Academic literature on the topic 'SLD dyslexia'

Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.

Specific reading disorder (dyslexia) and specific writing disorder (dysgraphia), in recent literature categorized as specific learning disabilities (SLD), manifest when starting school, and persist throughout schooling, affecting academic achievement and other spheres of functioning. The frequency of SLD ranges from 5 to 20% with a tendency to increase. Reading and writing disorders, which can basically be dyslexia and dysgraphia, need to be diagnostically differentiated from unmastered techniques - which also negatively affect which also negatively affect the learning of school subjects. Although predispositions for the appearance of SLD can be detected at an early age, the practice has shown that they are mostly diagnosed late or remain unrecognized throughout life, which consequently contributes to the appearance of symptoms from the domain of psychopathology. This paper aims to point out the complexity of SLD and the need for organized and systematic action in several directions, with an emphasis on the education and training of educators and teachers for early recognition of symptoms, as well as training of experts in the speech therapy profession to optimize methodological procedures in the process of individual treatment.

Developmental dyslexia is among the most common neurobehavioral disorders in children, affecting approximately 8.5 million students across the United States (Bipartisan Congressional Dyslexia Caucus, 2015). Despite its prevalence as a language disorder characterized by impaired reading ability, researchers have struggled to define dyslexia, contributing to variability across state-level educational policies on dyslexia and preventing students with the disorder from being identified, and ultimately receiving appropriate intervention services. Although federal policies have indicated greater recognition of dyslexia over time, continued use of the term “specialized learning disability (SLD)” in those policies as an umbrella term for students with dyslexia and other learning disabilities may subject students with dyslexia to educational interventions that are not specific to their disorder, jeopardizing their educational achievement. Three federal policy recommendations are presented here to support the needs of students with dyslexia. First, the recent passage of the Research Excellence and Advancements for Dyslexia Act (READ Act) is commendable, but policymakers should ensure that dyslexia is recognized beyond the category of “specific learning disability.” Next, the Bipartisan Congressional Dyslexia Caucus should support development of a best practices guide for educators that bridges dyslexia research and practice. Finally, the Individuals with Disabilities Education Act should be amended to ensure America’s predominant special education law recognizes and addresses the needs of students with dyslexia. Collectively, these recommendations should help identify and support students with dyslexia across the United States by recognizing their unique educational needs, allowing them to read and achieve in the classroom and beyond.

The present study is concerned with the psychosocial problems associated with adolescents having a specific learning disorder. The data for the present study was collected from fifty SLD-diagnosed adolescents aged 11-17 years. The participants were recruited through purposive sampling from five mainstream schools in Islamabad. The learning disabilities of the participants were evaluated using the Learning Disability Evaluation Scale (LDES) (McCarney & Arthaud, 2007), and the strength and difficulties scale (SDQ) (Goodman, 1997) was used to check the psychosocial difficulties that SLD participants faced. Data was acquired by considering the inclusion criteria of adolescents enrolled in an educational institution between the ages of 11 and 17 (WHO, 2013) and who meet the criteria for mild to moderate severity of specific learning disorder. The statistical social sciences program SPSS-24 was used to evaluate the data. Descriptive statistics, reliability analysis, and the independent sample t-test were all used to analyze the collected data. The results indicate that dyslexia with reading issues is more prevalent and with which men are more likely than women to encounter psychosocial challenges because they are more likely to experience emotional signs, behavior issues, and peer issues. The study comes to the conclusion that children diagnosed with SLD have both internalized problems, such as low self-esteem and social impairments, and externalized concerns, such as trouble making friends, socializing, and engaging in criminal activity. To help children with SLD overcome their related issues, it is advised to implement inclusive education and therapeutic interventions. Keywords: Adolescents, Inclusive Education, Psychosocial Problems, Specific Learning Disorder, SPSS

