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Dalle, Laurine. "Dyslexia in Arabic-French Bilingual Children: A Multiple-Case Study". Sustainable Multilingualism 22, nr 1 (1.06.2023): 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 i Hossein Gholizadeh. "A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children". ISRN Pediatrics 2013 (6.08.2013): 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 i 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, nr 18 (15.09.2021): 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 i Matea Andrejaš. "ENVIRONMENTAL RISK FACTORS IN A CHILDREN WITH DYSLEXIA". Research in Education and Rehabilitation 7, nr 1 (lipiec 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 i Dalia Al-Ubaidi. "Classification of Dyslexia Among School Students Using Deep Learning". Journal of Techniques 6, nr 1 (31.03.2024): 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 i Mohamed Najimi. "NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE". Acta Neuropsychologica 20, nr 1 (23.02.2022): 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, nr 1 (sierpień 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, nr 8 (31.08.2014): 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, nr 7 (31.12.2019): 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 i 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, nr 1 (sierpień 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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Muyassaroh, Sitta Novia, i Izzatin Kamala. "LEARNING MOTIVATION OF DYSLEXIA STUDENTS IN OVERCOMING LEARNING DIFFICULTIES". Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 4, nr 1 (1.07.2021): 116–25. http://dx.doi.org/10.36768/abdau.v4i1.172.
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ABSTRACTChildren with special needs (ABK) who have dyslexia can cause children to have difficulties in learning, including difficulties in spelling, reading, writing and communicating with others. The subjects in this study were dyslexic students with the initials DH at one of the Inclusive Elementary Schools in Sleman. The results showed that parents only realized dyslexic children when the children entered their teens, the environment also affects the learning motivation of dyslexic children, and the efforts made by teachers and parents in overcoming the learning difficulties of dyslexic students. From the results of the study, DH experienced dyslexia in the form of difficulty in speaking, hesitation when answering the interlocutor's questions, spelling word for word slowly with a soft or low voice or intonation, and difficulties in writing and difficulty communicating with the surrounding environment. The method used in this research is descriptive qualitative. Data collection techniques were carried out by indepth interviews, observation and literature review. By providing maximum learning assistance between teachers and parents, it will increase learning motivation for dyslexic children.Keywords: dyslexia children, learning motivation, learning difficulties
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Cahyana, Cahyana, Hetti Hidayati, Muhammad Barja Sanjaya, Adi Satria Pangestu, Angga Anjaini Sundawa i Aritakalam Aritakalam. "Leady: A Multisensory Approach in Mobile Application for Dyslexic Children". CommIT (Communication and Information Technology) Journal 15, nr 1 (20.03.2021): 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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Sunil, Akhila B., Amitav Banerjee, Madamanchi Divya, Hetal K. Rathod, Jhanvi Patel i Medhavi Gupta. "Dyslexia: An invisible disability or different ability". Industrial Psychiatry Journal 32, Suppl 1 (listopad 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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Smith, Andrew T., Frances Early i Sarah C. Grogan. "Flicker Masking and Developmental Dyslexia". Perception 15, nr 4 (sierpień 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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Diakogiorgi, Kleopatra, i Ermioni Tsiligirian. "Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia". European Journal of Counselling Psychology 4, nr 1 (23.03.2016): 32–61. http://dx.doi.org/10.5964/ejcop.v4i1.97.
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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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Sitepu, Yanti Br. "Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta". Journal of Applied Studies in Language 2, nr 1 (11.06.2018): 76. http://dx.doi.org/10.31940/jasl.v2i1.806.
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The weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (Wolf and Bowers, 1999). Therefore, this study will investigate the ability of phonological awareness (phonological awareness), rapid naming (Rapid Naming) and reading ability of people with dyslexia. The subjects consisted of 4 children aged 7-8 years of dyslexia in Pantara Inclusive Elementary School, Jakarta. The four dyslexic children were compared to the control group (20 children from Kwitang 8 PSKD Pancoran Mas, Depok, who had the same age and gender as dyslexic children). The research used quantitative method with case study control design. The study was conducted with three experiments, namely: reading test, counting the number of silabel, and fast-track test. The first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). The second experiment consisted of 48 words (24 words with illustrations and 24 words with trisilabik). All words are from the 10,000 words that have the highest frequency in the Indonesian linguistic corpus (Indonesianwac). The third test is 50 RAN letters (Pennington et al., 2001). Results showed that persons with dyslexia had a lower ability than the control group on all three tests. Dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with nonwords and slow reaction times. Based on the results obtained, 2 dyslexic children data support double deficit hypothesis Wolf and Bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits.
