Academic literature on the topic 'Developmental Dyslexia (DD)'
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Journal articles on the topic "Developmental Dyslexia (DD)"
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Stein, John. "Theories about Developmental Dyslexia." Brain Sciences 13, no. 2 (January 26, 2023): 208. http://dx.doi.org/10.3390/brainsci13020208.
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Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many other causes of such failure. To overcome this problem, many new psychological, signal detection, and neurological theories have been introduced recently. All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. These are provided by large ‘magnocellular’ neurones which respond rapidly to sensory transients. The evidence for this conclusion is overwhelming. Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children’s reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance. This may often impart the exceptional ‘holistic’ talents that have been ascribed to them and that society needs to nurture.
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Theodoridou, Daniela, Pavlos Christodoulides, Victoria Zakopoulou, and Maria Syrrou. "Developmental Dyslexia: Environment Matters." Brain Sciences 11, no. 6 (June 13, 2021): 782. http://dx.doi.org/10.3390/brainsci11060782.
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Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual’s risk of developing DD. In DD, as in most complex phenotypes, the presence of a genetic mutation fails to explain the broad phenotypic spectrum observed. Early life stress has been repeatedly associated with the risk of multifactorial disorders, due to its effects on chromatin regulation, gene expression, HPA axis function and its long-term effects on the systemic stress response. Based on recent evidence, we discuss the potential role of stress on DD occurrence, its putative epigenetic effects on the HPA axis of affected individuals, as well as the necessity of early and appropriate intervention, based on the individual stress-associated (endo)phenotype.
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Gabay, Yafit, Erik D. Thiessen, and Lori L. Holt. "Impaired Statistical Learning in Developmental Dyslexia." Journal of Speech, Language, and Hearing Research 58, no. 3 (June 2015): 934–45. http://dx.doi.org/10.1044/2015_jslhr-l-14-0324.
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Purpose Developmental dyslexia (DD) is commonly thought to arise from phonological impairments. However, an emerging perspective is that a more general procedural learning deficit, not specific to phonological processing, may underlie DD. The current study examined if individuals with DD are capable of extracting statistical regularities across sequences of passively experienced speech and nonspeech sounds. Such statistical learning is believed to be domain-general, to draw upon procedural learning systems, and to relate to language outcomes. Method DD and control groups were familiarized with a continuous stream of syllables or sine-wave tones, the ordering of which was defined by high or low transitional probabilities across adjacent stimulus pairs. Participants subsequently judged two 3-stimulus test items with either high or low statistical coherence as being the most similar to the sounds heard during familiarization. Results As with control participants, the DD group was sensitive to the transitional probability structure of the familiarization materials as evidenced by above-chance performance. However, the performance of participants with DD was significantly poorer than controls across linguistic and nonlinguistic stimuli. In addition, reading-related measures were significantly correlated with statistical learning performance of both speech and nonspeech material. Conclusion Results are discussed in light of procedural learning impairments among participants with DD.
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Gabay, Yafit, Shai Gabay, Rachel Schiff, and Avishai Henik. "Visual and Auditory Interference Control of Attention in Developmental Dyslexia." Journal of the International Neuropsychological Society 26, no. 4 (November 15, 2019): 407–17. http://dx.doi.org/10.1017/s135561771900122x.
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AbstractAn accumulating body of evidence highlights the contribution of general cognitive processes, such as attention, to language-related skills.Objective:The purpose of the present study was to explore how interference control (a subcomponent of selective attention) is affected in developmental dyslexia (DD) by means of control over simple stimulus-response mappings. Furthermore, we aimed to examine interference control in adults with DD across sensory modalities.Methods:The performance of 14 dyslexic adults and 14 matched controls was compared on visual/auditory Simon tasks, in which conflict was presented in terms of an incongruent mapping between the location of a visual/auditory stimulus and the appropriate motor response.Results:In the auditory task, dyslexic participants exhibited larger Simon effect costs; namely, they showed disproportionately larger reaction times (RTs)/errors costs when the auditory stimulus and response were incongruent relative to RT/errors costs of non-impaired readers. In the visual Simon task, both groups presented Simon effect costs to the same extent.Conclusion:These results indicate that the ability to control auditory selective attention is carried out less effectively in those with DD compared with visually controlled processing. The implications of this impaired process for the language-related skills of individuals with DD are discussed.
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Waye, Mary M. Y., Lim K. Poo, and Connie S.-H. Ho. "Study of Genetic Association With DCDC2 and Developmental Dyslexia in Hong Kong Chinese Children." Clinical Practice & Epidemiology in Mental Health 13, no. 1 (August 21, 2017): 104–14. http://dx.doi.org/10.2174/1745017901713010104.