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning disabilities in written language (SLDs-WL; n = 42 control) or with SLDs-WL ( n = 29 dysgraphia, n = 65 dyslexia, or n = 19 oral and written language learning disability [OWL LD]). Parent ratings fell in the clinical or at-risk ranges for some individuals in all groups, but mean BASC2 PRS ratings showed nine significant main effects for group ( n = 4): Behavioral Symptoms Index, Internalizing Problems Composite, Adaptive Skills Composite, two Clinical Scales (Atypicality and Attention Problems), and four Adaptive Scales (Adaptability, Activities of Daily Living, Leadership, and Functional Communication). Each SLDs-WL group differed significantly from the control group on these nine ratings, except dysgraphia on Atypicality and dyslexia on Adaptive Composite, Adaptability, and Leadership; and each correlated with one or more hallmark impairments associated with a specific SLD-WL. In a functional magnetic resonance imaging (fMRI) study (without OWL LD), the dysgraphia and dyslexia groups, but not control group, showed connectivity with amygdala; BASC2 PRS Internalizing Problems Composite (internal stress) correlated with amygdala connectivity from two cortical regions involved in written word processing and production for total sample ( N = 40). Applications to assessing emotional and behavioral correlates of SLDs-WL for educational services and future research are discussed.

Dyslexia is a learning disorder related to receptive language characterized by difficulties with decoding, fluent word recognition, automatic naming skills and/or reading comprehension skills. It usually leads to severe functional impairment and the permanent need for support and interventions. Since animal-assisted interventions (AAIs) have been found to improve physical, emotional, cognitive and/or social functioning in humans, the aim of this study is to demonstrate the effectiveness of onotherapy on children with SLD by improving self-esteem and school performance. Sixteen patients with a diagnosis of dyslexia were randomly assigned to two treatment groups: the first was a conventional neuropsychological group therapy without onotherapy, and the second was a neuropsychological group therapy incorporating AAIs with therapy donkeys. The neuropsychological assessment included the WISC-IV, DDE and the TMA test, which were administered before and after the treatment in both groups. The results of the experimental group show significant improvement in word reading test correctness (p = 0.03) and speed (p = 0.03), non-word reading test speed (p = 0.01), reading text test correctness (p = 0.05) and speed (p = 0.03), word writing test correctness (p = 0.01), non-word writing test correctness (p = 0.02), writing sentences with homophonic words correctness (p = 0.01), interpersonal TMA (p = 0.04) and the total TMA (p = 0.04), which were significative. On the other hand, in the control group, significant differences were found in word reading test speed (p = 0.01), non-word reading test speed (p = 0.04), reading text test speed (p = 0.02), writing word test correctness (p = 0.01), writing non-word test correctness (p = 0.01) and writing sentences with homophonic words (p = 0.01). However, in this group, we observed no significant difference in the esteem of children. Training associated with the donkeys determined improved scholastic performances as far as reading is concerned and a change in self-esteem. Therefore, we can state that AAIs for dyslexia could be a viable and effective option to enhance the rehabilitation process, increase self-esteem and improve cognitive functions and language skills recovery.

Background: Specific learning disability (SLD) is an important cause of academic underachievement among children, which often goes unrecognized, due to lack of awareness and resources in the community. Not much identifiable data is available such children, more so in Indian context. The objectives of the study were to study the demographic profile, risk factors, co-morbidities and referral patterns in children with specific learning disability.Methods: The study has a descriptive design. Children diagnosed with SLD over a 5 years’ period were included, total being 2015. The data was collected using a semi-structured proforma, (based on the aspects covered during child’s comprehensive assessment at the time of visit), which included socio-demographic aspects, perinatal and childhood details, scholastic and referral details, and comorbid psychiatric disorders.Results: Majority of the children were from English medium schools, in 8-12 years’ age group, with a considerable delay in seeking medical help, were referred mostly by the teachers for academic issues. Most of them had all the three disabilities-dyslexia, dysgraphia and dyscalculia. 38.56% of children had ADHD. Psychological maternal stress, developmental issues and various co-morbidities were accompanying in many cases, of which speech delay and fine motor issues were more in children having comorbid ADHD.Conclusions: Awareness, early identification and referral to appropriate services is crucial to deal with the challenge of learning disability. Health professionals should look for early signs in routine visits of children and co-morbidities, particularly ADHD, should be adequately taken care of. Role of media and education system is crucial for its destigmatization in community.