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Jumadi, Nur Anida, Ng Li Mun, Marlia Morsin i Saifuddin Mohtaram. "Dyslexia Risk Screening System based Fuzzy Logic". International Journal of Engineering & Technology 7, nr 4.30 (30.11.2018): 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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Nik Aziz, Nik Nor Azidah, Nurul Asyiqin Mohd Radzuan, Khairul Zikri Abdullah i Wan Zamani Wan Zakaria. "Image Representative as an Alternative Reading Technique for Dyslexic Children". Idealogy Journal 5, nr 2 (28.09.2020): 89–96. http://dx.doi.org/10.24191/idealogy.v5i2.229.
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Dyslexic children who are said to have problems in learning actually have their unique learning styles. Thus, they required learning aids that are suitable with their conditions which are not similar with normal children. One of the issues of dyslexic children is the ability to figure out on how to peruse. Reading aptitudes are the most critical essential abilities. Without this ability, learning process is very challenging. Perceiving this significance and the motivation to support the dyslexic children, pondering or identification activity is led to distinguish the type of reading aids that are suitable to the necessities and requirements of dyslexic children. The case study was successfully conducted with children (6 to 9 years old) by Malaysian Dyslexia Association in Klang Valley, Malaysia. The finding from this preliminary research shows that reading in the form of interactive motion is easily accepted by the dyslexia children. In fact, the finding from this study provides a valuable learning style for these dyslexic children to use and practice. This new learning style is very enjoyable and manage to engage the children to read more in the classroom.
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Vajs, Ivan, Vanja Ković, Tamara Papić, Andrej M. Savić i Milica M. Janković. "Spatiotemporal Eye-Tracking Feature Set for Improved Recognition of Dyslexic Reading Patterns in Children". Sensors 22, nr 13 (29.06.2022): 4900. http://dx.doi.org/10.3390/s22134900.
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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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Barbosa, Thais, Camila Cruz Rodrigues, Claudia Berlim de Mello, Mariana Cristina de Souza e. Silva i Orlando Francisco Amodeo Bueno. "Executive functions in children with dyslexia". Arquivos de Neuro-Psiquiatria 77, nr 4 (kwiecień 2019): 254–59. http://dx.doi.org/10.1590/0004-282x20190033.
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ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.
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Muhimmatul Khoiroh, Auliya, Ayim Binasti, Ni Putu Ayu Listiani, Nilam Mulia Asri, Nurul Magfirah, Rekha Hesti Syafitri i Zannur Maulida Aulya. "Peningkatan Literasi Siswa Disleksia SDN 26 Ampenan dengan Mengadakan Kelas Literasi". Rengganis Jurnal Pengabdian Masyarakat 4, nr 1 (15.12.2023): 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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Ekawijana, Ardhian, Akhmad Bakhrun i Zulkifli Arsyad. "Deteksi Dini Anak Disleksia dengan metode Support Vector Machine". Jurnal Sistem Komputer dan Informatika (JSON) 4, nr 1 (7.10.2022): 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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Ihbour, Said, Hammou Anarghou, Abdelmounaim Boulhana, Mohamed Najimi i Fatiha Chigr. "Mental health among students with neurodevelopment disorders: case of dyslexic children and adolescents". Dementia & Neuropsychologia 15, nr 4 (grudzień 2021): 533–40. http://dx.doi.org/10.1590/1980-57642021dn15-040014.
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ABSTRACT Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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Ali, Siti Atiyah, Tahamina Begum, Faruque Reza, Nor Asyikin Fadzil i Faiz Mustafar. "sLORETA Source Localisation of Visual Mismatch Negativity in Dyslexic Children During Malay Orthographical Lexicon Stimulations". Malaysian Journal of Medical Sciences 27, nr 5 (27.10.2020): 36–42. http://dx.doi.org/10.21315/mjms2020.27.5.4.
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Background: While there are studies on visual lexical processing in other languages among dyslexics, no studies were done in the Malay language. The origin of visual lexical processing might be different in the Malay language. We aimed to detect the source localisation of visual mismatch negativity (vMMN) during Malay orthographic lexicon stimulations, employing an event-related potential (ERP) study. Methods: Twelve dyslexic and twelve non-dyslexic children participated in this study. They pushed button ‘1’ when they saw real (meaningful) Malay words and button ‘2’ for pseudowords (meaningless). The source localisation of vMMN was performed in the grand average waveform by applying the standardised low-resolution brain electromagnetic tomography (sLORETA) method using Net Station software. Results: Left occipital (BA17) and left temporal (BA37) lobes were activated during real words in the non-dyslexic and dyslexic children, respectively. During pseudowords, BA18 and BA17 areas of the left occipital lobe were activated in the non-dyslexic and dyslexic children, separately. vMMN sources were found at the left temporal (BA37) and right frontal (BA11) lobes in nondyslexic and dyslexic children, respectively. Conclusion: Right frontal lobe is the decision-making area where vMMN source was found in dyslexic children. We concluded that dyslexic children required the decision-making area to detect Malay real and pseudowords.
