Relevant bibliographies by topics / Dyslexic children

Academic literature on the topic 'Dyslexic children'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Dyslexic children"

1

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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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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Huang, Anyan, Mingfan Sun, Xuanzhi Zhang, Yuhang Lin, Xuecong Lin, Kusheng Wu, and Yanhong Huang. "Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles." International Journal of Environmental Research and Public Health 18, no. 18 (September 15, 2021): 9718. http://dx.doi.org/10.3390/ijerph18189718.

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Dyslexic children may be more likely to form a negative self-concept, especially with poor educational experiences and negative parenting. The purpose of the present study was to investigate the self-concept of Chinese dyslexic children in primary school, and explore the influence factors of self-concept as well as its relationship with parenting style. A total of 50 children with dyslexia and 50 non-dyslexics matched for age, grade and gender participated in the study. We used the Piers-Harris children’s self-concept scale (PHCSS) and the Chinese version of Egna Minnen Beträffande Uppfostran for Children (EMBU-C) to evaluate the self-concept and parenting styles of the study population. Our results indicated that the academic competence, popularity and general self-concept in the dyslexic group were significantly lower than those in the control group (p < 0.05). Based on the multivariate linear regression, we also found that residence (β = −0.32, p < 0.05) and physical activity (β = 0.36, p < 0.01) may influence factors self-concept in dyslexic children. In addition, a moderate and positive correlation was found between the self-concept of physical appearance and maternal emotional warmth (r = 0.36, p < 0.05) by using the Spearman correlation analysis. Our outcomes suggested that children with dyslexia have a poorer self-concept than typical developing children. The self-concept of dyslexic children should be improved in order to achieve better physical and mental development.
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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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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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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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Spafford, Carol S. "Wechsler Digit Span Subtest: Diagnostic Usefulness with Dyslexic Children." Perceptual and Motor Skills 69, no. 1 (August 1989): 115–25. http://dx.doi.org/10.2466/pms.1989.69.1.115.

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The current study supports Levinson's contention (1988) that the diagnosis of dyslexia cannot be based solely on neurophysiological evidence but must be made in conjunction with reading and educational test scores. Contrary to much current research, in the present study specific WISC—R profiles are identified within a stringently defined subgroup of 57 9- to 12-yr.-old dyslexic children. Well-defined subtest scatter can differentiate dyslexics from proficient readers. In particular, the Digit Span subtest, which is not routinely administered by psychologists or included in computing Verbal IQ, can be considered an important component of a diagnostic battery. Unexpectedly, Coding emerged with Digit Span as a third factor in a principal component analysis; statistically significant sex differences appeared on the Coding task. Findings appear to confirm the phonological encoding deficiencies displayed by dyslexics on the Digit Span subtest. This study strongly supports consideration of WISC—R subtest differences, along with correlated factors, neurophysiological and perceptual evidence, when diagnosing dyslexic children. Cross-validation is planned.
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Mahidin, Eze Manzura Mohd. "Preliminary Courseware Conceptual Model for Dyslexic Children." International Journal for Innovation Education and Research 2, no. 8 (August 31, 2014): 54–60. http://dx.doi.org/10.31686/ijier.vol2.iss8.222.

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The main objective of this paper is to discuss the preliminary conceptual courseware model to support dyslexic children in reading. The construction of the model has incorporated suitable teaching and learning methods for dyslexic children. To study the effect of the model, a prototype courseware was developed and tested by dyslexic children. The model is called “E-Z-dyslexia”.
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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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Getchell, Nancy, Priya Pabreja, Kevin Neeld, and Victor Carrio. "Comparing Children with and without Dyslexia on the Movement Assessment Battery for Children and the Test of Gross Motor Development." Perceptual and Motor Skills 105, no. 1 (August 2007): 207–14. http://dx.doi.org/10.2466/pms.105.1.207-214.