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Background: Doublecortin domain-containing 2 (DCDC2) is a doublecortin domain-containing gene family member and the doublecortin domain has been demonstrated to bind to tubulin and enhance microtubule polymerization. It has been associated with developmental dyslexia and this protein family member is thought to function in neuronal migration where it may affect the signaling of primary cilia. Objectives: The objective of the study is to find out if there is any association of genetic variants of DCDC2 with developmental dyslexia in Chinese children from Hong Kong. Methods: The dyslexic children were diagnosed as developmental dyslexia (DD) using the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD) by the Department of Health, Hong Kong. Saliva specimens were collected and their genotypes of DCDC2 were studied by DNA sequencing or TaqMan Real Time PCR Assays. Results: The most significant marker is rs6940827 which is associated with DD with nominal p-value (0.011). However, this marker did not remain significant after multiple testing corrections and the adjusted p-value from permutation test was 0.1329. Using sliding window haplotype analysis, several haplotypes were found to be nominally associated with DD. The smallest nominal p values was 0.0036 (rs2996452-rs1318700, C-A). However, none of the p values could withstand the multiple testing corrections. Conclusion: Despite early findings that DCDC2 is a strong candidate for developmental dyslexia and that some of the genetic variants have been linked to brain structure and functions, our findings showed that DCDC2 is not strongly associated with dyslexia.
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Afonso, Olivia, Paz Suárez-Coalla, and Fernando Cuetos. "Writing Impairments in Spanish Children With Developmental Dyslexia." Journal of Learning Disabilities 53, no. 2 (September 17, 2019): 109–19. http://dx.doi.org/10.1177/0022219419876255.
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This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia ( n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by manipulating lexical frequency, phonology-to-orthography (P-O) consistency, and word length in a copying task and a spelling-to-dictation task. Results revealed that children with dyslexia produced longer written latencies than chronological age-matched (CA) controls, more errors than CA and reading age-matched (RA) controls, and writing durations similar to CA controls. Latencies were more affected by frequency, consistency, and length in the DD group and the RA group than in CA controls. Children in the DD and RA groups produced longer written latencies in the copying than in the spelling-to-dictation task, while controls in the CA group were not affected by the task. Results indicate that spelling impairments in Spanish children with dyslexia affect the relative involvement of lexical and sublexical information during handwriting. Meanwhile, effects on writing speed seem to be related to deficits in reading ability, and accuracy scores seem to be poorer than expected by children’s reading skill.
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Lee, Joungmin, Woojeong Jang, Hyoeun Won, and Soyeong Pae. "Text Comprehension of Korean Developmental Dyslexic Children Considering Mode and Type of Texts." Communication Sciences & Disorders 26, no. 2 (June 30, 2021): 337–47. http://dx.doi.org/10.12963/csd.21816.
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Objectives: Korean developmental dyslexic upper grade children’s text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository).Methods: Sixteen 5th to 6th graders with developmental dyslexia (DD) and grade and cognition-matched typically developing children (TD) participated in 4 text comprehension tasks. Each child responded to 32 questions, 8 in each text, tapping comprehension of texts counterbalancing the effect of mode and type of texts.Results: First, children with DD performed lower than TD children in text comprehension, reflecting developmental dyslexic Korean children’s performance cross linguistically even with the high orthographic transparency of Hangeul. Second, children with DD performed better in the mode of reading compared to the mode of listening, which was the same as the TD children. Third, the effect of type of text was meaningful to only children with DD, while TD children’s performance between narrative and expository text was not different.Conclusion: Korean upper grade children with DD seemed to rely heavily on the mode of reading in comprehending texts similarly to their grade-matched children, while children with DD had greater difficulties in comprehending the expository texts both in reading and listening modes compared to the narrative texts. Each child with DD’s developmental level of the type and mode of texts needs to be considered to support his/her text comprehension abilities. Further studies need to be extended to the Korean language considering the type of texts with the DIER model.
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Kuhn, Jörg-Tobias. "Developmental Dyscalculia." Zeitschrift für Psychologie 223, no. 2 (July 10, 2015): 69–82. http://dx.doi.org/10.1027/2151-2604/a000205.
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Developmental dyscalculia (DD) is a specific learning disorder that affects the acquisition of arithmetic skills and number processing in children. A high comorbidity between DD and other neurodevelopmental disorders (e.g., dyslexia, attention-deficit/hyperactivity disorder [ADHD]) as well as substantial heterogeneity in cognitive profiles have been reported. Current studies indicate that DD is persistent, has a genetic component, and is related to functional and structural alterations of brain areas involved in magnitude representation. Recent neuronal and behavioral evidence is presented, showing that DD entails (a) impairments in two preverbal core systems of number, an approximate system for estimating larger magnitudes and an exact system for representing small magnitudes, (b) deficits in symbolic number processing, (c) aberrant and nonadaptive neuronal activation in basic magnitude processing and calculation, (d) dysfunctional arithmetic fact retrieval and persistent use of counting strategies in calculation, and (e) deficits in visuospatial working memory and the central executive. Finally, open research questions, including the role of domain-general cognitive resources in DD, causes and developmental consequences of comorbidity, as well as design and evaluation of interventions for DD, are briefly discussed.