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Fawcett, Angela J., i Roderick I. Nicolson. "Automatisation Deficits in Balance for Dyslexic Children". Perceptual and Motor Skills 75, nr 2 (październik 1992): 507–29. http://dx.doi.org/10.2466/pms.1992.75.2.507.
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Traditional theories of dyslexia have focused on components of the reading process. The Dyslexic Automatisation Deficit hypothesis takes a broader view, attributing deficits to an inability to become completely fluent in cognitive and motor skills. A series of experiments compared the balance of 15-yr.-old and 11-yr.-old groups of dyslexic children and normal children matched for age and IQ under single-task and dual-task conditions. There were no group differences in the single-task conditions. However, introduction of a concurrent secondary task led to a dissociation in that, whereas the balance of normal children was unaffected, the dyslexic children's balance was significantly impaired. It was concluded that the normal children balanced automatically whereas the dyslexic children did not. These results directly support the proposed framework.
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Abu Omar, Dana, Ann Kirkman, Charlotte Scott, Ivana Babicova i Yoon Irons. "Positive Psychology Interventions to Increase Self-Esteem, Self-Efficacy, and Confidence and Decrease Anxiety among Students with Dyslexia: A Narrative Review". Youth 4, nr 2 (6.06.2024): 835–53. http://dx.doi.org/10.3390/youth4020055.
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Dyslexia is classed as a neurobiological difficulty and is referred to as a Specific Learning Disability (SPLD) that primarily affects reading, writing, working memory (WM), and organisational skills. Positive psychology interventions (PPIs) have been found to increase self-esteem, self-efficacy, and confidence and lower anxiety among students with dyslexia. Therefore, to summarise the current evidence on PPIs, a narrative review was undertaken. The review synthesised the findings from six studies that investigated PPIs for dyslexic individuals across various education settings. Four key themes emerged: (1) characteristics and effectiveness of PPIs, (2) level of education, (3) gender differences, and (4) PPIs differences in Western and Eastern countries. The analysis revealed that group interventions in secondary schools positively impacted self-esteem and social skills among dyslexic pupils, while the efficacy of sunflower therapy for dyslexic children showed inconclusive results on academic performance but potential psychological benefits. Socioemotional wellbeing programmes for dyslexic children yielded mixed outcomes, with temporary increases in self-esteem post-programme. Mindfulness meditation demonstrated promise in improving reading accuracy and attention functions in adults with dyslexia. Positive psychology group interventions effectively enhanced subjective wellbeing, academic self-concept, and achievement among dyslexic children. Early interventions showed promise in improving coping strategies, perceived control, and overall wellbeing among students with dyslexia. This review highlights the potential benefits of diverse interventions across different educational settings, emphasising the importance of early support and targeted interventions for individuals with dyslexia.
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Scheveig, Franck, i Maria Pia Bucci. "Postural and Proprioceptive Deficits Clinically Assessed in Children with Reading Disabilities: A Case-Control Study". Vision 7, nr 2 (27.04.2023): 37. http://dx.doi.org/10.3390/vision7020037.
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Several studies have reported motor deficiencies in children with dyslexia, in line with the cerebellar deficit theory. In the present study, we explored whether tests used by physiotherapists during clinical evaluation were able to report motor deficits in a group of fifty-six dyslexic children (mean age 10.9 ± 0.2 years old) compared to a group of thirty-eight non-dyslexic children (mean age 11.2 ± 0.4 years old). The occurrence of instability on an unstable support; spinal instability in the sagittal, frontal and horizontal plane; head-eye discoordination; and poor eye stability were clinically assessed in the two groups of children. All such measures were found to be significantly more frequent in dyslexic than in non-dyslexic children (p < 0.001, p < 0.05, p < 0.001 and p < 0.001, respectively, for occurrence of instability on an unstable support, spinal instability, head-eye discoordination and poor eye stability). These results, firstly, confirmed the poor motor control of dyslexic children, suggesting deficient cerebellar integration. Secondly, for the first time, we reported that simple tests that can be done by pediatricians and/or during a clinical routine evaluation could be useful to discriminate children with reading difficulties. The tests used in this study could be a reference for a first exploration of motor deficiencies in children with dyslexia that can be easily assessed by clinicians and/or physiotherapists.