Background: The “Guidelines for the Management of Specific Learning Disorders” provide clear diagnostic and evaluative guidance on Reading Comprehension Disorder (RCD), as suggested by the DSM-5. The present study investigated the relationship between cognitive abilities in university students with RCD compared to students with Decoding Difficulties—i.e., dyslexia (DD)—and examined possible diagnostic procedures for RCD in young adults. Methods: Twenty university students from the University of Salerno “Disabilities/SLD Help Desk” participated. The sample was divided into the RCD Group (10) and DD Group (10). They were administered (a) the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS-IV) to assess their cognitive profile; and (b) the LSC-SUA-Reading tests for the assessment of text comprehension, writing, and calculation skills. Results: With regard to their cognitive profile, the DD Group had a lower mean of FSIQ (91.90 ± 5.82 vs. 92.50 ± 2.41). The RCD Group showed higher means in the subscales of CPI (94.80 ± 5.77), WMI (91.80 ± 78.80), and PSI (101.20 ± 6.20). Text comprehension assessment showed high averages in the DD Group (Track A = 11.50 ± 1.08; Track B = 11.40 ± 0.95). Conclusions: A valid psychodiagnostic model to examine reading comprehension skills for adults must assess the interaction between higher-level linguistic and cognitive processes in order to best define the pathways of skill enhancement.

BACKGROUND. Children at risk of Specific Developmental Dyslexia (SDD) experience early difficulties in the school environment, including language, cognitive and motor functions as well as reduced socio-emotional skills. These multilevel difficulties early affect both the life of the child himself and the functioning of the family system (parents, siblings). OBJECTIVE. The present study is a systematic literature review aimed to investigate the role of internalizing and externalizing problems regarding the early occurrence of SDD at preschool age. METHODS. 131 studies retrieved as relevant to this topic. 5 researches met the predetermined inclusion criteria, while 112 out of the 117 article of the original search were rejected. RESULTS Based on the studies overview, the following results have emerged: (i) a variance regarding the view that internalizing and externalizing problems are prognostic factors for SDD, (ii) a lacking number of reviews referring to the relation of conduct and emotional problems with SDD in preschoolers, and (iii) an absence of data concerning the role of early treatment of internalizing and externalizing problems as an inhibitory factor in the emergence of SDD. CONCLUSIONS. As a general conclusion, the relation between externalizing, internalizing problems and early identification of SDD is recognized, whereas the exact interaction mechanism is not clearly determined. Moreover, further research is recommended on the combined early treatment of psycho-emotional and behavioral problems along with comprehensive intervention in early reading and writing difficulties.

