Journal articles on the topic 'Dyslexia'
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1
Yunus, Hasliza, and Noor Aini Ahmad. "Understanding The Definition and Characteristics of Dyslexia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 5 (May 25, 2022): e001353. http://dx.doi.org/10.47405/mjssh.v7i5.1353.
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Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.
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Khafidhoh, Khafidhoh. "FRIENDLY ENGLISH INSTRUCTION FOR DYSLEXIC LEARNERS." UAD TEFL International Conference 1 (November 20, 2017): 313. http://dx.doi.org/10.12928/utic.v1.181.2017.
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It is not really an easy work to get the general acceptance of dyslexia among the parents, teachers, society, government, and so on. However, in this era, we can see a number of countries actively fight for the dyslexics’ rights in life, education, job, etc. In Indonesia, Indonesian Dyslexia Association has run several activities to support people with dyslexia. In short, Indonesian people start to realize the importance of having the right exposures on dyslexia and taking part to support the dyslexics. However, the partial understanding about dyslexia and the related things can cause the inappropriate and unfriendly actions to support them. Thus, in this article, the writer tries to discuss about the way how to create friendly English instruction for dyslexic learners which is based on the experts’ suggestions. In accordance with the topic, this article covers the descriptive and critical review on dyslexic learners, English instruction for dyslexic learners, and friendly English instruction for dyslexic learners. Finally, this article is expected to give the brief information to both of the general readers and the professionals. In general, it is expected to be the guidance to solve the problems on dyslexia, especially related to the English instruction. Then, it is also expected to be used as one of the references to discuss and conduct the related topics and researches.
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Liu, Tinglei, Feroz De Costa, and Megat Al Imran Yasin. "The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review." Studies in Media and Communication 11, no. 6 (June 8, 2023): 101. http://dx.doi.org/10.11114/smc.v11i6.5960.
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Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated self-confidence and decreased academic performance in the learning process. It even affects the learners' evaluation of themselves and causes a decrease in self-efficacy. Among these, research on influencing factors can be divided into two dimensions: internal and external factors. Dyslexic learners are influenced by both the type of dyslexia and their psychological characteristics, as well as by teachers, teaching strategies, online educational environments, and educational media. These influences provide intervention strategies, such as developing customized online learning systems for dyslexic learners and exploring interventions in telerehabilitation medicine. However, no intervention strategies involve adjustments to the internal psychology of dyslexic learners and external support systems. Therefore, more research is needed to explore the differential impact of dyslexia on online learning and to understand the factors that produce this impact to provide a theoretical basis and direction for the generation of instructional strategies for dyslexics and the adaptation of online learning for dyslexics.
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Malek, Ayyoub, Shahrokh Amiri, Issa Hekmati, Jaber Pirzadeh, and Hossein Gholizadeh. "A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children." ISRN Pediatrics 2013 (August 6, 2013): 1–7. http://dx.doi.org/10.1155/2013/165193.
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Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences (P<0.001) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences (P<0.001) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.
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Passadelli, Anthoula Styliani, Aikaterini Klonari, Vyron Ignatios Michalakis, and Michail Vaitis. "Geography Teachers’ Knowledge of and Perceptions on Dyslexia." Education Sciences 10, no. 10 (October 12, 2020): 278. http://dx.doi.org/10.3390/educsci10100278.
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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.
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Catts, Hugh W. "Speech Production Deficits in Developmental Dyslexia." Journal of Speech and Hearing Disorders 54, no. 3 (August 1989): 422–28. http://dx.doi.org/10.1044/jshd.5403.422.
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In this study, dyslexic and normal subjects rapidly repeated a series of phonologically complex and simple phrases. Dyslexic subjects repeated the phrases at a significantly slower rate and, in the complex condition, made significantly more errors. An examination of errors suggested that dyslexics may have difficulties in the planning stage of speech production. Findings are discussed in reference to other phonological deficits and oral reading problems in dyslexia.
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Morrison, Kelsey. "Learning Differently: The Struggles and Silver Linings of Dyslexia." Journal for Undergraduate Ethnography 13, no. 2 (November 24, 2023): 23–36. http://dx.doi.org/10.15273/jue.v13i2.11797.
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This paper aims to understand the struggles and joys of individuals who have dyslexia. Situated in sociological theory, I contend that dyslexia is biological by nature, but socially constructed as a learning disability. This social construction is culturally shaped and bound by values of nonverbal communication which, consequently, is the area in which dyslexics struggle the most. Using a content analysis style of collecting data, I read hundreds of blog posts aiming to understand the experience of dyslexic individuals living in the United States. This article delves into themes of education, upbringing, and individual perceptions of self. I also explore how an accurate diagnosis of dyslexia can improve learning, which often helps promote positive self-esteem. This study explores how to find the gifts of dyslexia to redefine genius for individuals in Western societies.
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Prabha A, Jothi, Bhargavi R, and Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment." International Journal of Engineering & Technology 7, no. 4 (October 6, 2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.
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Dyslexia is a learning disorder characterized by lack of reading and /or writing skills, difficulty in rapid word naming and also poor in spelling. Dyslexic individuals have great difficulty to read and interpret words or letters. Research work is carried out to classify dyslexic from non-dyslexics by various approaches such as machine learning, image processing, understanding the brain behavior through psychology, studying the differences in anatomy of brain. In addition to it several assistive tools are developed to support dyslexics. In this work, brain images are used for screening individuals who have high risk to dyslexia. This work also motivates the application of machine learning in distributed environment. The proposed predictive model uses the machine-learning algorithm Support Vector Machine (SVM). The model is designed in Apache SPARK framework to support voluminous data. The prediction accuracy of 92.5% is achieved using SVM.
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Stella, Marianna, and Paul E. Engelhardt. "Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences." Brain Sciences 12, no. 2 (February 1, 2022): 209. http://dx.doi.org/10.3390/brainsci12020209.
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This study examined the comprehension of passive sentences in order to investigate whether individuals with dyslexia rely on parsing heuristics in language comprehension to a greater extent than non-dyslexic readers. One hundred adults (50 dyslexics and 50 controls) read active and passive sentences, and we also manipulated semantic plausibility. Eye movements were monitored, while participants read each sentence, and afterwards, participants answered a comprehension question. We also assessed verbal intelligence and working memory in all participants. Results showed dyslexia status interacted with sentence structure and plausibility, such that participants with dyslexia showed significantly more comprehension errors with passive and implausible sentence. With respect to verbal intelligence and working memory, we found that individuals with lower verbal intelligence were overall more likely to make comprehension errors, and individuals with lower working memory showed particular difficulties with passive and implausible sentences. For reading times, we found that individuals with dyslexia were overall slower readers. These findings suggest that (1) individuals with dyslexia do rely on heuristics to a greater extent than do non-dyslexic individuals, and (2) individual differences variables (e.g., verbal intelligence and working memory) are also related to the use of parsing heuristics. For the latter, lower ability individuals tended to be more consistent with heuristic processing (i.e., good-enough representations).
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Subramaniyan, Vetriselvan, Ng Kah Chun, Puteri Nurkhalilah Huda bt Shahrudin, Deshvinderjit Singh A/L Dalvindar Singh, Gasthuri A/P Sivanadam, Low Pei Qi, Mohamed Moosa Musthak Ahamed, et al. "A Cross-sectional Study on Awareness of Dyslexia Disorder among University Students." Open Access Macedonian Journal of Medical Sciences 8, E (June 10, 2020): 251–55. http://dx.doi.org/10.3889/oamjms.2020.4664.