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Brookes, Gaynor, Veronica Ng, Boon Hong Lim, Wah Pheow Tan i 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, nr 2 (2011): 33–51. http://dx.doi.org/10.53841/bpsecp.2011.28.2.33.
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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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Dushanova, Juliana, Yordanka Lalova, Antoaneta Kalonkina i Stefan Tsokov. "Speech–Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits". Brain Sciences 10, nr 12 (28.11.2020): 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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Abdul Muin, Juhri, Riyanto i Satryo Budi Wibowo. "A STUDY OF RELATIONSHIP OF PARENTS’ MOTIVATION ON DYSLEXIC CHILDREN’S SCHOOL GOING BEHAVIOUR". Humanities & Social Sciences Reviews 8, nr 2 (14.04.2020): 29–36. http://dx.doi.org/10.18510/hssr.2020.82e02.
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Purpose of the study: This study aims to identify the type of dyslexia students have and the relationship with motivation given by parents for dyslexic students to go to school.
Methodology: This type of research is associative quantitative research with correlational design. Where the total number of the sample from this study were 48 students and parents’with details of 35 male students and 13 female students who were taken based on purposive sampling techniques and 48 students' parents, data were then analyzed with the help of SPSS 21 application to look for descriptive statistics in the form of mean, min, and max as well as the relationship between parents' motivation and dyslexic children.
Main Findings: From the results of the analysis that has been done, there is a relationship between parents' motivation in fostering the interests of dyslexic children, this is reinforced by the results of dyslexia indicators of PA type with good categories of 64.6% (31 of 48) students, RAN indicators with good categories of 58.3 % (28 out of 48) students, WM indicators with good categories were 62.5% (30 out of 48) students, and parents' motivation for dyslexic children had a useful category of 60.4% (30 out of 48) students.
Applications of this study: For this reason, it is recommended that parents of children with dyslexia children give more attention or motivation than normal healthy children.
Novelty/Originality of this study: In this study, the renewal is looking at the types of dyslexia students, both those of type Phonological Awareness, Rapid Automatized Naming, Working Memory, as well as the relationship with the motivation of parents in motivating children with dyslexia.
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Facoetti, Andrea, Anna Noemi Trussardi, Milena Ruffino, Maria Luisa Lorusso, Carmen Cattaneo, Raffaella Galli, Massimo Molteni i Marco Zorzi. "Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia". Journal of Cognitive Neuroscience 22, nr 5 (maj 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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Herrera-Araujo, Daniel, Bennett A. Shaywitz, John M. Holahan, Karen E. Marchione, Reissa Michaels, Sally E. Shaywitz i James K. Hammitt. "Evaluating Willingness to Pay as a Measure of the Impact of Dyslexia in Adults". Journal of Benefit-Cost Analysis 8, nr 1 (2017): 24–48. http://dx.doi.org/10.1017/bca.2017.3.
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While much is known about dyslexia in school-age children and adolescents, less is known about its effects on quality of life in adults. Using data from the Connecticut Longitudinal Study, we provide the first estimates of the monetary value of improving reading, speaking, and cognitive skills to dyslexic and nondyslexic adults. Using a stated-preference survey, we find that dyslexic and nondyslexic individuals value improvements in their skills in reading speed, reading aloud, pronunciation, memory, and information retrieval at about the same rate. Because dyslexics have lower self-reported levels on these skills, their total willingness to pay to achieve a high level of skill is substantially greater than for nondyslexics. However, dyslexic individuals’ willingness to pay (averaging $3000 for an improvement in all skills simultaneously) is small compared with the difference in earnings between dyslexic and nondyslexic adults. We estimate that dyslexic individuals earn 15% less per year (about $8000) than nondyslexic individuals. Although improvements in reading, speaking, and cognitive skills in adulthood are unlikely to eliminate the earnings difference that reflects differences in educational attainment and other factors, stated-preference estimates of the value of cognitive skills may substantially underestimate the value derived from effects on lifetime earnings and health.
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Hussain, Humael, CM Nadeem Faisal, Maham Saleem, Muhammad Asif Habib i Mudassar Ahmad. "Development of an Augmented Reality based Serious Game for the Training of Children with Dyslexia and Dysgraphia". Lecture Notes in Education Psychology and Public Media 3, nr 1 (1.03.2023): 194–200. http://dx.doi.org/10.54254/2753-7048/3/2022517.
