Search results for "dyslexi"
showing 10 items of 276 documents
Rapid automatized naming and learning disabilities: does RAN have a specific connection to reading or not?
2008
This work is an extension of a study by Waber, Wolff, Forbes, and Weiler (2000) in which the specificity of naming speed deficits to reading disability (RD) was examined. One hundred ninety-three children (ages 8 to 11) evaluated for learning disabilities were studied. It was determined how well rapid automatized naming (RAN) discriminated between different diagnostic groups (learning impaired [LI] with and without RD) from controls and from each other. Whereas Waber et al. concluded that RAN was an excellent tool for detecting risk for learning disabilities in general, the results of the present study point to a more specific connection between RAN and RD. peerReviewed
A locus on 2p12 containing the co-regulated MRPL19 and C2ORF3 genes is associated to dyslexia.
2007
DYX3, a locus for dyslexia, resides on chromosome 2p11-p15. We have refined its location on 2p12 to a 157 kb region in two rounds of linkage disequilibrium (LD) mapping in a set of Finnish families. The observed association was replicated in an independent set of 251 German families. Two overlapping risk haplotypes spanning 16 kb were identified in both sample sets separately as well as in a joint analysis. In the German sample set, the odds ratio for the most significantly associated haplotype increased with dyslexia severity from 2.2 to 5.2. The risk haplotypes are located in an intergenic region between FLJ13391 and MRPL19/C2ORF3. As no novel genes could be cloned from this region, we hy…
Lexical and grammatical development in children at family risk of dyslexia from early childhood to school entry: a cross-lagged analysis.
2019
AbstractThe aim of this study was to examine (a) the development of vocabulary and grammar in children with family-risk (FR) of dyslexia and their peers with no such risk (NoFR) between ages 1;6 and 6;0, and (b) whether FR-status exerted an effect on the direction of temporal relationships between these two constructs. Groups were assessed at seven time-points using standardised tests and parental reports. Results indicated that although FR and NoFR children had a similar development in the earlier years, the FR group appeared to perform significantly more poorly on vocabulary at the end of the preschool period. Results showed no significant effect of FR status on the cross-lagged relations…
Development of early motor skills and language in children at risk for familial dyslexia
2007
Differences in motor development and the relationship between motor and language development were studied in 88 children with familial risk for dyslexia (43 females, 45 males; at-risk group) and 88 children without familial risk for dyslexia (35 females, 53 females; control group; n=176) during the first two years of life. A structured parental questionnaire was used to assess motor development. Expressive language skills were assessed at the age of 18 months with the Reynell Developmental Language Scales and at 18 and 24 months with the MacArthur Communicative Development Inventories. At group level, the motor development of children in both the at-risk and control groups was similar. Howe…
Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.
2013
Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabil…
Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading.
2016
The present study examined training effects in dyslexic children on reading fluency and the amplitude of N170, a negative brain-potential component elicited by letter and symbol strings. A group of 18 children with dyslexia in 3rd grade (9.05 ± 0.46 years old) was tested before and after following a letter-speech sound mapping training. A group of 20 third-grade typical readers (8.78 ± 0.35 years old) performed a single time on the same brain potential task. The training was differentially effective in speeding up reading fluency in the dyslexic children. In some children, training had a beneficial effect on reading fluency (‘improvers’) while a training effect was absent in others (‘non-im…
Computer game as a tool for training the identification of phonemic length.
2013
Computer-assisted training of Finnish phonemic length was conducted with 7-year-old Russian-speaking second-language learners of Finnish. Phonemic length plays a different role in these two languages. The training included game activities with two- and three-syllable word and pseudo-word minimal pairs with prototypical vowel durations. The lowest accuracy scores were recorded for two-syllable words. Accuracy scores were higher for the minimal pairs with larger rather than smaller differences in duration. Accuracy scores were lower for long duration than for short duration. The ability to identify quantity degree was generalized to stimuli used in the identification test in two of the childr…
Validating rationale of group-level component analysis based on estimating number of sources in EEG through model order selection
2012
This study addresses how to validate the rationale of group component analysis (CA) for blind source separation through estimating the number of sources in each individual EEG dataset via model order selection. Control children, typically reading children with risk for reading disability (RD), and children with RD participated in the experiment. Passive oddball paradigm was used for eliciting mismatch negativity during EEG data collection. Data were cleaned by two digital filters with pass bands of 1-30 Hz and 1-15 Hz and a wavelet filter with the pass band narrower than 1-12 Hz. Three model order selection methods were used to estimate the number of sources in each filtered EEG dataset. Un…
Reading for meaning in dyslexic and young children : distinct neural pathways but common endpoints
2009
Developmental dyslexia is a highly prevalent and specific disorder of reading acquisition characterised by impaired reading fluency and comprehension. We have previously identified fMRI- and ERP-based neural markers of impaired sentence reading in dyslexia that indicated both deviant basic word processing and deviant semantic incongruency processing. However, it remained unclear how specific these impairments are for dyslexia, as they occurred when children with dyslexia (DYS) were compared to chronological age-matched controls (CA) who also differ in the amount of reading experience. Adding a younger control group at a similar reading level (RL) as the dyslexic group, we examined here whic…
Children with dyslexia lack multiple specializations along the visual word-form (VWF) system.
2009
Developmental dyslexia has been associated with a dysfunction of a brain region in the left inferior occipitotemporal cortex, called the "visual word-form area" (VWFA). In adult normal readers, the VWFA is specialized for print processing and sensitive to the orthographic familiarity of letter strings. However, it is still unclear whether these two levels of occipitotemporal specialization are affected in developmental dyslexia. Specifically, we investigated whether (a) these two levels of specialization are impaired in dyslexic children with only a few years of reading experience and (b) whether this impairment is confined to the left inferior occipitotemporal VWFA, or extends to adjacent …