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BACKGROUND: The condition of dyslexia is a learning disability leading to difficulty in acquiring basic skills of reading, spelling, and writing. It is a disorder with a neurological origin that does not affect the intelligence of a person. It is estimated that between 5% and 10% of the population suffering from dyslexia, but this number can also be as high as 17% because dyslexia may not be recognized and diagnosed in some individuals and because some of them may not disclose that they are diagnosed. In Malaysia, it is estimated that 4% to 8% of children attending school have dyslexia. Dyslexics tend to be more artistic and creative than others.
AIM: This study examines the awareness of dyslexia disorder among university students.
METHODS: The data are collected from the participants through self-made survey questionnaires that consist of 25 questions per questionnaire. A descriptive cross-sectional study is conducted from April 2019 to May 2019.
RESULTS: The current study reflected that dyslexia, not a disease, thus it is not curable. Individuals with dyslexia require extra patience and effort from the family members, teachers, as well as the public, especially in their learning process. We believe that a lack of understanding about this disorder by the public will bring negative impacts to dyslexic individuals such as causing unwanted misunderstanding, causing mental stress to the dyslexics, bringing negative impact to their learning processes, and so on.
CONCLUSION: Our study results suggest that the knowledge level of dyslexia among university students considered as lower than average.
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de Bree, Elise, and Sharon Unsworth. "Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education." Dutch Journal of Applied Linguistics 3, no. 1 (June 23, 2014): 62–81. http://dx.doi.org/10.1075/dujal.3.1.04bre.
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An increasing number of schools in the Netherlands offer bilingual (secondary) education, usually combining Dutch with English. As yet, it remains unclear whether students with dyslexia are able to cope in this type of educational setting. To address this question, the oral language and literacy skills of dyslexic and non-dyslexic students attending regular and bilingual VWO (pre-university) secondary education were compared. Results confirmed the benefits to English proficiency offered by this type of education as found in earlier studies (Van der Leij et al., 2010; Verspoor et al., 2010). In addition, dyslexic students at bilingual schools scored significantly higher on English literacy and language tasks than their dyslexic peers in regular programmes, suggesting that bilingual secondary education is not too difficult for students with dyslexia and may in fact be just as beneficial for this group as for non-dyslexics.
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Fay de Azevedo, Aline, and Gabriela Da Cruz Gafforelli. "THE IMPACTS OF DEVELOPMENTAL DYSLEXIA ON THE PRACTICE OF SECOND LANGUAGE DYSLEXIC TEACHERS." Caderno de Letras, no. 35 (January 19, 2020): 103. http://dx.doi.org/10.15210/cdl.v0i35.17097.
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Dyslexia is a learning disorder and a neurobiological condition, which means it affects areas of the brain that process language. Dyslexic teachers carry the struggles caused by dyslexia with them to the workplace. Despite the fact that dyslexia may not be considered a positive characteristic, dyslexic teachers show more empathy towards their pupils with learning disabilities and make use of creative coping strategies, which help them overcome their own learning disability in the classroom. Taking these aspects into consideration, the present article was developed with the purpose of throwing light on dyslexic teachers and the impacts of dyslexia in their practice. The aim of this theoretical study was to define dyslexia and to present an overview of this learning disability. Furthermore, we intended to investigate through bibliographical research how dyslexia affects second language teachers in their classroom practice and workplace. To present some strategies teachers can use to cope with dyslexia. Lastly, to design a pamphlet to be used as a guideline for dyslexic teachers.Keywords: dyslexia; dyslexic teachers; foreign language learning; learning disabilities.
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de Zeeuw, Alarlies. "Dyslexie En Tweede-Taalverwerving." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 103–12. http://dx.doi.org/10.1075/ttwia.71.10zee.
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Dyslexia is a language-development deficit in the area of reading and spelling. Research has provided evidence that the extent to which dyslexics have problems with literacy acquisition may differ across languages. It is thought that this is caused by differences in consistency concerning grapheme-phoneme correspondences. Consistencies and inconsistencies between languages may, therefore, also have an effect on L2 learning. If this is indeed the case, words that are orthographically and phonologically similar in both L1 and L2 will cause relatively few problems, while words that are only phonologically similar will cause greater inhibition effects for dyslexics compared to non-dyslexic readers. To test this hypothesis, I conducted a naming task with Dutch subjects who learned English at secondary school. The results show that dyslexic readers make more errors and have slower response times than non-dyslexic readers. I also compared two levels of proficiency (2 vmbo ('lower secondary professional education') and 5 vwo ('pre-university education'). In general, the dyslexies from vwo performed much better than dyslexies from vmbo, which was to be expected, as the students of vwo had had more experience in using the English language. The dyslexies in vwo did not, however, perform better compared to age-level controls than did the dyslexies in vmbo. Although more research is needed to determine what exactly the role of level of proficiency is in L2 acquisition, the results in general support the hypothesis that the inconsistencies in the English grapheme-phoneme correspondences provide an extra challenge for dyslexies who are learning English as a second language.
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Bello, Ilia. "ADEQUATE TRAINING FOR CHILDREN WITH DYSLEXIA." Knowledge International Journal 28, no. 3 (December 10, 2018): 1145–52. http://dx.doi.org/10.35120/kij28031145i.
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The present study presents the problems of dyslexia, methods of dyslexia, dyslexia therapy programs and special training for dyslexic children.Reading and learning the curriculum are the two things that determine the child's success at school.The word "dyslexia" means difficulty with words or language and is often used in relation to children or adults whose apparent intelligence is contrary to the difficulties they encounter in reading and writing. Matanova (2001) notes that the concept was introduced by the German ophthalmologist R. Berlin in 1884. He makes the term of the Greek words dys - "sick" or "tough", and lexis - "word". "Dyslexia" is the first and main term used to refer to a variety of problems related to the learning process, usually associated with reading, writing and math problems that a child has at school, with the fact that dyslexics see the letters moved or turned upside down or slow and difficult to learn, but the difficulties in school are just some of the manifestations of dyslexia, each case is different, there are not two people who develop exactly the same forms of dyslexia dyslexia, what is important to know is that dyslexia is not the result of mental or neurological impairment nor is it caused by brain malformation Dyslexia is the product of thinking and the particular way in which some people react to a sense of confusion.
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Dushanova, Juliana, Yordanka Lalova, Antoaneta Kalonkina, and Stefan Tsokov. "Speech–Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits." Brain Sciences 10, no. 12 (November 28, 2020): 920. http://dx.doi.org/10.3390/brainsci10120920.
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Developmental dyslexia is a cognitive disorder characterized by difficulties in linguistic processing. Our purpose is to distinguish subtypes of developmental dyslexia by the level of speech–EEG frequency entrainment (δ: 1–4; β: 12.5–22.5; γ1: 25–35; and γ2: 35–80 Hz) in word/pseudoword auditory discrimination. Depending on the type of disabilities, dyslexics can divide into two subtypes—with less pronounced phonological deficits (NoPhoDys—visual dyslexia) and with more pronounced ones (PhoDys—phonological dyslexia). For correctly recognized stimuli, the δ-entrainment is significantly worse in dyslexic children compared to controls at a level of speech prosody and syllabic analysis. Controls and NoPhoDys show a stronger δ-entrainment in the left-hemispheric auditory cortex (AC), anterior temporal lobe (ATL), frontal, and motor cortices than PhoDys. Dyslexic subgroups concerning normolexics have a deficit of δ-entrainment in the left ATL, inferior frontal gyrus (IFG), and the right AC. PhoDys has higher δ-entrainment in the posterior part of adjacent STS regions than NoPhoDys. Insufficient low-frequency β changes over the IFG, the inferior parietal lobe of PhoDys compared to NoPhoDys correspond to their worse phonological short-term memory. Left-dominant 30 Hz-entrainment for normolexics to phonemic frequencies characterizes the right AC, adjacent regions to superior temporal sulcus of dyslexics. The pronounced 40 Hz-entrainment in PhoDys than the other groups suggest a hearing “reassembly” and a poor phonological working memory. Shifting up to higher-frequency γ-entrainment in the AC of NoPhoDys can lead to verbal memory deficits. Different patterns of cortical reorganization based on the left or right hemisphere lead to differential dyslexic profiles.