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Therapists have used paper-based exercises to treat learning disorders for many years. Dyslexia and Dysgraphia are one of the reading and writing disorders that are common nowadays. Different serious games and interventions are developed for the improvement of dyslexic and dysgraphic children. But these games cannot engage these children for a long time. Moreover, there is a need for an assessment criterion for the performance of dyslexic and dysgraphic children. Augmented Reality is an emerging technology that is used in the educational and medical fields. Augmented Reality in learning apps increases children's performance and makes them attentive. Research shows that it has a positive impact on dyslexic children. In this case study, an augmented reality-based serious game called ARLexic Game is developed to train children with Dyslexia and Dysgraphia. Design Science Research Methodology is used to design and develop the application. An experiment is conducted with specialists in special education and children with dyslexia and Dysgraphia aged 7 to 14 years old. The outcome shows that the ARLexic Game engagement level increases with time. Children learn quickly without being bored and enjoying it.
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Agustin, Ina, i Ifa Seftia Rakhma Widiyanti. "Analisis Penggunaan Media Spelling Puzzle untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Disleksia di Sekolah Dasar Penyelenggara Pendidikan Inklusi". Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 16, nr 1 (26.06.2022): 88–96. http://dx.doi.org/10.26877/mpp.v16i1.12102.
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Children with special needs require educational services in the form of a different learning process from children in general. One kind of child with special needs is a dyslexic child. In general, dyslexic children experience several learning difficulties, one of which is difficulty reading and writing. This study aims to analyze the use of spelling puzzle media in improving the reading ability of dyslexic children. The subjects in this study were dyslexic grade III students at SDN Tambakboyo II who collected four students. The method used in this research is descriptive qualitative. Data was collected through interviews, reading tests and observations. Data is presented in the form of diagrams and then analyzed descriptively. The main problem in this study is whether the spelling puzzle media can help dyslexic children improve reading skills. The results showed that the use of spelling puzzle media can improve reading skills at the beginning reading level. Increased reading ability as a reaction to the increase in memory and motivation of dyslexic children through spelling puzzle pieces. Other findings in this study increased learning activities, motivation and interest in reading dyslexia.
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Putri, Willa, i Muchamad Arif Kurniawan. "UPAYA GURU DALAM MENANGANI ANAK DISLEKSIA DI SD INTIS SCHOOL YOGYAKARTA". Al-Mubin; Islamic Scientific Journal 6, nr 1 (31.03.2023): 74–84. http://dx.doi.org/10.51192/almubin.v6i01.490.
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Teachers are not only required to be able to teach in class. However, another important qualification is being able to provide targeted guidance. The lack of teacher knowledge about the difficulties experienced by students is an important thing that must be overcome. One of them is difficulty reading (dyslexia) which is still foreign to teachers in Indonesia. This study aims to determine the efforts of teachers in guiding dyslexic children at SD INTIS School Yogyakarta. This research is a field research based on descriptive qualitative research. Data sources are from the Principal, Teachers in Charge of Inclusion and Classroom Teachers. Data collection techniques through observation and in-depth interviews. The results showed that (1) SD INTIS School Yogyakarta had identified children with dyslexia. With the help of an examination by a psychologist, it can be stated that the child has dyslexia, that is, the child has difficulty in spelling at an age that should be fluent in reading, (2) The efforts made by the teacher to guide dyslexic children are by understanding the child's condition, building the child's self-confidence, and by constantly practicing reading. Even though they haven't used a specific method for dyslexic children, the teacher has used spelling methods and drill methods (practice) which also have an effect on children. In addition, the teacher also takes a personal approach so that children feel they have a place for dyslexic children to tell all of their children's anxieties
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González, Juan E. Jiménez, i Gustavo Ramírez Santana. "Identifying Subtypes of Reading Disability in the Spanish Language". Spanish Journal of Psychology 5, nr 1 (maj 2002): 3–19. http://dx.doi.org/10.1017/s1138741600005783.
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This study was designed to examine the dyslexic subtypes in a transparent orthography (i.e., Spanish language). The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times (RTs) to high frequency words and to pseudowords. Using regression-based procedures, the authors identified 20 phonological and 48 surface dyslexics from a sample of 89 dyslexic third-grade children by comparing them to chronological-age-matched controls on RTs to high frequency and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, the same 20 phonological dyslexics were defined, but only 19 surface dyslexics were identified. Nevertheless, the results of the phonological awareness tasks and error analysis do not validate the division of the dyslexic sample into these subgroups.
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Jakovljević, Tamara, Milica M. Janković, Andrej M. Savić, Ivan Soldatović, Gordana Čolić, Tadeja Jere Jakulin, Gregor Papa i Vanja Ković. "The Relation between Physiological Parameters and Colour Modifications in Text Background and Overlay during Reading in Children with and without Dyslexia". Brain Sciences 11, nr 5 (25.04.2021): 539. http://dx.doi.org/10.3390/brainsci11050539.