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Dyslexia is the most commonly occurring learning disability in the United States, characterized by difficulties with word recognition, spelling, and decoding. A growing body of literature suggests that deficits in motor skill performance exist in the dyslexic population. This study compared the performance of children with and without dyslexia on different subtests of the Test of Gross Motor Development and Movement Assessment Battery for Children and assessed whether there were developmental changes in the scores of the dyslexic group. Participants included 26 dyslexic children (19 boys and 7 girls; 9.5 yr. old, SD = 1.7) and 23 age- and sex-matched typically developing (17 boys and 6 girls; 9.9 yr. old, SD = 1.3) children as a control group. Mann-Whitney U tests indicated that the dyslexic group performed significantly lower than the control group only on the Total Balance subtest of the Movement Assessment Battery for Children. Additionally, the young dyslexic group performed significantly better on the Total Balance subtest, compared to the older dyslexic group. These results suggest that cerebellar dysfunction may account for differences in performance.
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Dissertations / Theses on the topic "Dyslexic children"

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Hanly, Sarah M. "Exploring the cognitive underpinnings of word retrieval deficits in dyslexia using the tip-of -the-tongue paradigm." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3021.

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Wright, Craig, and n/a. "Sensory Processing in Dyslexic Children." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061018.153411.

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This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.
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3

Egan, Joanne. "Morphological processing in dyslexic children." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401920.

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Wright, Craig. "Sensory Processing in Dyslexic Children." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366474.

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This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Altemeier, Leah Elysse. "The contribution of executive functions to reading and writing outcomes in typically developing readers and writers, and in children and adults with dyslexia /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7623.

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Wong, Wai-lap. "Automatization deficit among Chinese developmental dyslexic children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35778660.

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Wong, Wai-lap, and 黃緯立. "Automatization deficit among Chinese developmental dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35778660.

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Soboleski, Penny K. "THE HIDDEN CHILDREN OF THE CLASSROOM: A VALIDATION STUDY USING ALTERNATIVE ASSESSMENTS TO UNCOVER THIRD-GRADE READERS WITH DYSLEXIA." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143482871.

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Au, Pui-ki. "Implicit and explicit learning in Chinese dyslexic children." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37088725.

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區佩琪 and Pui-ki Au. "Implicit and explicit learning in Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37088725.

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Books on the topic "Dyslexic children"

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Miles, T. R. Help for dyslexic children. London: Routledge, 1989.

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Ryden, Michael. Dyslexia: How would I cope? London: Jessica Kingsley Publishers, 1989.

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Attwood, Philippa. Dyslexia: Profiles & options. Corby, Northants: Multi-Sensory Learning, 1998.

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Thomson, Michael E. Developmental dyslexia. 3rd ed. London: Whurr, 1990.

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M, Smith Joan. You don't have to be dyslexic. Sacramento, Calif: Learning Time Products, 1991.

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M, Smith Joan. You Don't Have To Be Dyslexic. Sacramento, Calif: Learning Time Products, 1991.

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Spafford, Carol A. Dyslexia: Research and resource guide. Boston: Allyn and Bacon, 1996.

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Ryden, Michael. Dyslexia: How would I cope? London: Kingsley, 1989.

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Stambaugh, Joan. What's right with me?: Hope for the dyslexic. Mustang, Okla: Tate Pub. & Enterprises, 2016.

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Pearce, Lynne. Achieving dyslexia friendly schools: Resource pack. 4th ed. Reading,Berkshire: British Dyslexia Association, 2003.

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Book chapters on the topic "Dyslexic children"

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Bakker, Dirk J. "The Willing Brain of Dyslexic Children." In Developmental and Acquired Dyslexia, 33–39. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-1241-5_2.

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Hull, Richard T. "The Just Claims of Dyslexic Children." In Reproduction, Technology, and Rights, 139–51. Totowa, NJ: Humana Press, 1996. http://dx.doi.org/10.1007/978-1-59259-450-4_8.

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Sasupilli, Madhuri, Prasad Bokil, and Poonam Wagle. "Designing a Learning Aid for Dyslexic Children." In Smart Innovation, Systems and Technologies, 703–12. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5977-4_59.

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Miles, Tim. "The Inner Life of the Dyslexic Child." In The Inner Life of Children with Special Needs, 112–23. London, England: Whurr Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470699089.ch8.

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Holz, Heiko, Katharina Brandelik, Jochen Brandelik, Benedikt Beuttler, Alexandra Kirsch, Jürgen Heller, and Detmar Meurers. "Prosodiya – A Mobile Game for German Dyslexic Children." In Lecture Notes in Computer Science, 73–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71940-5_7.

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Larsen, Steen. "Cerebral Laterality in a Group of Danish Dyslexic Children." In Reading and Writing Disorders in Different Orthographic Systems, 87–118. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_5.