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Botwina, Renata. "Towards Effective Foreign Language Teaching: Focus on Dyslexia." Verbum 2 (February 6, 2011): 55–61. http://dx.doi.org/10.15388/verb.2011.2.4955.
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This paper aims to overview the problems faced by dyslexic students learning a foreign language in the theoretical framework of foreign language teaching methodology (Berninger and Wolf 2009, Crombie 2010, Stasiak 2004, etc.) and psychology (Gardner 1983, 1999, Bogdanowicz 2002, 2004, Davis 1997, etc) The author of the paper is going to prove that dyslexic students benefit from the use of multisensory techniques (VAK) which stimulate their learning process by engaging students at multiple levels of perception. Special attention is given to the nature of dyslexia, its types and handicaps it results in. Numerous solutions to the problem are presented and analysed within the framework of Gardner’s theory of Multiple Intelligences (MIT), which seeks to explore each student’s strong intelligences to deal with those weaker ones. Accordingly, dyslexic students and their teachers should be challenged to recognise the hidden potential of dyslexia and see it as a gift to be explored. Moreover, the importance of safe classroom environment has been stressed, as once a dyslexic student feels comfortable in the classroom, the teacher can equip him with a range of techniques and strategies to deal with dyslexia successfully. In addition, a significant role of the teacher and parents in the process of teaching dyslexics is discussed. Finally, the author of the paper gives a number of practical tips how to deal with dyslexia and proves that foreign language teaching (FLT) can be both effective and enjoyable for those who encounter this handicap.
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Stella, Marianna, and Paul E. Engelhardt. "Comprehension and Eye Movements in the Processing of Subject- and Object-Relative Clauses: Evidence from Dyslexia and Individual Differences." Brain Sciences 11, no. 7 (July 10, 2021): 915. http://dx.doi.org/10.3390/brainsci11070915.
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In this study, we examined eye movements and comprehension in sentences containing a relative clause. To date, few studies have focused on syntactic processing in dyslexia and so one goal of the study is to contribute to this gap in the experimental literature. A second goal is to contribute to theoretical psycholinguistic debate concerning the cause and the location of the processing difficulty associated with object-relative clauses. We compared dyslexic readers (n = 50) to a group of non-dyslexic controls (n = 50). We also assessed two key individual differences variables (working memory and verbal intelligence), which have been theorised to impact reading times and comprehension of subject- and object-relative clauses. The results showed that dyslexics and controls had similar comprehension accuracy. However, reading times showed participants with dyslexia spent significantly longer reading the sentences compared to controls (i.e., a main effect of dyslexia). In general, sentence type did not interact with dyslexia status. With respect to individual differences and the theoretical debate, we found that processing difficulty between the subject and object relatives was no longer significant when individual differences in working memory were controlled. Thus, our findings support theories, which assume that working memory demands are responsible for the processing difficulty incurred by (1) individuals with dyslexia and (2) object-relative clauses as compared to subject relative clauses.
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Dalle, Laurine. "Dyslexia in Arabic-French Bilingual Children: A Multiple-Case Study." Sustainable Multilingualism 22, no. 1 (June 1, 2023): 164–83. http://dx.doi.org/10.2478/sm-2023-0007.
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Summary Dyslexia and L2 appropriation have been extensively documented separately; however, few studies have brought them together. Our research sheds linguistic light on dyslexia in Arabic-speaking bilingual children. The aim is to study phonology, reading and spelling in dyslexic and non-dyslexic children learning French as a second language to better distinguish between what a reading disorder is and what typical appropriation is, with possible transient difficulties related to L2 development. The general hypothesis is that there are specific markers of dyslexia in Arabic-speaking children learning French as a second language. A multiple-case study was conducted. It consisted of four dyads of children aged 8-10 years: two bilingual dyslexic children, two bilingual non-dyslexic children, two monolingual dyslexic children and two monolingual non-dyslexic children. The bilingual children were Arabic speakers who had arrived in France at the age of six. In a diachronic and synchronic approach, spontaneous and experimental data were collected over a period of nine months. The experiment was based on the Phonoludos, Odedys 2, ELFE and ELDP2 tools. Parental questionnaires were also administered to parents. A synthesis of the most important results is presented. A phonological deficit is manifested in all dyslexic subjects by difficulties in speech perception/production, weaknesses in phonemic unit manipulation and decoding. In reading and spelling, atypical phonemic and phonetic errors are found in large numbers, whereas they are absent in non-dyslexics. This study is a first step in understanding how to identify dyslexia in bilingual children. It is now important to extend the study to a larger number of subjects, with a view to adapting tools that will facilitate the identification and assessment of children who speak several languages.
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Ihbour, Said, Laila Berroug, Chahbi Hind, Fatiha Chigr, and Mohamed Najimi. "NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE." Acta Neuropsychologica 20, no. 1 (February 23, 2022): 17–34. http://dx.doi.org/10.5604/01.3001.0015.7947.
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Dyslexia is the most common learning disability in school and the most devastating in terms of academic performance. In interaction with the socio-cultural environment, several and various factors can aggravate the difficulties of reader acquisition in dyslexic children. Identifying these factors and interpreting them according to the neuropsychological approach, in the Moroccan context, was the objective of this study Socio-economic data was collected from 626 children, aged 9 to 15 years with an average age of 11,95 years, enrolled in public educational establishments in the Beni Mellal-Khenifra region, located in central Mo- rocco. Among all the participants, 41 had a profile of dyslexia, 13 of whom had reading attitudes evoking "severe dyslexia". Subjects underwent a cognitive assessment. the others were normal-readers and classified as good readers (n=481) and weak readers (n=104). To follow our purpose, we have determined socio-cultural and cognitive variables that may discriminate between students in the "severely dyslexic" group and their "dyslexic" peers. The performance gap was significant in favor of "dyslexic" students in the reading test of pseudowords, rapid naming of images, and the deletion of the initial phoneme. These data reinforce the hypothesis that the phonological deficit is at the root of developmental dyslexia. On the socio-cultural domain, the results showed that preschool attendance and early exposure to written language activity discriminate the participants with a "severe dyslexia" profile from their peers in the "dyslexic" group. We believe that these two factors were responsible for the moderate intensity of the disorder observed in the "dyslexic" group. Our study also showed that bilingualism raises the degree of learning reading difficulties among students with this disorder. These results are consistent with those described in the literature, it suggests that dyslexics can implement compensation strategies both at the behavioral and neuronal level. They call on those in charge of the Moroccan education system to recognize the existence of learning disabilities of neurobiological origin in order to address the necessary care for children who suffer from them.
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Traficante, Daniela, Claudio Luzzatti, and Naama Friedmann. "Multiple Types of Developmental Dyslexias in a Shallow Orthography: Principles for Diagnostic Screening in Italian." Brain Sciences 14, no. 8 (July 25, 2024): 743. http://dx.doi.org/10.3390/brainsci14080743.
