Search results for "DYSLEXIA"
showing 10 items of 269 documents
An Analysis of a Single Case of Comorbidity between Learning Disability and Borderline Intellectual Functioning
2012
Abstract In this study we explored a case of comorbidity between DSA and Borderline Intellectual Functioning. The girl was fourteen years old, ninth grade of school in Palermo, with significant learning difficulties. Two interviews were conducted, one with parents and one with teachers, to investigate the history of the girl's learning. In the pre-test phase the following cognitive areas were investigated: Q.I. (Level of Intelligence), decoding ability, reading comprehension and writing skills. Motivational-emotional profile was also evaluated: school motivation, self-handicapping strategies, self esteem and school anxiety. To assess these cognitive areas we used: Reading Comprehension Test…
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
2020
© Copyright © 2020 Ahmed, Wilson, Mead, Noble, Richardson, Wolpert and Goswami. Here, we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyze three sub-groupings of this cohort. The GraphoGame family of games in different languages was originally designed to support children at family risk of dyslexia, hence we analyzed data for …
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…
Investigating the improvement of decoding abilities and working memory in children with Incremental or Entity personal conceptions of intelligence: t…
2016
One of the most significant current discussions has led to the hypothesis that domain-specific training programs alone are not enough to improve reading achievement or working memory abilities. Incremental or Entity personal conceptions of intelligence may be assumed to be an important prognostic factor to overcome domain-specific deficits. Specifically, incremental students tend to be more oriented toward change and autonomy and are able to adopt more efficacious strategies. This study aims at examining the effect of personal conceptions of intelligence to strengthen the efficacy of a multidimensional intervention program in order to improve decoding abilities and working memory. Participa…
GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts
2015
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of pr…
Supporting Acquisition of Spelling Skills in Different Orthographies Using an Empirically Validated Digital Learning Environment
2021
This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn (GL) technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning decoding skills among children independent of whether they face difficulties resulting from educational, social, or bi…
Cognitive demands impair postural control in developmental dyslexia: A negative effect that can be compensated
2009
Children with developmental dyslexia exhibit delayed reading abilities and various sensori-motor deficits. The way these various symptoms interact remain poorly understood. The objective of this study was twofold. First, we aimed to investigate whether postural control was impaired in dyslexic children when cognitive demands are increased. Second, we checked whether this effect could be reduced significantly by a treatment aiming to recalibrate ocular proprioception. Twelve dyslexic and fifteen treated dyslexic children (>3 months of treatment) were compared with twelve non-dyslexic children in two conditions (mean age: 11.6 ± 2.1, 12.5 ± 1.5 and 10.6 ± 1.7 years respectively). In a first c…
Children with dyslexia reveal abnormal native language representations: Evidence from a study of mismatch negativity
2011
Although a deficit perceiving phonemes, as indexed by the mismatch negativity (MMN), is apparent in developmental dyslexia (DD), studies have not yet addressed whether this deficit might be a result of deficient native language speech representations. The present study examines how a native-vowel prototype and an atypical vowel are discriminated by 9-year-old children with (n 5 14) and without (n 5 12) DD. MMN was elicited in all conditions in both groups. The control group revealed enhanced MMN to the native-vowel prototype in comparison to the atypical vowel. Children with DD did not show enhanced MMN amplitude to the native-vowel prototype, suggesting impaired tuning to native language s…
Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia
2019
Objective: The current study examined the differences in visual selective attention, orthographic word recognition, and executive functioning. Method: One hundred and forty Ecuadorian children in third and fifth grades of elementary school (8-10 years old) participated in the study—35 with only dyslexia (DD), 35 with the combined type of attention deficit and hyperactivity disorder (ADHD-C), 35 with disorders (DD + ADHD-C), and 35 typical development children (TD). Results: The Ecuadorian children with DD and/or ADHD-C in this age range usually have difficulties in visual selective attention, and also in orthographic word recognition. The executive functioning results showed that such func…
Evaluation of Podalic Support and Monitoring of Balance Control in Children with and without Dyslexia: A Pilot Study
2020
Background: The American Psychiatric Association has identified dyslexia as a neurobiological disorder. The aim of the study was to evaluate podalic support, balance control, and dyslexia’s effects on interpersonal relationships. Methods: Fifty-seven subjects were enrolled for this study. The subjects were divided into two groups. The experimental group was composed of children with diagnosis of dyslexia. The control group was composed of healthy subjects. Each subject underwent baropodometry and posturographic analysis. In addition, the Multidimensional Self-esteem Assessment test by Bracken was used for a precise measurement of self-esteem in both groups (TMA). Results: The static b…