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Nicolson, Roderick I., and Angela J. Fawcett. "Spelling remediation for dyslexic children using the selfspell programs." In Computer Assisted Learning, 503–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_95.

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van der Leij, Aryan, Victor van Daal, and Peter F. de Jong. "Task-related factors in reading efficiency of dyslexic children." In Studies in Written Language and Literacy, 229–45. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.16lei.

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Husni, Husniza, and Zulikha Jamaludin. "Let’s Play with Colours: BacaMAX User Interface for Dyslexic Children." In Advances in Visual Informatics, 253–63. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02958-0_24.

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Fu, Billy C. Y., Zackary P. T. Sin, Peter H. F. Ng, and Alice Cheng-Lai. "Improving Chinese Reading Comprehensions of Dyslexic Children via VR Reading." In Advances in Visual Computing, 630–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-64556-4_49.

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Conference papers on the topic "Dyslexic children"

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Jabour, Letícia Giancoli, Luiza Cunha Martins, Caroline Oliveira Silva, Isabella Boa Sorte Costa, Deivson Mendes Macedo, and Ana Laura Maciel Almeida. "Dyslexia: the relationship between the learning disorder and increased creativity." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.526.

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Background: The relationship between dyslexia and increased creativity scores has been studied since 1981, when possible causes were given: compensation as alternative mechanism to the area of disability or the deficit working as an organising element of the subject’s interest through higher focus. However, literature shows a lack of clarity thereof. Objective: To review recent studies relating dyslexia and increased creative potential. Methods: Descriptors “Dyslexia” and “Creativity” were searched on PubMed and VHL. Clinical trials and cohorts were filtered, totaling 33 articles; 20 were excluded for evading the topic and 7 for not meeting the research purposes. Parameters that measure creativity were analyzed. Results: Studies point to higher creativity scores in dyslexics, compared to non-dyslexics. Aspects of creativity such as fluency, flexibility, originality and elaboration were superior in dyslexics. Greater detail was found in design tasks performed by dyslexic children. A recent study found children with dyslexia performed better and quicker in the production of original figures. It is believed that artistic talents seen in many dyslexic subjects result from the delay in the development of language in the dominant hemisphere, originating an ‘inhibition’ in the parietal lobe on the opposite side to develop creative productions and artistic talents. Conclusion: That there is scientific substrate to suggest better creative performance of dyslexic people, compared to non-dyslexics. It also provides bases for the social and educational inclusion of people with learning disorders. This should happen not through the imposition of traditional, established certainties, but through working with these subjects’ potentialities.
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Andruseac, Gabriela gladiola, Ciprian Cristea, and Gabriela Boldureanu. "BLENDED LEARNING ENVIRONMENT FOR DYSLEXIC CHILDREN." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-265.

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The current use of traditional educational methods leaves apart many persons, especially those suffering from dyslexia. Dyslexia is one of the most common learning disabilities. Learning disabilities affect the brain's ability to receive, process, analyze, or store information. Also called specific reading disability, dyslexia is a common reading and language disorder. It is not linked to any kind of deficit in intelligence overall, educational opportunity, or motivational factors. It affects 5-10% of alphabetic language speakers and 1 in 10 children is dyslexic. Blended learning is a formal educational paradigm which combines, at least in part, face-to-face delivery of content and instruction assisted by digital and online media with some degree of student control over time, place or path. In a "brick-and-mortar" context, traditional teaching methods are combined with computer-mediated activities with a huge potential in education of dyslexic children. Our research was focused on improvement of education for dyslexic children through develop new approach with support of blended learning environment. Because dyslexic children learns best through observation, demonstrations, diagrams, hands-on or experimentation we want to explore the potential of this type of learning to boost the learning process. While the traditional learning methods have failed in special education, we believe that the development of a curriculum that involves a blended learning environment for education of dyslexic children would largely contribute to their rehabilitation progress and to relieve their difficulties in adapting to the demands of present society and to the strong competition for jobs on the employment market.
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Beckwith, Victoria. "“The Eggshell of People”: Listening to Children’s Descriptions of Dyslexia." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302008.