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A new dyslexia screening test for Italian, Tiltan-IT, is presented. The test was developed based on an integrated dual-route model of reading, which describes in detail specific mechanisms underpinning early visual processes as well as the lexical and the sublexical routes. The principle according to which the test was developed is that each dyslexia type is manifested in different kinds of errors and in different kinds of stimuli, and we therefore included stimuli sensitive to each dyslexia type in the test. Tiltan-IT is a reading aloud test that includes word, nonword, and word pair lists. The test was administered to 618 Italian-speaking children (2nd–8th grade). Each error produced by the children was classified through the coding scheme developed to detect the different types of dyslexias described by the reading model. The Tiltan-IT was able to identify 110 children with dyslexia. The identified dyslexia types included letter position dyslexia, attentional dyslexia, letter identity dyslexia, surface dyslexia, vowel dyslexia, consonant conversion dyslexia, multi-letter phonological dyslexia, voicing dyslexia. The results confirm that the selection of items in the Tiltan-IT enabled the detection of the wide variety of dyslexias in Italian, some of them for the first time, adding evidence for the cross-linguistic validity of multiple types of developmental dyslexias and for the dual-route model of reading.
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Sari, Mulia, Mariah Ulfa, and Uswatun Hasanah. "Clinical Teaching sebagai Penangganan Disleksia pada Peserta Didik." Transformasi Manageria: Journal of Islamic Education Management 4, no. 1 (August 9, 2023): 204–17. http://dx.doi.org/10.47467/manageria.v4i1.4090.
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Dyslexia is a term that is related to the pattern of learning difficulties of students and is accompanied by characteristic problems in word recognition and accuracy, poor decoding and weak spelling abilities. Dyslexia can be experienced by students at all levels of education. Dyslexia should not prevent students from getting learning like other students. Thus the teacher must find the right subscription to overcome the learning difficulties of dyslexic students. In compiling this article, the authors use qualitative research and focus on literature studies. The author collects through documentation activities, namely collecting all information about dyslexia in books, journals, theses and other reading sources. This study aims to determine the definition of dyslexia, the characteristics of dyslexia and the factors that can affect dyslexia. The author also aims to inform readers about dyslexia subscription assistance which is termed clinical teaching. This article shows that clinical teaching can be one of the subscriptions for dyslexic students to find the weaknesses they face so that teachers and parents can create learning that is in accordance withthe characteristics of dyslexia and they can increase the potential that exists in dyslexic students.
Keywords: Dyslexia, Clinical Teaching, Students
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Jumadi, Nur Anida, Ng Li Mun, Marlia Morsin, and Saifuddin Mohtaram. "Dyslexia Risk Screening System based Fuzzy Logic." International Journal of Engineering & Technology 7, no. 4.30 (November 30, 2018): 165. http://dx.doi.org/10.14419/ijet.v7i4.30.22103.
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It is estimated that more than 314, 000 of Malaysian young children are dyslexic, which means having difficulty particularly in reading and spelling. Manual dyslexia screening test ages 6 to 10 years old (in Bahasa Malaysia) produced by Persatuan Dyslexia Malaysia contains 10 sets of tests including reading, rapid naming and pseudowords. However, confirmation of dyslexic status takes several days as the test scores are manually calculated. Therefore, a rapid computerized dyslexia risk screening tool based fuzzy logic has been proposed here. Using the scores obtain from four main tests namely as rapid naming, one-minute reading, two-minute spelling and pseudowords, the fuzzy system is able to determine dyslexic condition instantly. The main fuzzy inputs using pre-existed scores of 17 dyslexia subjects (3 girls and 14 boys) resulted promising system’s accuracy (94.1 %) when classifying dyslexic risk in young children. In the future, this research will include non-dyslexia as well as other learning disability subjects for accuracy clarification towards non-dyslexia classification.
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Tafti, Mahnaz Akhavan, Mansoor Ali Hameedy, and Nahid Mohammadi Baghal. "Dyslexia, a deficit or a difference: Comparing the creativity and memory skills of dyslexic and nondyslexic students in Iran." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1009–16. http://dx.doi.org/10.2224/sbp.2009.37.8.1009.
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Positive and negative aspects of dyslexia were explored within the Iranian context. Dyslexia can be considered either as a deficit or merely as a difference. In this study 26 dyslexic primary-school students in Tehran were matched with 26 nondyslexics. The Shirazi and Nilipur (2004) Diagnostic Reading Test was administered to identify any significant difference in reading ability between the two groups. Then the Torrance (1974; as cited in Alizadeh, 1994) Creativity Test (Form B, picture subtest) and the Cornoldi (1995; as cited in Kakavand, 2003) Test of Visual-Spatial and Verbal Memory were used. Nondyslexics outperformed dyslexics significantly in visual-verbal memory of words for concrete objects and abstract concepts and in audio-verbal memory of words for abstract concepts. Dyslexic students performed significantly better in visual and audio memory of concrete words compared to abstract concepts; their visual-spatial memory was better than their visual-semantic memory, and their pictorial memory was also better than their verbal memory. Dyslexic students scored higher than nondyslexics for original thinking and equally as high in overall creativity. These findings indicate that a change of attitude is needed toward dyslexics.
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Alia Hussein, Ahmed Talib Abdulameer, Ali Abdulkarim, Husniza Husni, and Dalia Al-Ubaidi. "Classification of Dyslexia Among School Students Using Deep Learning." Journal of Techniques 6, no. 1 (March 31, 2024): 85–92. http://dx.doi.org/10.51173/jt.v6i1.1893.
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Dyslexia is a common learning disorder that affects children’s reading and writing skills. Early identification of Dyslexia is essential for providing appropriate interventions and support to affected children. Traditional methods of diagnosing Dyslexia often rely on subjective assessments and the expertise of specialists, leading to delays and potential inaccuracies in diagnosis. This study proposes a novel approach for diagnosing dyslexic children using spectrogram analysis and convolutional neural networks (CNNs). Spectrograms are visual representations of audio signals that provide detailed frequency and intensity information. CNNs are powerful deep-learning models capable of extracting complex patterns from data. In this research, raw audio signals from dyslexic and non-dyslexic children are transformed into spectrogram images. These images are then used as input for a CNN model trained on a large dataset of dyslexic and non-dyslexic samples. The CNN learns to automatically extract discriminative features from the spectrogram images and classify them into dyslexic and non-dyslexic categories. This study’s results demonstrate the proposed approach’s effectiveness in diagnosing dyslexic children. The CNN accurately identified dyslexic individuals based on the spectrogram features, outperforming traditional diagnostic methods. Spectrograms and CNNs provide a more objective and efficient approach to dyslexia diagnosis, enabling earlier intervention and support for affected children. This research contributes to the field of dyslexia diagnosis by harnessing the power of machine learning and audio analysis techniques. Facilitating faster and more accurate identification of Dyslexia in children, ultimately improving their educational outcomes and quality of life.
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Xia, Runyi, Wanying Ma, and Saiqi Zhang. "Overview of Research on Dyslexia Assessment and Identification in China." SHS Web of Conferences 187 (2024): 02031. http://dx.doi.org/10.1051/shsconf/202418702031.
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Dyslexia can affect students’ academic performance, self-esteem, mental health, social and emotional development, career and life prospects. Currently, there is a lack of scientifically unified methods and tools for dyslexia assessment and identification in China, resulting in a lower incidence rate of Chinese dyslexic students being discovered. Scientifically and accurately assessing and identifying dyslexic students and providing them with corresponding support and intervention measures are key issues in dyslexia research. This paper aims to analyze the progress of research on dyslexia assessment and identification in China, evaluate its current status, and summarize inspirations for dyslexia assessment and identification for future reference.