Gli adolescenti con Disturbi Specifici di Apprendimento (AID, 2007; PAARC, 2011; DSM-V) presentano un maggior rischio di insuccesso e di psicopatologie in comorbidità (Vecchini, 2012). L’approccio di ricerca della psicologia cognitiva si occupa di riabilitazione basati sul potenziamento delle abilità deficitarie (Cornoldi 2007; 2013), mentre il supporto scolastico si basa sull’uso di strumenti compensativi e misure dispensative (L170/2010). Si nota nell’approccio professionale al DSA un’eccessiva focalizzazione sul disturbo, sottovalutando di fatto il benessere della persona nel contesto di apprendimento, e trascurando il coinvolgimento attivo degli stessi ragazzi con DSA, che spesso rifiutano i supporti offerti. La presente ricerca si propone di restituire “diritto di parola” ai ragazzi con DSA, considerando chi “vive con il DSA” come i soggetti assieme ai quali svolgere la ricerca. Nella letteratura italiana e internazionale si rileva una linea di ricerca che pone al centro storie di vita dei soggetti con DSA, anche per individuare fattori di protezione e di vulnerabilità (WHO, 2007; McNulty, 2003; Macdonald, 2009; Ruggerini, 2017); alcuni autori evidenziano però un gap di ricerca, raccomandando ulteriori studi che attingano alla voce e alla “saggezza” dell’esperienza dei soggetti con DSA (Pollak, 2005; Goode, 2007). La domanda di ricerca è: come gli adolescenti italiani con DSA vivono tale condizione, in particolare nei contesti educativi? Si intende inoltre indagare come gli adolescenti vivono le relazioni con adulti e pari rispetto al DSA; quali modalità essi mettono in atto nei diversi contesti, e infine quali fattori di protezione e di rischio (WHO, 2007) sono individuabili. Il framework teorico prescelto si basa sul paradigma socio-costruttivista ed ecologico, con l’obiettivo di spostarsi dalla prospettiva di disturbo come “specifica caratteristica” individuale alla dimensione del contesto sociale con cui la persona interagisce (MacDonald, 2009; WHO, 2007), avvalendosi anche dell’apporto dei disability studies (Medeghini, 2014). La metodologia fa riferimento all’Interpretative Phenomenological Analisys (Smith et al., 2009) per la raccolta dei dati e per l’analisi, che viene svolta sia per i singoli casi, che per una trasversale costruzione di etichette di significati (Mortari, 2010), anche con l’ausilio del quadrante della Clinica della formazione (Cappa, 2014). Sono stati selezionati, con un purposive sampling, 25 adolescenti con DSA dai 10 ai 17 anni, partecipanti alle attività di potenziamento e a gruppi di confronto per ragazzi DSA della cooperativa sociale Talenti fra le nuvole ONLUS. Per tutelare gli aspetti etici, sia i genitori che i ragazzi coinvolti hanno firmato specifico consenso informato. Le interviste, svolte in due fasi ricorsive e restituite ai partecipanti, hanno approfondito i significati dell’esperienza e triangolato l’interpretazione (Sità, 2012). I risultati evidenziano diversi temi: la diagnosi del DSA; la percezione del DSA; strategie e strumenti personali per affrontare il DSA; le relazioni con i pari, in particolare rispetto alla disclosure; relazione, atteggiamenti, strategie proposte da insegnanti e genitori. Vengono evidenziati alcuni fattori di protezione, quali la famiglia, la relazione con gli insegnanti e con i pari, la diagnosi precoce, la comprensione del DSA e la sua disclosure. Vengono altresì evidenziate aree di criticità: modalità di comunicazione ai ragazzi della certificazione di DSA dopo la diagnosi e mancanza di una tematizzazione del DSA in classe da parte degli insegnanti. I risultati della ricerca consentono una comprensione profonda del fenomeno, oltre ad aprire prospettive future, quali l’utilizzo dell’intervista fenomenologica come strumento di ricerca-intervento utile nei contesti educativi; e l’utilizzo dei risultati per la formazione di insegnanti e genitori in prospettiva critico-riflessiva.
Adolescents living with Specific Learning Disabilities (AID, 2007; PAARC, 2011; ICD10; DSM-V) present a major risk of learning failure and developing psychopathological disease (Vecchini, 2012). Research approach of cognitive research deal with remediation and empowerment through intervention based on deficit enforcement (Cornoldi 2007; 2013), while support in school is bases on assistive tools and dispensative measures (L170/2010). There is a huge attention on the technical obstacle, disregarding well being of the person in learning context and neglecting active involvement of adolescents themselves, who often refuse aids offered. Present research is aimed to restore “right to talk” to adolescents with SLD, considering those “living-with” dyslexia as co-researchers. In international literature, we followed a research line about lived experiences of people with SLD, also to detect protection and risk factors (WHO, 2007; McNulty, 2003; Macdonald, 2009; Ruggerini, 2017); some authors highlight a gap in research and recommend further studies gaining from “ethical voice” and “wise” of individual subjects living with SLD (Pollak, 2005; Goode, 2007). Main question of research is: how Italian adolescents living-with SLD live with this condition, in particular in school context? It is also intended to explore how they live relationships with adults and peer regarding SLD, which strategies they use, and risk and protection factors (WHO, 2007). Theoretical framework of the research is based on a socio-constructivist and ecological paradigm, aimed to change focus from the “specific characteristic” of a single individual to the social context in which person with SLD interact (MacDonald, 2009; WHO, 2007), also considering Disability studies’ approach (Medeghini et al. 2015). Methodology adopted is Interpretative Phenomenological Analisys (Smith et al., 2009) for data collection and for analysis, both for single interviews and for transversal building of meaning labels (Mortari, 2010), using also the quarter of the Clinica della Formazione (Cappa, 2014), There were selected, with a un purposive sampling, 25 adolescents with SLD 10 to 17 year-old, involved in extra-school empowerment activities and support meeting group for SLD at Cooperative Social Talenti fra le nuvole ONLUS. To safeguard ethical aspects, both parents and teenagers involved signed a specific informed paper. Interviews, developed in two iterative parts and returned to participants, developed meanings of lived experiences and were triangulated (Sità, 2012). Results highlight different emerging themes: SLD diagnosis; SLD perception; personal strategies and tools to afford SLD; relationships with peers, with regard to disclosure; relationship, attitudes and strategies proposed by teachers and parents. Some factor protections emerge, such as family, relationship with teacher and peer, early diagnosis, understanding SLD and disclosure. Critical areas are stressed too: missing or miscommunication of diagnosis of SLD; not affording the theme SLD in class by teachers. Results of the research allow a deep comprehension of phenomenon and an orientation in affording similar phenomena; moreover, it opens future perspectives such as the use of phenomenological interview as an instrument of research-intervention in learning contexts; results can be used for teacher and parents’ training in critical-reflexive perspective.

