Search results for "dyslexi"

Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children

2017

Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and phonological processing was administered. ERPs revealed that the children could discriminate betw…

Could audiovisual training be used to improve cognition in extremely low birth weight children?

2011

Aim: To study whether a dyslexia remediation programme, Audilex, improves cognition in extremely low birth (ELBW) children. Methods: Six-year-old ELBW children were allocated to a 5-week training with Audilex or playing control computer games. Before and after intervention, auditory event-related brain potentials (ERP) to sound changes were recorded and reading related skills assessed. Primary outcome was the mismatch negativity (MMN) component of ERP. Secondary outcomes were Audilex Test (ability to perform the Audilex games), the reading skills after the intervention and 2 years later. Of eligible children, 39 (54%) consented and 22 (30%) completed the protocol. Results: The MMN responses…

Mapping symbols to sounds: electrophysiological correlates of the impaired reading process in dyslexia

2012

Dyslexic and control first-grade school children were compared in a Symbol-to-Sound matching test based on a non-linguistic audiovisual training which is known to have a remediating effect on dyslexia. Visual symbol patterns had to be matched with predicted sound patterns. Sounds incongruent with the corresponding visual symbol (thus not matching the prediction) elicited the N2b and P3a event-related potential (ERP) components relative to congruent sounds in control children. Their ERPs resembled the ERP effects previously reported for healthy adults with this paradigm. In dyslexic children, N2b onset latency was delayed and its amplitude significantly reduced over left hemisphere whereas P…

2021

School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associat…

Misunderstandings about developmental dyslexia: a historical overview

2020

Developmental dyslexia is a reading disorder unrelated to intellectual disability, inadequate teaching systems or poor motivation for schooling. The first attempts to understand such difficulty of learning to read, connected the problem to a primary ‘visual defect’. Since then, several models have been developed. In the last decades, autopsy and histopathological studies on the brain of developmental dyslexics provided neuroanatomical evidence of structural and morphological differences between the normal and dyslexic brains. Furthermore, neuroimaging studies allowed to understand the neural systems of reading and dyslexia. According to more recent studies, developmental dyslexia appears as…

Readers’ Theater Projects for Special Education : A Randomized Controlled Study

2022

A randomized controlled trial was conducted to study the effectiveness of two readers’ theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3–4. One program (RT Goal) included a goal of preparing a performance for an audience (n = 50), while another program (RT Practice) did not include such a goal (n = 49). A group of dysfluent readers receiving traditional oral reading intervention (Control group; n = 59) and a group of classroom peers (Mainstream group; n = 159) served as controls. The results indicate that both RT groups and the Control group developed at a higher rate in oral reading speed during the intervention period than the Mainstream gro…

The continuity of learning disabilities : a follow-up study of nine young women with the history of dyslexia

2006

Event-related potentials as a measure of speech cue processing in newborns with genetic risk for dyslexia

1999

Sujuvaksi lukijaksi : lukemisvaikeuksien arvioinnista kohti näyttöön perustuvia interventioita

2014

Verbal counting skill predicts later math performance and difficulties in middle school

2019

This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below −1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explaining even 52% of the variance in these skills after controlling for th…