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Smith, Andrew T., Frances Early, and Sarah C. Grogan. "Flicker Masking and Developmental Dyslexia." Perception 15, no. 4 (August 1986): 473–82. http://dx.doi.org/10.1068/p150473.
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Recent studies have provided evidence that dyslexic children tend to show longer visual persistence than control children when presented with low-spatial-frequency grating stimuli. The possibility that this phenomenon might reflect an impairment of inhibitory Y-cell activity in the visual system of dyslexics has been investigated. A flicker masking technique was used to mask Y-cell activity selectively in a group of dyslexic boys and a group of age-matched controls. There were no overall differences in reaction times to the offsets of grating patterns of various spatial frequencies between the groups, and no differences between subgroups defined by age, degree of reading impairment, or any other criterion. The results show no evidence of abnormal Y-cell function in developmental dyslexia.
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Abbott-Jones, A. "A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education." Research Journal of Education, no. 71 (February 17, 2021): 42–55. http://dx.doi.org/10.32861/rje.71.42.55.
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Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotions such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significantly higher levels of academic, but not social anxiety in comparison to the non-dyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this for the dyslexia practitioner is that delivery of strategies to deal with anxiety should be seen equally as important, if not more so, than interventions to deal with cognitive difficulties.
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Muhimmatul Khoiroh, Auliya, Ayim Binasti, Ni Putu Ayu Listiani, Nilam Mulia Asri, Nurul Magfirah, Rekha Hesti Syafitri, and Zannur Maulida Aulya. "Peningkatan Literasi Siswa Disleksia SDN 26 Ampenan dengan Mengadakan Kelas Literasi." Rengganis Jurnal Pengabdian Masyarakat 4, no. 1 (December 15, 2023): 56–65. http://dx.doi.org/10.29303/rengganis.v4i1.377.
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Dyslexia is a learning difficulty in children that causes difficulties in writing, reading, spelling and speaking, but there are also difficulties that generally appear between the ages of 7 and 12 years. Dyslexia factors are divided into three areas: educational, psychological, and biological. This service aims to describe dyslexia disorders in children, the factors that cause children to become dyslexic disorders, and educators' efforts to overcome the problem of dyslexia disorders and be able to understand the conditions experienced by people with dyslexia so that they can improve the literacy skills of dyslexic students. This service uses observation and interview methods and there are several stages of the implementation method. The service target consisted of 4 students from SDN 26 Ampenan. In this service, the writing team seeks to improve the literacy skills of dyslexic students. Students who experience dyslexia are affected by difficulty recognizing letters so they tend to experience delays during the learning process.
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Talli, Ioanna, and Polyxeni Emmanouil. "Reading and Non-word Repetition Skills in Bilingual Developmental Dyslexia: The Case of a Greek - Italian Bilingual Dyslexic Adult." International Journal of Education 12, no. 2 (May 8, 2020): 30. http://dx.doi.org/10.5296/ije.v12i2.17010.
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Studies of bilinguals with developmental dyslexia learning to read in two alphabetic orthographies have shown that they demonstrate similar reading and phonological short-term memory (STM) deficits in both their languages. The present study aimed at exploring whether dyslexia in adults affects similarly decoding skills in two transparent languages, Greek and Italian, whether there are similar deficits in phonological STM and whether the dominance of one of the two languages affects the manifestation of the deficits. We compared the performance of a young Greek-Italian bilingual dyslexic adult (exposed to Italian from birth, L1: Greek) to that of a young monolingual Greek dyslexic adult, a young Greek-Italian typically developing (TD) bilingual adult (exposed to Italian from birth, L1: Greek) and a young Greek monolingual TD adult. We assessed them in word and non-word reading and non-word repetition. Results showed that bilingual dyslexic adult performed significantly poorer than the bilingual TD adult on all tasks in both languages, suggesting that dyslexia affects similarly decoding and phonological STM across languages. On reading, bilingual outperformed monolingual dyslexic, while monolingual outperformed bilingual TD adult. On phonological STM, both bilinguals outperformed monolinguals. A positive effect of bilingualism was found for reading skills only for dyslexics, while it was found for phonological STM for both dyslexic and TD adults. Finally, the dominance of L1 affected bilinguals' performance in reading but not in non-word repetition, where they showed better performance in Italian, perhaps due to the phonotactic complexity of the Greek orthography compared to Italian.
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Worthy, Jo, Natalie Svrcek, Annie Daly-Lesch, and Susan Tily. "“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse." Journal of Literacy Research 50, no. 3 (June 29, 2018): 359–82. http://dx.doi.org/10.1177/1086296x18784759.
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Although researchers have studied dyslexia for over a century, there is still much debate about how dyslexia differs from other reading difficulties and how to support students labeled dyslexic. Nevertheless, dyslexia policy and practice are steeped in authoritative discourse that speaks of a definitive definition, unique characteristics, and prescribed intervention programs that are not well supported by research. In Texas, and increasingly in other states, only educators trained in these programs are considered qualified to provide intervention for students identified as dyslexic. In contrast to earlier research, which found that the word dyslexia decreased teachers’ confidence and feelings of self-efficacy, the dyslexia interventionists we interviewed expressed a high degree of confidence and certainty about dyslexia and the interventions they used. Bakhtin’s notion of authoritative and internally persuasive discourse helped us think about the reasons for these findings and how to initiate a broader and more inclusive conversation about dyslexia.
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Sunil, Akhila B., Amitav Banerjee, Madamanchi Divya, Hetal K. Rathod, Jhanvi Patel, and Medhavi Gupta. "Dyslexia: An invisible disability or different ability." Industrial Psychiatry Journal 32, Suppl 1 (November 2023): S72—S75. http://dx.doi.org/10.4103/ipj.ipj_196_23.
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Background: With a global dyslexia prevalence of at least 10%, significant numbers of students with dyslexia go undiagnosed and their symptoms unaddressed, but with timely intervention, 90% of dyslexic children can be educated in regular inclusive classrooms. Aim: This study aimed to estimate the prevalence of dyslexia among primary schoolchildren in government and private schools. Material and Methods: A cross-sectional study on 128 primary schoolchildren attending selected government and private schools in Western Maharashtra was conducted and evaluated using the Search tool, which is a standardized study tool for screening dyslexia. Microsoft Excel and MedCalc version 3.1 were used for data entry and analysis. The prevalence of dyslexia was estimated, and differences between groups were evaluated using appropriate tests. Results: Of the total sample size of 128 children, findings showed 10.9% of students as dyslexic, 9.3% as vulnerable, and the remaining 79.8% as non-dyslexic. Of 14 dyslexic children, 10 were found to be from government schools and the remaining four were from private schools. Conclusion: The high prevalence of dyslexia even in a small study sample size is a matter of concern and emphasizes the need for extensive research and initiatives, including awareness campaigns among teachers, parents, and school authorities, and the importance of detection of undiagnosed dyslexic children as early as possible and providing them with appropriate interventions.
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Facoetti, Andrea, Anna Noemi Trussardi, Milena Ruffino, Maria Luisa Lorusso, Carmen Cattaneo, Raffaella Galli, Massimo Molteni, and Marco Zorzi. "Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia." Journal of Cognitive Neuroscience 22, no. 5 (May 2010): 1011–25. http://dx.doi.org/10.1162/jocn.2009.21232.