This thesis investigates auditory and speech processing in Specific Language Impairment (SLI) and dyslexia. One influential theory of SLI and dyslexia postulates that both SLI and dyslexia stem from similar underlying sensory deficit that impacts speech perception and phonological development leading to oral language and literacy deficits. Previous studies, however, have shown that these underlying sensory deficits exist in only a subgroup of language impaired individuals, and the exact nature of these deficits is still largely unknown. The present thesis investigates three aspects of auditory-phonetic interface: 1) The weighting of acoustic cues to phonetic voicing contrast 2) the preattentive and attentive discrimination of speech and non-linguistic stimuli and 3) the formation of auditory memory traces for speech and non-linguistic stimuli in young adults with SLI and dyslexia. This thesis focuses on looking at both individial and group-level data of auditory and speech processing and their relationship with higher-level language measures. The groups of people with SLI and dyslexia who participated were aged between 14 and 25 and their performance was compared to a group of controls matched on chronological age, IQ, gender and handedness. Investigations revealed a complex pattern of behaviour. The results showed that individuals with SLI or dyslexia are not poor at discriminating sounds (whether speech or non-speech). However, in all experiments, there was more variation and more outliers in the SLI group indicating that auditory deficits may occur in a small subgroup of the SLI population. Moreover, investigations of the exact nature of the input-processing deficit revealed that some individuals with SLI have less categorical representations for speech sounds and that they weight the acoustic cues to phonemic identity differently from controls and dyslexics.