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Reading is one of the essential processes during the maturation of an individual. It is estimated that 5–10% of school-age children are affected by dyslexia, the reading disorder characterised by difficulties in the accuracy or fluency of word recognition. There are many studies which have reported that coloured overlays and background could improve the reading process, especially in children with reading disorders. As dyslexia has neurobiological origins, the aim of the present research was to understand the relationship between physiological parameters and colour modifications in the text and background during reading in children with and without dyslexia. We have measured differences in electroencephalography (EEG), heart rate variability (HRV), electrodermal activities (EDA) and eye movements of the 36 school-age (from 8 to 12 years old) children (18 with dyslexia and 18 of control group) during the reading task in 13 combinations of background and overlay colours. Our findings showed that the dyslexic children have longer reading duration, fixation count, fixation duration average, fixation duration total, and longer saccade count, saccade duration total, and saccade duration average while reading on white and coloured background/overlay. It was found that the turquoise background, turquoise overlay, and yellow background colours are beneficial for dyslexic readers, as they achieved the shortest time duration of the reading tasks when these colours were used. Additionally, dyslexic children have higher values of beta (15–40 Hz) and the broadband EEG (0.5–40 Hz) power while reading in one particular colour (purple), as well as increasing theta range power while reading with the purple overlay. We have observed no significant differences between HRV parameters on white colour, except for single colours (purple, turquoise overlay, and yellow overlay) where the control group showed higher values for mean HR, while dyslexic children scored higher with mean RR. Regarding EDA measure, we found systematically lower values in children with dyslexia in comparison to the control group. Based on the present results, we can conclude that both pastel and intense background/overlays are beneficial for reading of both groups and all sensor modalities could be used to better understand the neurophysiological origins in dyslexic children.
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Raharjo, Trubus. "Reading Ability Counseling For Learning Difficulties Children With Dyslexia Using Multi-Factor Analysis". KONSELING RELIGI Jurnal Bimbingan Konseling Islam 10, nr 2 (31.12.2019): 329. http://dx.doi.org/10.21043/kr.v10i2.6704.
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<p><span class="tlid-translation"><span lang="EN">Difficulty reading in a dyslexic person becomes a problem for students, whereas reading becomes a benchmark in the academic success of students in the class. Reading disability at diagnosis is common in children with normal intelligence but have difficulty building reading skills. Learning difficulties in dyslexic children can be detected from various analyzes of phonological awareness, memory skills, visual stimulation, and auditory stimulation. This study aims to obtain a description of the factors affecting learning difficulties in dyslexic children. The subjects in this study were divided into dyslexic categories as many as 106 and non-dyslexic as many as 104 students in grade 2 until grade 3 of elementary school and the diagnosis was carried out based on the criteria contained in the specific learning disorder category in DSM-5. Measurements were made by testing the reading ability of elementary school students who have an indication of dyslexia with a multi-factor method. The results showed an indication there was an influence between memory, visual stimulation, auditory stimulation with phonological awareness and also a correlation between variables. Students with dyslexia must immediately receive counseling from the counselor.</span></span></p>
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Bello, Ilia. "ADEQUATE TRAINING FOR CHILDREN WITH DYSLEXIA". Knowledge International Journal 28, nr 3 (10.12.2018): 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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Landerl, Karin, Uta Frith i Heinz Wimmer. "Intrusion of orthographic knowledge on phoneme awareness: Strong in normal readers, weak in dyslexic readers". Applied Psycholinguistics 17, nr 1 (styczeń 1996): 1–14. http://dx.doi.org/10.1017/s0142716400009437.
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ABSTRACTIn three typical phonological awareness tasks it was found that children with normal reading development sometimes give responses that are based on orthographic rather than phonological information. In dyslexic children, the number of occurrences of such orthographic intrusions was significantly lower. This effect cannot be explained by positing a lower degree of orthographic knowledge in dyslexic children since a group of younger children who had the same spelling level as the dyslexics also showed more orthographic intrusions. A plausible explanation for this difference between normal and dyslexic readers is that, in normal readers, phonological and orthographic representations of words are so closely connected that they are usually coactivated, even if such a coactivation is misleading. In dyslexics this connection is less strong, so that orthographic representations interfere less with phonemic segmentation. The relevance of this finding with respect to recent assumptions about the importance of phonology in establishing orthographic representations is discussed.