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Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted for 31% of unique variance in the nonword reading performance of the entire dyslexic sample after controlling for age, IQ, and phonological skills. The present study suggests that multisensory “sluggish attention shifting”—related to a temporoparietal dysfunction—selectively impairs the sublexical mechanisms that are critical for reading development. These findings may offer a new approach for early identification and remediation of developmental dyslexia.
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Ekawijana, Ardhian, Akhmad Bakhrun, and Zulkifli Arsyad. "Deteksi Dini Anak Disleksia dengan metode Support Vector Machine." Jurnal Sistem Komputer dan Informatika (JSON) 4, no. 1 (October 7, 2022): 217. http://dx.doi.org/10.30865/json.v4i1.4776.
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Dyslexia is a brain disorder caused by genetics. People with dyslexia can live a normal life and even have certain advantages if they get the correct education. People with dyslexia often get the predicate stupid because teachers do not know the case of their students. Early detection of dyslexic children can be done with a series of tests so that the system can conclude that the data is dyslexic or not. Support Vector Machine is a data classification method to share dyslexia test results or not. This system is trained with test results data that are already available using the SVM method. This study uses gamification data to detect dyslexic children or not. SVM proves a good level of accuracy in predictions up to 94%.
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Duranović, Mirela, Lidija Kobelja, and Matea Andrejaš. "ENVIRONMENTAL RISK FACTORS IN A CHILDREN WITH DYSLEXIA." Research in Education and Rehabilitation 7, no. 1 (July 2024): 88–104. http://dx.doi.org/10.51558/2744-1555.2024.7.1.88.
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The aim of this study was to analyze various environmental factors influencing dyslexia to enhance our understanding of its risk factors, including the exposure of mothers of dyslexic children to potential negative developmental influences, perinatal and postnatal developmental characteristics of dyslexic children, genetic predisposition, socioeconomic status, and reading exposure in dyslexic children.Mothers of both dyslexic and non-dyslexic children took part in the study. The home literacy environment and the development of motor skills emerge as significant risk indicators for dyslexia. These findings hold profound implications for public health, emphasizing the critical importance of early childhood in providing children with the best possible educational opportunities.Key words:risk factors, dyslexia, child development, developmental influences, home literacy environment
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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-111-115.
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Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without dyslexia made less errors compared to the dyslexic students.
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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/2706-7904-2020-15-111-115.
Full textAbstract:
Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without dyslexia made less errors compared to the dyslexic students.
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Stein, John. "What is Developmental Dyslexia?" Brain Sciences 8, no. 2 (February 4, 2018): 26. http://dx.doi.org/10.3390/brainsci8020026.
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Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but it also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and auditory mechanisms that cause children’s phonological problems. I discuss how the ‘magnocellular theory’ attempts to do this in terms of slowed and error prone temporal processing which leads to dyslexics’ defective visual and auditory sequencing when attempting to read. I attempt to deal with the criticisms of this theory and show how it leads to a number of successful ways of helping dyslexic children to overcome their reading difficulties.
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Cahyana, Cahyana, Hetti Hidayati, Muhammad Barja Sanjaya, Adi Satria Pangestu, Angga Anjaini Sundawa, and Aritakalam Aritakalam. "Leady: A Multisensory Approach in Mobile Application for Dyslexic Children." CommIT (Communication and Information Technology) Journal 15, no. 1 (March 20, 2021): 31–39. http://dx.doi.org/10.21512/commit.v15i1.6661.
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Dyslexia is considered the most common appearance of a learning disability in the world. Dyslexic students often suffer from emotional issues because of their educational failure experiences. Dyslexia cannot be cured. However, proper and continuous treatment can help students to achieve better results in their studies. The sooner the intervention happens, the better the outcome will be. The research presents the design and development of a mobile application to help dyslexic students to learn how to read. The application is called Learning Dyslexia (Leady). The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model is used for developing the application. It uses a multisensory approach as the teaching method. Leady aims at young learners so that they can have the intervention from an earlier age. The application design also complies with the appropriate design for dyslexic students, such as in the selection of used fonts and background color. Then, Leady is demonstrated to five dyslexia caretakers (the teachers or parents) from a dyslexia school in Bandung. From the conducted survey, it can be inferred that the method is integrated well since all respondents agree that Leady can help dyslexic students to learn how to read. Most of them agree that the used method in Leady is suitable for dyslexic students.
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Zeenat, Khan. "A study of attention deficit hyper disorder (ADHD) problem of dyslexic children." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 197–204. http://dx.doi.org/10.18844/prosoc.v6i7.4528.
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Attention deficit hyper disorder (ADHD) and dyslexia both hamper the learning ability of children in the classroom. An estimated 15.99% of dyslexic children are found in every classroom, and 5.60% of the children have ADHD. The study was undertaken to investigate the correlation between dyslexia and ADHD in school-going children. A survey method was used, and 963 students were selected through random sampling technique. The screening and diagnostic test of Dyslexia (SDTD-J) test by Dr. Khan Zeenat and S. B. Dandegaonkar was used for identifying the percentage of dyslexic children in the classroom, and James E. Gilliam test was used for identifying the percentage of ADHD children in the classroom. The findings also showed that 35.06% of dyslexic children also have ADHD problems.
Keywords: Dyslexia, attention deficit hyper disorder.
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Wang, Jiahui, Kara Dawson, Kendra Saunders, Albert D. Ritzhaupt, Pavlo “Pasha” Antonenko, Linda Lombardino, Andreas Keil, et al. "Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia." Journal of Special Education Technology 33, no. 3 (March 1, 2018): 182–93. http://dx.doi.org/10.1177/0162643418754530.
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There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’ ability to recall and recognize information. Seventy-three college students with dyslexia were assigned to one of the four conditions that integrated the modality (spoken text vs. on-screen text) and multimedia (picture present vs. picture absent) principles. They completed a cued-recall and a content recognition test. The results indicated pictures facilitated recognition, which validated the multimedia principle. On-screen text led to a superior performance in recall and recognition compared to spoken text. This finding suggested the modality principle did not hold for participants with dyslexia in this study, which is especially surprising given that dyslexics have difficulty processing written text. Possible explanations of the findings are discussed.
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Ward, Lindsey M., and Zoi Kapoula. "Dyslexics’ Fragile Oculomotor Control Is Further Destabilized by Increased Text Difficulty." Brain Sciences 11, no. 8 (July 27, 2021): 990. http://dx.doi.org/10.3390/brainsci11080990.
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Dyslexic adolescents demonstrate deficits in word decoding, recognition, and oculomotor coordination as compared to healthy controls. Our lab recently showed intrinsic deficits in large saccades and vergence movements with a Remobi device independent from reading. This shed new light on the field of dyslexia, as it has been debated in the literature whether the deficits in eye movements are a cause or consequence of reading difficulty. The present study investigates how these oculomotor problems are compensated for or aggravated by text difficulty. A total of 46 dyslexic and 41 non-dyslexic adolescents’ eye movements were analyzed while reading L’Alouette, a dyslexia screening test, and 35 Kilos D’Espoir, a children’s book with a reading age of 10 years. While reading the more difficult text, dyslexics made more mistakes, read slower, and made more regressive saccades; moreover, they made smaller amplitude saccades with abnormal velocity profiles (e.g., higher peak velocity but lower average velocity) and significantly higher saccade disconjugacy. While reading the simpler text, these differences persisted; however, the difference in saccade disconjugacy, although present, was no longer significant, nor was there a significant difference in the percentage of regressive saccades. We propose that intrinsic eye movement abnormalities in dyslexics such as saccade disconjugacy, abnormal velocity profiles, and cognitively associated regressive saccades can be particularly exacerbated if the reading text relies heavily on word decoding to extract meaning; increased number of regressive saccades are a manifestation of reading difficulty and not a problem of eye movement per se. These interpretations are in line with the motor theory of visual attention and our previous research describing the relationship between binocular motor control, attention, and cognition that exists outside of the field of dyslexia.