La distinction entre les troubles spécifiques du langage oral (TSLO) et la dyslexie développementale (DD) est une question très controversée, les TSLO étant principalement expliqués par des déficits dans les compétences morpho-syntaxiques et les DD par des déficits dans les compétences d'identification des mots écrits ainsi que dans les compétences phonologiques reliées à la lecture (segmentation phonologique, en particulier au niveau phonémique, mémoire à court terme (MCT) phonologique et accès rapide et précis aux mots, évalué par une tâche de dénomination sérielle rapide). Ces différentes compétences ont été évaluées chez des enfants ayant des troubles de type SL ou DD en comparaison avec celles d'enfants ayant un développement typique soit de même âge chronologique soit de même âge lexique. La comparaison entre les deux groupes cliniques, quelle que soit la langue, a montré que les enfants avec un TSLO ont des déficits plus importants en MCT phonologique et dans les compétences morpho-syntaxiques alors que les déficits des enfants avec une DD se notent surtout sur les compétences d'identification des mots écrits. Des résultats spécifiques à la langue ont également été trouvés: (1) les déficits sont plus marqués au niveau morpho-syntaxique, tout au moins en ce qui concerne le langage oral, en grec qu'en français; (2) les déficits de dénomination sont plus marqués en grec qu'en français; (3) les déficits sont plus marqués en segmentation syllabique qu'en segmentation phonémique, particulièrement en grec. Les implications de nos résultats sont examinées à la lumière des modèles actuels expliquant les relations entre ces deux troubles du développement
Distinction and overlap between Specific Language Impairment (SLI) and Developmental Dyslexia (DD) is an issue of high controversy, SLI being mostly explained by deficits in morpho-syntacic skills and DD by deficits in word-level reading skills and in phonological reading-related skills (phonological segmentation, especially at the phonemic level, phonological short-term memory plus rapid and precise access to words, assessed by a rapid serial naming task). In the present thesis we compared word-level reading skills, phonological reading-related skills plus oral and written morpho syntactic skills of French and Greek speaking children with SLI and with DD to those of typically developing children of the same chronological age (CA controls) and of the same reading age (RA controls). With respect to the comparison between the two clinical groups, whatever the language, there was a more significant impairment in phonological short-term memory and morpho-syntactic skills for children with SLI and a more significant impairment for word-level reading skills for children with DD. Language specific deficits were also found: (1) there were more marked deficits at the morpho-syntactic level, at least in oral language comprehension, in Greek than in French; (2) there were more marked deficits in naming tasks in Greek than in French; (3) there were more marked deficits in syllabic than in phonemic segmentation in Greek. We discuss the implications of our findings (especially what appear not to be language specific and what appear to be language specific) for the characterisation of the deficits in SLI and DD in the light of current models of overlap between these disorders

Bakgrund: Testmaterialet Bedömning av Subtila Språkstörningar (BeSS) togs fram för att bedöma subtila språkliga svårigheter hos bland annat personer med neurodegenerativa sjukdomar. Testet har sedan använts bland annat i dyslexiutredningar då subtila språkliga svårigheter kan förekomma även vid dyslexi.  BeSS saknar dock referensmaterial för flera åldersgrupper vilket behövs för att logopeder ska kunna göra tillförlitliga bedömningar med materialet.   Mål: Att låta gymnasieungdomar genomgå BeSS och sammanställa ett referensmaterial. Att se om det föreligger några prestationsskillnader mellan deltesten och könsskillnader.   Metod: I studien deltog 28 gymnasieungdomar, 16 flickor och 12 pojkar, vilka testades enskilt med BeSS. Deltagarna fick inte ha några kända språkliga svårigheter eller läs-/skrivsvårigheter. Övriga krav var att deltagarna gått i svensk skolklass och fått svensk undervisning på svenska under minst 8 år.   Resultat: Det totala medelvärdet för testgruppen (alla deltesten sammanräknade) var 172 poäng av 210 möjliga med standardavvikelsen 14,5. I studien presenteras även medelvärde och standardavvikelse för var och ett av deltesten: Repetition av långa meningar M=20,8 (SD 4,6), Meningskonstruktion M=27,3 (SD 2,3), Inferens M=25,5 (SD 3,5), Förståelse av logikogrammatiska meningar M=25,2 (SD 3,4), Tvetydigheter M=22,1 (SD 5,0), Förståelse av metaforer M=25,5 (SD 3,9) och Definitioner av ord M=25,6 (SD 3,2). Det förelåg inga könsskillnader.   Slutsats: Denna studie har resultat för 28 gymnasieungdomar vilket är början till ett referensmaterial som behövs för att BeSS fortsatt ska kunna användas kliniskt i logopedisk verksamhet. Deltesten Repetition av långa meningar och Meningskonstruktion blev de deltest där gymnasieungdomarna presterade lägst respektive högst poäng. Det förelåg inga signifikanta könsskillnader.
Background: The test material BeSS was developed to assess subtle language difficulties in people with neurodegenerative diseases. The test has also been used in dyslexia evaluations since subtle language difficulties also can occur with dyslexia. The material lacks reference material for several age groups which is needed to give safer assessments with the material.   Aim: To collect reference material for the BeSS test for high school students. To see if there is differences in performance between the test sections and if there is a gender difference.   Method: The study had 28 participants, 16 girls and 12 boys, who were tested individually with BeSS. The participants did not have any known language difficulties or reading/writing problems and they were required to have attended a Swedish class with Swedish education in Swedish for at least 8 years.   Results: For each of the test sections means and standard deviations are presented. For the individual test sections the students performed as follows: Repetition of long sentences mean 20.8 (SD 4.6), Sentence construction 27.3 (SD 2.3), Inference 25.5 (SD 3.5), Understanding of grammatically logical sentences 25.2 (SD 3.4), Ambiguities 22.1 (SD 5.0), Understanding of metaphors 25.5 (SD 3.9) and Definitions of words 25.6 (SD 3.2). There was not a significant gender difference.   Conclusions: This study presents results for 28 students which is the beginning of a reference material that is needed for the continued use of the test in clinical speech and language pathology work. In the test sections Repetition of long sentences and Sentence construction the students performed the lowest and the highest scores. There was not a significant gender difference.