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Sabisch, B., A. Hahne, E. Glass, W. von Suchodoletz i A. D. Friederici. "Auditory Language Comprehension in Children with Developmental Dyslexia: Evidence from Event-related Brain Potentials". Journal of Cognitive Neuroscience 18, nr 10 (październik 2006): 1676–95. http://dx.doi.org/10.1162/jocn.2006.18.10.1676.
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In the present study, event-related brain potentials (ERPs) were used to compare auditory sentence comprehension in 16 children with developmental dyslexia (age 9–12 years) and unimpaired controls matched on age, sex, and nonverbal intelligence. Passive sentences were presented, which were either correct or contained a syntactic violation (phrase structure) or a semantic violation (selectional restriction). In an overall sentence correctness judgment task, both control and dyslexic children performed well. In the ERPs, control children and dyslexic children demonstrated a similar N400 component for the semantic violation. For the syntactic violation, control children demonstrated a combined pattern, consisting of an early starting bilaterally distributed anterior negativity and a late centro-parietal positivity (P600). Dyslexic children showed a different pattern that is characterized by a delayed left lateralized anterior negativity, followed by a P600. These data indicate that dyslexic children do not differ from unimpaired controls with respect to semantic integration processes (N400) or controlled processes of syntactic reanalyses (P600) during auditory sentence comprehension. However, early and presumably highly automatic processes of phrase structure building reflected in the anterior negativity are delayed in dyslexic children. Moreover, the differences in hemispheric distribution of the syntactic negativity indicate different underlying processes in dyslexic children and controls. The bilateral distribution in controls suggests an involvement of right hemispherically established prosodic processes in addition to the left hemispherically localized syntactic processes, supporting the view that prosodic information may be used to facilitate syntactic processing during normal comprehension. The left hemispheric distribution observed for dyslexic children, in contrast, suggests that these children do not rely on information about the prosodic contour during auditory sentence comprehension as much as controls do. This finding points toward a phonological impairment in dyslexic children that might hamper the development of syntactic processes.
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Darmayanti, Nefi, Nurlaila Hayati, Alia Rohali i Zulham Efendi Marpaung. "Pendidikan dan Bimbingan Anak Berkebutuhan Khusus (ABK) Disleksia". El-Mujtama: Jurnal Pengabdian Masyarakat 4, nr 2 (12.01.2024): 582–90. http://dx.doi.org/10.47467/elmujtama.v4i2.961.
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The purpose of this study is to understand the teaching and learning process in inclusive schools for dyslexic students and the ability of students with special needs to receive instruction using methods implemented in schools, as well as to understand the efforts of teachers in motivating dyslexic children. This research uses a qualitative research approach. It is descriptive research, with data sources from observations, interviews, and documentation. The data obtained will be analyzed qualitatively and presented in descriptive form. The research findings indicate that the teaching and learning process in inclusive schools for dyslexic students is still equated with normal children, using the 2013 curriculum. Therefore, students with special needs, including dyslexia, need additional guidance from supervising teachers provided by the inclusive school. Guidance from teachers, such as repeating the alphabet, arranging letter cards into words or sentences, and repeating words in reading, greatly helps dyslexic children in overcoming reading difficulties. The motivation from teachers makes dyslexic students more enthusiastic in following guidance and instructions from teachers.
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LI, WING-SZE, i CONNIE SUK-HAN HO. "Lexical tone awareness among Chinese children with developmental dyslexia*". Journal of Child Language 38, nr 4 (22.11.2010): 793–808. http://dx.doi.org/10.1017/s0305000910000346.
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ABSTRACTThis study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.
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Nicolson, Roderick I., i Angela J. Fawcett. "Reaction Times and Dyslexia". Quarterly Journal of Experimental Psychology Section A 47, nr 1 (luty 1994): 29–48. http://dx.doi.org/10.1080/14640749408401142.
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Five groups of children, including two groups of dyslexics (aged 15 and 11 years), were tested on simple reaction, selective choice reaction, and lexical decision tasks. In simple reactions to a pure tone, the dyslexic children responded as quickly as their chronological age controls and significantly faster than their reading age controls. In selective choice reactions to pure tones, the dyslexic children were significantly impaired compared with their chronological age controls and no faster than their reading age controls. This speed impairment obtained even though a selective choice reaction task has only one positive response. In “by-item” analyses of lexical decisions to spoken words, the dyslexic children were significantly impaired compared even with their reading age controls. The pattern of results suggests that at least two factors contribute to slowness of dyslexic children: a general deficit reflected in slower stimulus classification speed and a linguistic deficit reflected in slower lexical access speed.
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GRIFFITHS, YVONNE M., i MARGARET J. SNOWLING. "Auditory word identification and phonological skills in dyslexic and average readers". Applied Psycholinguistics 22, nr 3 (wrzesień 2001): 419–39. http://dx.doi.org/10.1017/s0142716401003071.
