Search results for "dyslexi"
showing 10 items of 276 documents
Training Reading Skills in Finnish: From Reading Acquisition to Fluency and Comprehension
2016
This chapter outlines the approaches for supporting reading development in Finnish that have been developed on the basis of current knowledge on reading development and reading disabilities in Finnish. We discuss also the challenges that the features of Finnish language and orthography pose for the reader at various points of development. We also describe the means for supporting the acquisition of the earliest milestones in reading development, that are being used widely within the Finnish elementary schools, and that have been based on findings of a large longitudinal research project (Jyvaskyla Longitudinal Study of Dyslexia, JLD). Although the knowledge on the development of reading flu…
Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia
2015
Over two decades of Finnish research, monitoring children born with risk for dyslexia has been carried out in the Jyvaskyla Longitudinal Study of Dyslexia (JLD). Two hundred children, half at risk, have been assessed from birth to puberty on hundreds of measures. The aims were to identify measures of prediction of later reading difficulty and to instigate appropriate and earliest diagnosis and intervention. We can identify at-risk children from newborn electroencephalographic brain recordings (Guttorm et al., J Neural Transm 110:1059–1074, 2003). Predictors are also apparent from late-talking infants who have familial background of dyslexia (Lyytinen and Lyytinen, Appl Psycolinguistics 25:3…
Reading development subtypes and their early characteristics.
2007
The present findings are drawn from the Jyväskylä Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing …
Parental Literacy Predicts Children's Literacy: A Longitudinal Family-Risk Study
2011
This family-risk (FR) study examined whether the literacy skills of parents with dyslexia are predictive of the literacy skills of their offspring. We report data from 31 child-parent dyads where both had dyslexia (FR-D) and 68 dyads where the child did not have dyslexia (FR-ND). Findings supported the differences in liability of FR children with and without dyslexia: the parents of the FR-D children had more severe difficulties in pseudoword reading and spelling accuracy, in rapid word recognition, and in text reading fluency than the parents of the FR-ND children. Finally, parental skills were found to be significant predictors of children's Grade 3 reading and spelling. Parental skills p…
Boosting Reading Fluency: An intervention case study at subword level
2007
This study is an intervention case study of fluency in Finnish‐speaking children with dyslexia. Two 7‐year‐old children, a girl and a boy, were selected from the Jyvaskyla Longitudinal Study of Dyslexia. The intervention emphasised syllables as reading units, and proceeded from reading syllables to reading words and text. Letter knowledge, reading skills (syllables, words, pseudowords, and text reading), and syllable segmentation of words were measured before, immediately after, and three months after the intervention. The results showed that the intervention mainly affected fluency at the syllable level. The girl also showed some improvements in fluency (accuracy, speed) at the word and te…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
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…
Behavioral and Brain Measures of Morphological Processing in Children With and Without Familial Risk for Dyslexia From Pre-school to First Grade
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…
Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence
2008
Developmental dyslexia is a specific disorder of reading acquisition characterized by a phonological core deficit. Sentence reading is also impaired in dyslexic readers, but whether semantic processing deficits contribute is unclear. Combining spatially and temporally sensitive neuroimaging techniques to focus on semantic processing can provide a more comprehensive characterization of sentence reading in dyslexia. We recorded brain activity from 52 children (16 with dyslexia, 31 controls) with functional magnetic resonance imaging (fMRI) and event-related potentials (ERP) in two separate counterbalanced sessions. The children silently read and occasionally judged simple sentences with seman…
Infant Event-Related Potentials to Speech are Associated with Prelinguistic Development
2020
Highlights • Speech processing and prelinguistic skills studied in a large longitudinal sample. • Auditory ERPs predicted prelinguistic development in infancy in LCS models. • P1 amplitude at 6 months predicted prelinguistic development between 6 and 12 months. • MMR to a frequency change was associated with prelinguistic skills at 6 months. • Infants’ neural speech processing can help to predict early language development.
Are There Lower Repetition Priming Effects in Children with Developmental Dyslexia? Priming Effects in Spanish with the Masked Lexical Decision Task.
2016
The aim of this study was to compare the reaction times and errors of Spanish children with developmental dyslexia to the reaction times and errors of readers without dyslexia on a masked lexical decision task with identity or repetition priming. A priming paradigm was used to study the role of the lexical deficit in dyslexic children, manipulating the frequency and length of the words, with a short Stimulus Onset Asynchrony (SOA = 150 ms) and degraded stimuli. The sample consisted of 80 participants from 9 to 14 years old, divided equally into a group with a developmental dyslexia diagnosis and a control group without dyslexia. Results show that identity priming is higher in control childr…