Search results for "dyslexi"

Reading–writing disorder in children with idiopathic epilepsy

2020

Abstract Several studies have documented learning disabilities (LDs) in subjects with epilepsy, who have been shown to be at greater risk of mild neuropsychological damage, with the consequent risk of academic failure. This retrospective study aimed to investigate the peculiarities of reading and writing disorders in subjects with idiopathic epilepsy. The reading and writing performance of 35 children affected by reading and writing disorders and idiopathic epilepsy (R/WD + E group) has been compared with the performance of 37 children with only reading and writing disorders (R/WD group). A comparison group of 22 typical developing healthy children (TDC group) was also included in the study…

Static postural control in children with developmental dyslexia

2006

Correspondence to: Service d’Ophtalmologie, CHU de Dijon, 3 rue du Faubourg Raines, F-21000 Dijon, France. Tel.: +33 3 80 24 68 74; fax: +33 3 80 24 11 39.; International audience; The present investigation tries to better understand potential association and causal relationship between phonological and postural impairment due to developmental dyslexia. The study included 50 boys with developmental dyslexia and selected on the basis of their overall reading difficulties, and 42 control boys. Body sway during a quite standing posture eye open and eye closed on a force platform were tested in the two groups of subjects that were between 10 and 13 years of age. Analysis of classical parameters…

Evidence for reading improvement following tDCS treatment in children and adolescents with Dyslexia.

2016

Purpose There is evidence that non-invasive brain stimulation transitorily modulates reading by facilitating the neural pathways underactive in individuals with dyslexia. The study aimed at investigating whether multiple sessions of transcranial direct current stimulation (tDCS) would enhance reading abilities of children and adolescents with dyslexia and whether the effect is long-lasting. Methods Eighteen children and adolescents with dyslexia received three 20-minute sessions a week for 6 weeks (18 sessions) of left anodal/right cathodal tDCS set at 1 mA over parieto-temporal regions combined with a cognitive training. The participants were randomly assigned to the active or the sham tre…

Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context

2019

This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants’ processing of the materials varied with respect to their initial exploration of the web pages, their overall processing time, and the linearity of their processing patterns, with post-learning interviews indicating the deliberate, strategic considerations underlying each participant’s processing pattern. Eye movement data in terms of fixation duration and percentage of regressions also corroborated the findings of formal, diagnostic assessments. Finally, …

Language-specific effects on auditory brain responses in children with dyslexia in four European countries

2012

Cross-linguistic study of brain responses to vowel differences in children with dyslexia in four European countries

2010

Polymorphisms in DCDC2 and S100B associate with developmental dyslexia

2015

Genetic studies of complex traits have become increasingly successful as progress is made in next-generation sequencing. We aimed at discovering single nucleotide variation present in known and new candidate genes for developmental dyslexia: CYP19A1, DCDC2, DIP2A, DYX1C1, GCFC2 (also known as C2orf3), KIAA0319, MRPL19, PCNT, PRMT2, ROBO1 and S100B. We used next-generation sequencing to identify single-nucleotide polymorphisms in the exons of these 11 genes in pools of 100 DNA samples of Finnish individuals with developmental dyslexia. Subsequent individual genotyping of those 100 individuals, and additional cases and controls from the Finnish and German populations, validated 92 out of 111 …

“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction

2021

Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his parti…

Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia.

2020

Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants’ EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia ( n = 78) and to compare their EF with typically developing (TD) peers ( n = 82). The study also sought to examine agreements and disagreements among teacher and parent…

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

2014

We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to an in-lab or online survey. Results indicated that intrapersonal resilience correlated positively with interpersonal resilience and persistence, and both resilience factors were negatively associated with number of difficulties. Using structural equation modeling, intrapersonal resilience explained general satisfaction, intrapersonal resilience a…