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CANTIANI, CHIARA, MARIA LUISA LORUSSO, PAOLO PEREGO, MASSIMO MOLTENI, and MARIA TERESA GUASTI. "Event-related potentials reveal anomalous morphosyntactic processing in developmental dyslexia." Applied Psycholinguistics 34, no. 6 (August 8, 2012): 1135–62. http://dx.doi.org/10.1017/s0142716412000185.
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ABSTRACTIn the light of the literature describing oral language difficulties in developmental dyslexia (DD), event-related potentials were used in order to compare morphosyntactic processing in 16 adults with DD (aged 20–28 years) and unimpaired controls. Sentences including subject–verb agreement violations were presented auditorily, with grammaticality and subject number as main factors. Electrophysiological data revealed differences between groups concerning both the latency of the P600 component and the additional presence in the DD group of a negativity broadly diffused all over the scalp. Moreover, these electrophysiological anomalies increased when plural sentences were processed. On the whole, the results support the hypothesis of a linguistic deficit and of different language processing modalities in DD participants.
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Del Tufo, Stephanie N., and F. Sayako Earle. "Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia." Journal of Learning Disabilities 53, no. 3 (February 6, 2020): 228–40. http://dx.doi.org/10.1177/0022219420904348.
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Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; Diagnostic and Statistical Manual of Mental Disorders [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The purpose of the present report is to characterize the relative strengths and challenges of college students with a history of DLD and/or DD, as this information is critical for providing appropriate institutional support. We examined the cognitive skill profiles of 352 college students (ages 18–35 years), using standardized and research-validated measures of reading, spoken language, nonverbal cognition, and self-reported childhood diagnostic history. We classified college students as having DLD ( n = 50), and/or DD ( n = 40), or as typically developed adults ( n = 132) according to procedures described for adults with DLD and DD. A structural equation model determined the cognitive, language, and reading measures predicted by the classification group. Adults with DLD demonstrated poor verbal working memory and speeded sentence-level reading. Adults with DD primarily demonstrated deficits in phonology-based skills. These results indicate that adults with DLD and/or DD continue to face similar challenges as they did during childhood, and thus may benefit from differentially targeted accommodations in college.
Dissertations / Theses on the topic "Developmental Dyslexia (DD)"
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CANTIANI, CHIARA. "The linguistic nature of developmental Dyslexia: an electrophysiological and behavioural investigation." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/19698.
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The present thesis faces the ongoing debate on the linguistic nature of Developmental Dyslexia (DD), based on evidence of grammatical deficits in dyslexic individuals (e.g., Robertson & Joanisse, 2010), and on the frequently reported overlap with Specific Language Impairment (e.g., Bishop & Snowling, 2004). In particular, the morphosyntactic processing deficit in DD has been explored by means of particularly sensitive measures, namely event-related potentials (ERPs). The dissertation collects the results from three studies performed on different samples of individuals with DD (Italian adults, Italian children, and German adults), reporting consistent data in support of a general morphosyntactic processing weakness. Specifically, the ERP results reveal different language processing modalities in the dyslexic samples, characterised by the need of an additional process related to rules retrieval and/or lexical access. Further behavioural data collected on the same participants support the ERP data. In the third study, advantage has been taken of the morphological features characterising German to additionally investigate the specificity of the reported morphosyntactic deficits, and their relationship with phonological and acoustical processing difficulties. The results are discussed within a developmental and psycholinguistic framework.
Book chapters on the topic "Developmental Dyslexia (DD)"
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Akay, Selen, Junko Kanero, and Nihan Alp. "When Vision Is Unreliable." In Advances in Psychology, Mental Health, and Behavioral Studies, 203–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5068-0.ch012.
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Play holds an important and irreplaceable role in children's lives and development as it allows children to learn essential skills varying in nature and difficulty such as reading, arithmetic, and social skills. Children with neurodivergent conditions such as blindness, color vision deficiency (CVD), cortical visual impairment (CVI), and developmental dyslexia (DD) are unable to take advantage of their vision, a vital sense for navigating through the environment designed by and for typically developing (TD) individuals. These children are often not provided with tools and activities sufficient to learn and live at ease along with their peers. When they are in hospitals and other clinical settings, the struggles can be further amplified. This chapter discusses how these conditions affect young children and introduces various playful learning activities and interventions that can assist their social and cognitive development.