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Brookes, Gaynor, Veronica Ng, Boon Hong Lim, Wah Pheow Tan, and Natalia Lukito. "The computerised-based Lucid Rapid Dyslexia Screening for the identification of children at risk of dyslexia: A Singapore study." Educational and Child Psychology 28, no. 2 (2011): 33–51. http://dx.doi.org/10.53841/bpsecp.2011.28.2.33.
Full textAbstract:
The computerised-based Lucid Rapid Dyslexia Screening (Lucid Rapid) used for the speedy identification of children at risk of literacy difficulties or dyslexia has been employed as part of the dyslexia awareness drive organised by the Dyslexia Association of Singapore (DAS) to identify Singapore children who may be at risk of literacy difficulties or dyslexia. In view of a lack of research on the Lucid Rapid, this study explored the effectiveness of the Lucid Rapid in the screening of children at risk of literacy difficulties or dyslexia in the Singaporean context. In this exploratory study, a sample of 127 children aged between 6 years to 12 years 2 months was each administered the Lucid Rapid. This was followed by formal assessments conducted at the DAS or external agencies, comprising of cognitive and literacy assessments as well as phonological tests. As part of the formal assessment, a full background history was taken of each child including educational history and teachers’ reports. Data from this sample showed that children found to be at risk of dyslexia on the Lucid Rapid were likely to be diagnosed to be dyslexic. However, concerns were raised on the large number of children who were misclassified falling within the false positive (misclassifying children to be at risk of dyslexia when they are not dyslexic) and false negative (misclassifying children to be at low risk of dyslexia when they are dyslexic) groups. In this sample, phonological processing, auditory sequential memory and phonic decoding, but not visual-verbal integration memory, on the Lucid Rapid positively correlated with comparable measures in formal assessments. As compared to the true negative group (children classified to be at low risk of dyslexia and not diagnosed to be dyslexic), the false negative group showed lower phonic decoding and auditory sequential memory scores. Risk levels on the Lucid Rapid have been found to be negatively correlated with a number of cognitive, literacy and phonological measures. The children’s home language usage might also affect the Lucid Rapid results to some extent.
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Shaywitz, Sally E., and Bennett A. Shaywitz. "Paying attention to reading: The neurobiology of reading and dyslexia." Development and Psychopathology 20, no. 4 (2008): 1329–49. http://dx.doi.org/10.1017/s0954579408000631.
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AbstractExtraordinary progress in functional brain imaging, primarily advances in functional magnetic resonance imaging, now allows scientists to understand the neural systems serving reading and how these systems differ in dyslexic readers. Scientists now speak of the neural signature of dyslexia, a singular achievement that for the first time has made what was previously a hidden disability, now visible. Paralleling this achievement in understanding the neurobiology of dyslexia, progress in the identification and treatment of dyslexia now offers the hope of identifying children at risk for dyslexia at a very young age and providing evidence-based, effective interventions. Despite these advances, for many dyslexic readers, becoming a skilled, automatic reader remains elusive, in great part because though children with dyslexia can be taught to decode words, teaching children to read fluently and automatically represents the next frontier in research on dyslexia. We suggest that to break through this “fluency” barrier, investigators will need to reexamine the more than 20-year-old central dogma in reading research: the generation of the phonological code from print is modular, that is, automatic and not attention demanding, and not requiring any other cognitive process. Recent findings now present a competing view: other cognitive processes are involved in reading, particularly attentional mechanisms, and that disruption of these attentional mechanisms play a causal role in reading difficulties. Recognition of the role of attentional mechanisms in reading now offer potentially new strategies for interventions in dyslexia. In particular, the use of pharmacotherapeutic agents affecting attentional mechanisms not only may provide a window into the neurochemical mechanisms underlying dyslexia but also may offer a potential adjunct treatment for teaching dyslexic readers to read fluently and automatically. Preliminary studies suggest that agents traditionally used to treat disorders of attention, particularly attention-deficit/hyperactivity disorder, may prove to be an effective adjunct to improving reading in dyslexic students.
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Ermingen-Marbach, Muna, Julia Pape-Neumann, Marion Grande, Anna Grabowska, and Stefan Heim. "Distinct neural signatures of cognitive subtypes of dyslexia: Effects of lexicality during phonological processing." Acta Neurobiologiae Experimentalis 73, no. 3 (September 30, 2013): 404–16. http://dx.doi.org/10.55782/ane-2013-1947.
Full textAbstract:
The present study investigates the neurobiological basis of two subtypes of dyslexia with either a double deficit (concerning phonological awareness and rapid naming) or a single rapid naming deficit. We compared such groups of German dyslexic primary school children to each other and with good reading children in a phoneme deletion task performed during fMRI scanning. Children heard German words or pseudowords and repeated the remainder of the stimulus while deleting the initial phoneme (e.g. tear – _ear). In four conditions, the input stimulus (word or pseudoword) could either become another word or pseudoword as output. The word-word condition stuck out against all other conditions involving pseudowords: Dyslexics with a double deficit showed a strong response in left areas 44 and 45 in Boca’s region, whereas dyslexics with rapid naming difficulties revealed a contralateral effect in right areas 44 and 45. These findings, which were obtained without presenting written or pictorial stimuli, reveal that a double deficit in dyslexia is not the sum of single deficits, but rather involves the interaction of lexical and phonological processing, making strong demands on the left inferior frontal cortex. In general, the results stress the importance of considering subtypes of dyslexia differentially in order to obtain better insights in the neurocognitive mechanisms of impaired and successful reading.
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Morris, David J., and Holger Juul. "Probing the phonological-coding deficit in dyslexia with vowel length perception." Journal of the Acoustical Society of America 154, no. 4_supplement (October 1, 2023): A158. http://dx.doi.org/10.1121/10.0023115.
Full textAbstract:
There is an established linkage between dyslexia and anomalous processing of speech sounds. We probed this in a Danish language context with vowel length tasks based on “kugle” ball /ku:lə/ and sequential deletions of the vowel portion to yield “kulde” coldness /kulə/. Vowel length continua are methodologically advantageous as they do not involve the perception of a sudden phonetic change that may instead tap other auditory processing abilities. Identification and discrimination tasks were administered to tertiary (n = 28), reading impaired (n = 26), and lower secondary students (n = 20), and the latter were approximately aged matched to the reading-impaired group. Identification functions derived from regression modelling of the responses showed that the dyslexics had significantly flatter curves than the other groups. Moreover, the secondary and dyslexic groups differed at the long vowel extremity of the continuum. Discrimination results showed that mean peak sensitivity of the tertiary students was higher than that of the secondary and dyslexic students. These results indicate that the phonological-coding deficit observed in dyslexics may be indexed by vowel length identification. Furthermore, identification results suggest that the nature of the phonological-coding deficit concomitant with dyslexia may stem from a lack of precision in processing the minimally modified longer vowel stimuli.
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Vajs, Ivan, Vanja Ković, Tamara Papić, Andrej M. Savić, and Milica M. Janković. "Spatiotemporal Eye-Tracking Feature Set for Improved Recognition of Dyslexic Reading Patterns in Children." Sensors 22, no. 13 (June 29, 2022): 4900. http://dx.doi.org/10.3390/s22134900.
