Search results for "dysleksia"

Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia

2019

Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapid naming, and phonology. To investigate the genetic basis of DD, we conducted a genome-wide association study (GWAS) of these skills within one of the largest studies available, including nine cohorts of reading-impaired and typically developing children of European ancestry (N = 2562–3468). We observed a genome-wide significant effect (p < 1 × 10…

Lukemisvaikeuksien ilmeneminen suomalaisilla 3.-6.-luokkalaisilla oppilailla

2007

An extensive pattern of atypical neural speech-sound discrimination in newborns at risk of dyslexia.

2019

Objective: Identifying early signs of developmental dyslexia, associated with deficient speech-sound processing, is paramount to establish early interventions. We aimed to find early speech-sound processing deficiencies in dyslexia, expecting diminished and atypically lateralized event-related potentials (ERP) and mismatch responses (MMR) in newborns at dyslexia risk. Methods: ERPs were recorded to a pseudoword and its variants (vowel-duration, vowel-identity, and syllable-frequency changes) from 88 newborns at high or no familial risk. The response significance was tested, and group, laterality, and frontality effects were assessed with repeated-measures ANOVA. Results: An early positive a…

Late-Emerging and Resolving Dyslexia

2015

This study focuses on the stability of dyslexia status from Grade 2 to Grade 8 in four groups: (a) no dyslexia in either grade (no-dyslexia, n = 127); (b) no dyslexia in Grade 2 but dyslexia in Grade 8 (late-emerging, n = 18); (c) dyslexia in Grade 2 but not in Grade 8 (resolving, n = 15); and (d) dyslexia in both grades (persistent-dyslexia, n = 22). We examined group differences from age 3.5 to age 14 in (a) reading, vocabulary, phonology, letter knowledge, rapid naming, IQ, verbal memory; (b) familial and environmental risk and supportive factors; and (c) parental skills in reading, phonology, rapid naming, verbal memory, and vocabulary. Our findings showed group differences both in read…

Dysleksia : lasten lukemaan oppimisen tukeminen musiikin keinoin

2008

Detection of developmental dyslexia with machine learning using eye movement data

2021

Dyslexia is a common neurocognitive learning disorder that can seriously hinder individuals’ aspirations if not detected and treated early. Instead of costly diagnostic assessment made by experts, in the near future dyslexia might be identified with ease by automated analysis of eye movements during reading provided by embedded eye tracking technology. However, the diagnostic machine learning methods need to be optimized first. Previous studies with machine learning have been quite successful in identifying dyslexic readers, however, using contrasting groups with large performance differences between diagnosed and good readers. A practical challenge is to identify also individuals with bord…

Svensklärare och elevernas dyslexi

2010

Tässä tutkielmassa tutkitaan ruotsinopettajien valmiuksia kohdata oppilaita, joilla on dysleksia. Lisäksi tutkielmassa tarkastellaan opettajankoulutuksen mahdollisia vaikutuksia tähän valmiuteen. Tutkielmassa käytetään sekä kvantitatiivisia, että kvalitatiivisia metodeja. Aineistonkeruu suoritettiin kyselylomakkeilla, jotka sisälsivät sekä strukturoituja-, että avoimia kysymyksiä. Strukturoidut kysymykset käsiteltiin kvantitatiivisesti ja avoimet kysymykset kvalitatiivisesti. Kyselyyn osallistui yhteensä 17 vastaajaa. Vastaajat koostuivat opettajista, jotka ovat suorittaneet opettajankoulutuksen auskultoinnin vuosien 1972-2005 välillä. Tulokset osoittivat, että suurimmalla osalla opettajist…

Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms

2021

Developmental dyslexia is a specific learning disorder with impairments in reading and spelling acquisition. Apart from literacy problems, dyslexics show inefficient speech encoding and deficient novel word learning, with underlying problems in phonological processing and learning. These problems have been suggested to be related to deficient specialization of the left hemisphere for language processing. To examine this possibility, we tracked with magnetoencephalography (MEG) the activation of the bilateral temporal cortices during formation of neural memory traces for new spoken word forms in 7–8-year-old children with high familial dyslexia risk and in controls. The at-risk children impr…

It's a jungle out there : a material package for supporting students with dyslexia in foreign language classrooms in upper secondary school

2017

Lukivaikeus on yksi yleisimmistä oppimisen vaikeuksista ja koskettaa myös suurta osaa lukiolaisista. Suuressa osassa lukioita ei kuitenkaan tarjota erillistä erityisopetusta, vaan tukimuodot rajoittuvat lukivaikeusdiagnoosin saaneilla lähinnä lisäaikaan kokeissa. Täten vastuu mahdollisen tuen antamisesta on tällä hetkellä aineenopettajalla. Aineenopettajakoulutukseen ei kuitenkaan sisälly kattavaa tietoa oppimisen vaikeuksista, ja siksi olemme koonneet tähän tutkielmaan ja materiaalipakettiin tietoa lukivaikeuden vaikutuksista vieraan kielen opiskeluun. Tämän vuoksi tutkielmamme tarkoituksena on antaa lukion opettajille tiivis katsaus lukivaikeuteen sekä sen ilmenemiseen ja tukemiseen erity…

Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia

2006

In order to understand why some children are vulnerable to difficulties in their language development and their acquisition of reading skill, the Jyväskylä Longitudinal Study of Dyslexia followed 200 Finnish children from birth to school age. Half of these children had a family history of reading problems and were considered at risk for dyslexia; the other half were not at risk. A novel analysis, mixture modeling, revealed four subgroups with differential developmental trajectories to early reading. The subgroups who showed either a “dysfluent trajectory” (n = 12; 11 at risk vs. 1 control) or a “declining trajectory” (n = 35; 24 vs. 11) contained more children with familial risk for dyslexi…