Search results for "dyslexi"
showing 10 items of 276 documents
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 …
Early development of children at familial risk for Dyslexia—follow-up from birth to school age
2004
We review the main findings of the Jyväskylä Longitudinal study of Dyslexia (JLD) which follows the development of children at familial risk for dyslexia (N = 107) and their controls (N = 93). We will illustrate the development of these two groups of children at ages from birth to school entry in the skill domains that have been connected to reading and reading disability in the prior literature. At school entry, the highest score on the decoding task among the poorer half (median) of the at risk children--i.e. of those presumably being most likely genetically affected--is 1 SD below the mean of the control group. Thus, the familial risk for dyslexia shows expected consequences. Among the e…
Predicting Reading Disability: Early Cognitive Risk and Protective Factors
2013
This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We found that RD was unevenly distributed among the subgroups, although children with RD were found in all subgroups. A majority of the children with RD had familial risk for dyslexia. Second, we examined in what respect children with similar early cognitive development but different RD outcome differ from each other in cognitive skills, task-focused…
Very early phonological and language skills: estimating individual risk of reading disability
2007
Background: Analyses from the JyvaskylaLongitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabu- lary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n ¼ 46) and the group without reading problems (n ¼ 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disabil- ity. Methods: Age-specific and across-age logistic regression models were constructed to pro…
Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability
2011
The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter–name and…
Cracking the Code : The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia
2019
Reading is an essential skill in modern societies, yet not all learners necessarily become proficient readers. Theoretical concepts (e.g., the orthographic depth hypothesis; the grain size theory) as well as empirical evidence suggest that certain orthographies are easier to learn than others. The present paper reviews the literature on orthographic transparency, morphological complexity, and syllabic complexity of alphabetic languages. These notions are elaborated to show that differences in reading acquisition reflect fundamental differences in the nature of the phonological recoding and reading strategies developing in response to the specific orthography to be learned. The present paper…
Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic
2021
BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spai…
Resilience strategies employed by teachers with dyslexia working at tertiary education
2013
Abstract This study investigates resilience strategies exhibited by teachers with dyslexia working at tertiary education. Narrative interviews of tertiary teachers' own perceptions of how dyslexia affects their work were analysed to understand how they cope in a challenging profession. Findings indicated a utilization of a range of resilience strategies; task-related strategies, personalizing work contexts, utilizing social support networks and nurturing self-esteem and self-efficacy. Developing individualized strategies is paramount to attaining a successful career in tertiary education. Self-awareness is required to build the strategies supporting teachers in fulfilling professional requi…
The covariation between parental and expert evaluations of early language skills
2013
This study investigated the potential interrelationship between parental (maternal) and expert assessments of the expressive and receptive language skills of 12- to 18-month-old children. The language activities of 27 children were monitored by their mothers (MCDI scale: Lyytinen, 2000. Varhaisen kommunikaation ja kielen kehityksen arviointimenetelma. Jyvaskylan yliopiston lapsitutkimuskeskus ja Niilo Maki Instituutti. Jyvaskyla: Yliopistopaino. [An assessment tool for early communication and language development] Jyvaskyla: University Press) and trained researchers (Bayley Scales III: Bayley, 2006. Bayley III Scales of Infant Development. Administration Manual. San Antonio, TX: Psychologic…