Full textAbstract:
Considering the detrimental effects of dyslexia on academic performance and its common occurrence, developing tools for dyslexia detection, monitoring, and treatment poses a task of significant priority. The research performed in this paper was focused on detecting and analyzing dyslexic tendencies in Serbian children based on eye-tracking measures. The group of 30 children (ages 7–13, 15 dyslexic and 15 non-dyslexic) read 13 different text segments on 13 different color configurations. For each text segment, the corresponding eye-tracking trail was recorded and then processed offline and represented by nine conventional features and five newly proposed features. The features were used for dyslexia recognition using several machine learning algorithms: logistic regression, support vector machine, k-nearest neighbor, and random forest. The highest accuracy of 94% was achieved using all the implemented features and leave-one-out subject cross-validation. Afterwards, the most important features for dyslexia detection (representing the complexity of fixation gaze) were used in a statistical analysis of the individual color effects on dyslexic tendencies within the dyslexic group. The statistical analysis has shown that the influence of color has high inter-subject variability. This paper is the first to introduce features that provide clear separability between a dyslexic and control group in the Serbian language (a language with a shallow orthographic system). Furthermore, the proposed features could be used for diagnosing and tracking dyslexia as biomarkers for objective quantification.
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Diakogiorgi, Kleopatra, and Ermioni Tsiligirian. "Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia." European Journal of Counselling Psychology 4, no. 1 (March 23, 2016): 32–61. http://dx.doi.org/10.5964/ejcop.v4i1.97.
Full textAbstract:
This article studies the cognitions of (a) parents of children with dyslexia and (b) school career counsellors about possible career choices for dyslexic children, by comparing their evaluations of occupational competence (EOCs) for dyslexic children, to those for children without dyslexia. For dyslexic children, 116 participants rated the suitability of 28 occupations, varying according to the required level of written-language use. For children without dyslexia, the same participants rated these same occupations according to if they estimated it might be a “good” occupational choice or not. Participants were free to take into account different criteria often used when considering a job (employability, remuneration, prestige, job security, career prospects). By the aforementioned differentiation of terms used (i.e. suitability vs “goodness”), it was indirectly solicited from the participants to also consider the impairment in their judgement. The results showed that occupations requiring high written-language skills were evaluated as “good” for children without dyslexia but less suitable for children with dyslexia. The exact opposite trend was observed for occupations having lower such requirements. Another noteworthy result is the discrepancy between the ratings obtained from counsellors and those from parents: while both groups provided similar ratings for children without dyslexia, substantial differences were recorded when rating the suitability of these same jobs for dyslexic children. This different pattern of cognitions is discussed herein, and their connection with parental expectations and aspirations is analysed, while contrasted with shifts due to counsellors’ stereotypical views.
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Košak-Babuder, Milena, Judit Kormos, Michael Ratajczak, and Karmen Pižorn. "The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners." Language Testing 36, no. 1 (February 28, 2018): 51–75. http://dx.doi.org/10.1177/0265532218756946.
Full textAbstract:
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young Slovenian learners of English who performed four language assessment tasks adapted from a standardized battery of Slovenian national English language tests. In a counter-balanced design, 233 students with no identified dyslexia and 47 students with dyslexia identification completed two language comprehension tasks in a reading-only condition, one task with read-aloud assistance and one task in listening-only mode. We used Generalized Linear Mixed-Effects Modelling (GLMM) to estimate accurately the effects of the mode of administration, dyslexia status, and input text difficulty, while accounting for error variance owing to random differences between students, texts, and questions. The results of our study revealed that young L2 learners with no dyslexia identification performed similarly in the three conditions. The read-aloud assistance, however, was found to increase the comprehension scores of dyslexic participants when reading difficult texts, allowing them to perform at the level of their non-dyslexic peers. Therefore, our study suggests that this modification of the test administration mode might assist dyslexic students in demonstrating their text comprehension abilities.
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Sako, Enkeleda. "The Emotional and Social Effects of Dyslexia." European Journal of Interdisciplinary Studies 2, no. 2 (April 30, 2016): 233. http://dx.doi.org/10.26417/ejis.v2i2.p233-241.
Full textAbstract:
Dyslexia, is one of the disorders with a greater prevalence among the group of the learning disorders. With the passing years many studies (observations) to explain the causes of dyslexia and to show the newest interventions in this field has been made. People withdyslexia have to overcome quite a few barriersduring theirlivesin order to be able to fulfiltheir dreams and achieve their targets. The fact that some of themare not assessedat an earlyage can affect their self-esteemand theirself-concept. Once theyare assessedresearch has proved that people with dyslexia learnbetter once they aretaught in their preferred learning style(Mortimore, 2003). In dyslexia one of the most commonly missed areas is the emotional side. Teachers and parents are very good at noticing problems with reading, writing, spelling and even maths. They can miss the growing element of lack of motivation, low self-esteem and upset which develops as the child goes through school and the pressures grow greater and greater. The frustration of children with dyslexia often centers on their inability to meet expectations. Their parents and teachers see a bright, enthusiastic child who is not learning to read and write. Time and again, dyslexics and their parents hear, "He's such a bright child; if only he would try harder." Ironically, no one knows exactly how hard the dyslexic is trying. The pain of failing to meet other people's expectations is surpassed only by dyslexics' inability to achieve their goals. This is particularly true of those who develop perfectionistic expectations in order to deal with their anxiety. They grow up believing that it is "terrible" to make a mistake. However, their learning disability, almost by definition means that these children will make many "careless" or "stupid" mistakes. This is extremely frustrating to them, as it makes them feel chronically inadequate. Thisinthe long termcan cause thema lot ofproblems in their personaland social life.
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Sako, Enkeleda. "The Emotional and Social Effects of Dyslexia." European Journal of Interdisciplinary Studies 4, no. 2 (April 30, 2016): 233. http://dx.doi.org/10.26417/ejis.v4i2.p233-241.
Full textAbstract:
Dyslexia, is one of the disorders with a greater prevalence among the group of the learning disorders. With the passing years many studies (observations) to explain the causes of dyslexia and to show the newest interventions in this field has been made. People withdyslexia have to overcome quite a few barriersduring theirlivesin order to be able to fulfiltheir dreams and achieve their targets. The fact that some of themare not assessedat an earlyage can affect their self-esteemand theirself-concept. Once theyare assessedresearch has proved that people with dyslexia learnbetter once they aretaught in their preferred learning style(Mortimore, 2003). In dyslexia one of the most commonly missed areas is the emotional side. Teachers and parents are very good at noticing problems with reading, writing, spelling and even maths. They can miss the growing element of lack of motivation, low self-esteem and upset which develops as the child goes through school and the pressures grow greater and greater. The frustration of children with dyslexia often centers on their inability to meet expectations. Their parents and teachers see a bright, enthusiastic child who is not learning to read and write. Time and again, dyslexics and their parents hear, "He's such a bright child; if only he would try harder." Ironically, no one knows exactly how hard the dyslexic is trying. The pain of failing to meet other people's expectations is surpassed only by dyslexics' inability to achieve their goals. This is particularly true of those who develop perfectionistic expectations in order to deal with their anxiety. They grow up believing that it is "terrible" to make a mistake. However, their learning disability, almost by definition means that these children will make many "careless" or "stupid" mistakes. This is extremely frustrating to them, as it makes them feel chronically inadequate. Thisinthe long termcan cause thema lot ofproblems in their personaland social life.