The present thesis faces the ongoing debate on the linguistic nature of Developmental Dyslexia (DD), based on evidence of grammatical deficits in dyslexic individuals (e.g., Robertson & Joanisse, 2010), and on the frequently reported overlap with Specific Language Impairment (e.g., Bishop & Snowling, 2004). In particular, the morphosyntactic processing deficit in DD has been explored by means of particularly sensitive measures, namely event-related potentials (ERPs). The dissertation collects the results from three studies performed on different samples of individuals with DD (Italian adults, Italian children, and German adults), reporting consistent data in support of a general morphosyntactic processing weakness. Specifically, the ERP results reveal different language processing modalities in the dyslexic samples, characterised by the need of an additional process related to rules retrieval and/or lexical access. Further behavioural data collected on the same participants support the ERP data. In the third study, advantage has been taken of the morphological features characterising German to additionally investigate the specificity of the reported morphosyntactic deficits, and their relationship with phonological and acoustical processing difficulties. The results are discussed within a developmental and psycholinguistic framework.

Thesis (M.A.)--Southern Illinois University Carbondale, 2008.
"Department of Psychology." Keywords: Adhd, Child, Dyslexia, Executive function. Includes bibliographical references (p. 104-122). Also available online.

Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.

The chapter presents a review of a series of workshops, called “I learn this way!” that was directed at children at the primary stage of education (ages 6 to 10) with Specific Learning Disabilities (SLD) to carry out the assignments using teaching tools suitable for their learning style, and at first grade secondary school children (age: 11 to 13) to help them structure a good method of study aimed to help them to learn more easily and effectively. Many children arrive at secondary school without having their own method of study, and the authors’ experience with those children with dyslexia can certainly provide educational ideas useful for all. The focus of this chapter will be mainly on the workshop aimed at first grade secondary school children.

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia, dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities, visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational professionals by providing information about professionals who can serve as a resource for students.

Developmental brain disorders, such as developmental dyslexia, specific language impairment (SLI), autism spectrum of disorders (ASD), and oral clefts, include perceptual-cognitive deficits of language, audition, attention, and memory. It is important to detect these dysfunctions in early childhood in order to determine how the development of perception and cognition differs from the typical course and to design interventions supporting development. The MMN, being elicited from the foetal stage onwards, is a promising tool for this purpose. It has illuminated low-level perceptual-cognitive dysfunctions in these disorders and shows promise as an early neural marker of future language-related dysfunction.

Early speech sound disorder (SSD) combined with other risk factors, such as language impairment (LI) and dyslexia, can have negative consequences on literacy development, according to new research from Marianna Hayiou-Thomas and colleagues.