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Despite the evidence for a core phonological deficit in dyslexia, the nature of this deficit at the level of the phonological representation is not well understood. In this study, the auditory word gating paradigm was used to examine the quality of the underlying phonological representations in dyslexic and average readers. Although the dyslexic children showed age-related nonword and rapid naming deficits, they did not differ from the age-matched controls in the amount of acoustic–phonetic input required to identify sets of words that varied in word frequency and phonological neighborhood density. These results indicate that input phonological processing, as tapped by the gating task, is normal in this group of dyslexic children, whereas their deficits on the RAN tasks suggest that there are problems with phonological retrieval. The implications of these results are considered in relation to the phonological representations hypothesis of dyslexia; the evidence suggests that what is impaired in dyslexia are the retrieval processes that operate on phonological representations.
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Shaywitz, Sally E., i Bennett A. Shaywitz. "Paying attention to reading: The neurobiology of reading and dyslexia". Development and Psychopathology 20, nr 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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Saiful, Asriani, i Hari Witono. "STRATEGI GURU DALAM MENGATASI ANAK DISLEKSIA KELAS 3 DI SDN 31 CAKRANEGARA". Jurnal Ilmiah PENDAS: Primary Educational Journal 4, nr 1 (20.06.2023): 21–29. http://dx.doi.org/10.29303/pendas.v4i1.2716.
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Dyslexia is a learning disorder that affects a person's ability to read, spell and write. This disorder is not related to intelligence problems or visual deficiencies, but is caused by difficulties in processing and understanding letters, words and written symbols. This study aims to explore the strategies used by teachers in overcoming dyslexic children in grade 3 of SDN 31 Cakranegara. The research method used is qualitative method with descriptive type. The researcher observed and interviewed a grade 3 teacher who has experience in teaching dyslexic children. The results showed that teachers used strategies in overcoming dyslexic children in grade 3, namely learning material adjustment strategies, multisensory approaches, individualized support, and collaboration with parents.
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Du, Yujie, i Chenyi Zhang. "The Deficit in Visuo-spatial Working Memory in Dyslexic Population? A Systemic Review and Meta-analysis". International Journal on Social and Education Sciences 5, nr 2 (3.06.2023): 295–306. http://dx.doi.org/10.46328/ijonses.506.
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Development dyslexia (DD) is a common language disorder, that significantly affects children. Despite having ordinary intelligence, dyslexic people struggle with reading, writing, and comprehension in their native tongue. It is still unclear whether dyslexic kids have difficulties with visuo-spatial working memory. Using meta-analysis, this gap was filled. Applying a Boolean search on Web of Science was necessary to find the pertinent papers. Thirteen studies were analyzed. The average, standard deviation, and sample size for each task were extracted. There were large effect sizes between children with DD and their age-matched peers in terms of their visuo-spatial working memory. The findings imply that visuo-spatial working memory deficiencies in dyslexic children indicate that dyslexia might exhibit domain-general characteristics. We discovered during our research that the type of language used and the testing procedure could have an impact on the test outcomes. Therefore, future research should focus on the type of tasks or language.
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Prasetyaningrum, Susanti, Sri Yunita Mauliza i Ahmad Sulaiman. "Token ekonomi dengan media flashcard untuk meningkatkan kemampuan membaca permulaan pada anak disleksia". Cognicia 10, nr 1 (12.03.2022): 19–27. http://dx.doi.org/10.22219/cognicia.v10i1.20098.
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Dyslexia is a specific form of learning disorder related to difficulty reading and difficulty in writing expression. Most dyslexia children show low ability in overall phonological processing, leading to slower reading development than other children. Therefore, intervention methods are needed that are tailored to the characteristics of dyslexic children, one of which is a flashcard medium with the principle of economic tokens. The purpose of this study was to find out the effectiveness of flashcard media with the principle of economic token to the ability to read early in dyslexic children. The study uses a quantitative approach of single-case experimental design. The subjects in the study were a second grader aged 7 years and exhibited dyslexia characteristics as well as experiencing barriers in initial reading. Then the instrument used to measure the ability to early level reading ability EGRA (Early Grade Reading Assessment). The results of this study show that flashcard media with the principle of economic tokens is effective for improving the early level reading ability in dyslexia children. Keywords: Dyslexia, early level reading ability, flashcard, token economy
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Jaka, Fahima Salman. "Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools". Journal of Education and Educational Development 2, nr 2 (8.02.2016): 172. http://dx.doi.org/10.22555/joeed.v2i2.445.
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This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.