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Children are often underserved because of their age, academic level, and accessibility to the processes in place to develop resources, research and policies. Being neurodivergent, or living in a neurodivergent home, can augment childhood challenges. Listening to dyslexic people, including children, offers an opportunity to respectfully visit unique dyslexic lived experiences, to explore these rich contributions, and to gain fresh insights into people’s journeys. I am a dyslexic parent of a dyslexic child, and an advocate for the wider dyslexic community. I have personally found it can be challenging to articulate how dyslexia is experienced, irrespective of age, because of the difficulties dyslexic people have with expressing themselves (Lithari, 2021). This essay describes how one ten-year-old child chose to highlight dyslexia in their own words, by creating an A4 poster. Starting by looking at what is being created in thedyslexic space in Aotearoa New Zealand, the essay then discusses dyslexic lived experiences. The essay continues with a reflection on the importance of children’s ideas – for example in planning projects and neighbourhood destinations – followed by comments on how the “eggshell of people” analogy might be used by educators to open up discussions about dyslexia and encourage inclusive, and safe, learning environments. It concludes with discussion points for further thought.
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Mohamad, Mariam, and Sabrina jessica Tan abdullah. "USING TACTILE LETTERS AS AN ASSISTIVE TECHNOLOGY IN TEACHING ALPHABET FOR DYSLEXIC CHILDREN: A CASE STUDY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-025.

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Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition, poor spelling and poor decoding abilities. Dyslexic children are having language learning disorder and makes them difficult mastering the skill to read, spell and write. This research explores the design from tactile letters to mobile application that support alphabet recognition and early reading acquisition in children, particularly dyslexic children. The research design of this study is qualitative based on case study methodology. The approach of tactile letters and mobile application which could foster learning and help dyslexic children to improve some of their fundamental skills, such as recognizing alphabet and pronunciation. This study describes the design and evaluation of an assistive technology based in lieu of teaching alphabet for dyslexic children. The combination of tactile letters and mobile application may be the ground-breaking of stimulating and interactive experience for children that could encourage the learning process.
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Daud, Salwani Mohd, and Hafiza Abas. "'Dyslexia Baca' Mobile App -- The Learning Ecosystem for Dyslexic Children." In 2013 International Conference on Advanced Computer Science Applications and Technologies (ACSAT). IEEE, 2013. http://dx.doi.org/10.1109/acsat.2013.87.

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Ohene-Djan, James, and Rahima Begum. "Multisensory Games for Dyslexic Children." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.98.

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Mardina, Mutiara, and Nurliana Apsari Nurliana Cipta. "The Profile Of Dyslexic Children." In International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icddims-17.2018.19.

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Osman, Wan Liyana Binti Wan, and Ryuya Uda. "A translator website for dyslexic children." In the 8th International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2557977.2558016.

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Ismail, Rozita, and Azizah Jaafar. "Interactive screen-based design for dyslexic children." In 2011 International Conference on User Science and Engineering (i-USEr 2011). IEEE, 2011. http://dx.doi.org/10.1109/iuser.2011.6150559.

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Mahmoodin, Z., W. Mansor, Khuan Y. Lee, N. B. Mohamad, and S. Amirin. "Band power comparative study of normal, poor dyslexic and capable dyslexic children in writing." In 2014 IEEE Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2014. http://dx.doi.org/10.1109/iecbes.2014.7047627.

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Reports on the topic "Dyslexic children"

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Maxwell, Nancy. An analysis of Staggered spondaic word test performances of dyslexic children and their parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2733.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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The Dyslexia Debate. ACAMH, January 2022. http://dx.doi.org/10.13056/acamh.18764.

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This recording is from Professor Joe Elliot titled 'The Dyslexia Debate'. It is from the conference, 'Dyslexia from assessment to intervention' was held on Friday 29 September 2017, and was organised by the Welsh ACAMH Branch. The day promoted the notion that the assessment of literacy difficulties should be the first step on a clear pathway to individualised interventions for children or young people.
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Understanding and Dealing with Dyslexia; Assessment and Intervention. ACAMH, January 2022. http://dx.doi.org/10.13056/acamh.18756.

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This recording is from Dr. Gavin Reid titled 'Understanding and Dealing with Dyslexia; Assessment and Intervention'. It is from the conference, 'Dyslexia from assessment to intervention' was held on Friday 29 September 2017, and was organised by the Welsh ACAMH Branch. The day promoted the notion that the assessment of literacy difficulties should be the first step on a clear pathway to individualised interventions for children or young people.
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