of dyslexia. This has motivated the use of Literate, a computer game for training this skill, in several Finnish schools and households as a tool in the early prevention of reading disability. In this paper, we present a Bayesian model that uses a student's performance in a game like Literate to infer which phoneme-grapheme connections student currently confuses with each other. This information can be used to adapt the game to a particular student's skills as well as to provide information about the student's learning progress to their parents and teachers. We apply our model to …