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Journal articles on the topic 'Dyslexia - historically'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

Remundini, Elerson Cestaro, and Vera Helena Gomes Wielewicki. "OS MULTILETRAMENTOS COMO ALTERNATIVA NO ENSINO DE LÍNGUA ESTRANGEIRA PARA DISLÉXICOS | MULTILITERACY AS AN ALTERNATIVE FOR TEACHING DYSLEXIC STUDENTS A FOREIGN LANGUAGE." Estudos Linguísticos e Literários, no. 57 (March 19, 2017): 120. http://dx.doi.org/10.9771/ell.v0i57.24731.

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<p>O presente artigo consiste num painel teórico a fim de discutir se o sistema escolar vigente, alicerçado na alfabetização, é capaz de oferecer a alunos disléxicos o suporte necessário para seu progresso acadêmico, devido às suas limitações neurobiológicas. Aqui, em especial, temos como foco o aprendizado de língua estrangeira. Com base nas contribuições teóricas de Cope & Kalantzis (2009), Rojo (2009), Lemke (2010) e outros, verificou-se que uma alternativa promissora consiste na prática dos multiletramentos, que abrangem outras semioses além da escrita. Nesse sentido, são apr
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2

Habib, Michel. "The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on." Brain Sciences 11, no. 6 (2021): 708. http://dx.doi.org/10.3390/brainsci11060708.

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In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373–2399), I proposed an “extended temporal processing deficit hypothesis of dyslexia”, suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of time in general. In the present review paper, I will revisit this “historical” hypothesis both in the light of a new clinical perspective, including the central yet poorly explained notion of comorbidity, and also taking a
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3

Richardson, Sylvia O. "Historical Perspectives on Dyslexia." Journal of Learning Disabilities 25, no. 1 (1992): 40–47. http://dx.doi.org/10.1177/002221949202500107.

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4

Adlof, Suzanne M., and Tiffany P. Hogan. "Understanding Dyslexia in the Context of Developmental Language Disorders." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 762–73. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0049.

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Purpose The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. Method We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of d
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5

Kirby, Philip, Kate Nation, Margaret Snowling, and William Whyte. "The Problem of Dyslexia: historical perspectives." Oxford Review of Education 46, no. 4 (2020): 409–13. http://dx.doi.org/10.1080/03054985.2020.1770020.

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6

Kuerten, Anna Belavina, Mailce Borges Mota, and Katrien Segaert. "Developmental dyslexia: a condensed review of literature." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 249–70. http://dx.doi.org/10.5007/2175-8026.2019v72n3p249.

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In this article we provide a condensed review of literature on developmental dyslexia. Starting with the historical background to this language-based reading disorder, we discuss four key components that are crucial for a valid and operational definition of developmental dyslexia. We then present the major theoretical explanations of developmental dyslexia in order to gain a better understanding of the causes of this reading disorder. These causal explanations are addressed in the context of Morton and Frith’s (1995) model. Four major theories of developmental dyslexia are discussed: the phono
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7

Kirby, Philip. "Dyslexia debated, then and now: a historical perspective on the dyslexia debate." Oxford Review of Education 46, no. 4 (2020): 472–86. http://dx.doi.org/10.1080/03054985.2020.1747418.

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8

Camargo, Carlos Henrique Ferreira, and Hélio Afonso Ghizoni Teive. "Searching for neurological diseases in the Julio-Claudian dynasty of the Roman Empire." Arquivos de Neuro-Psiquiatria 76, no. 1 (2018): 53–57. http://dx.doi.org/10.1590/0004-282x20170174.

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ABSTRACT The gens Julia was one of the oldest families in ancient Rome, whose members reached the highest positions of power. They made history because Julius Caesar, perpetual dictator, great-uncle of the first emperor, Augustus, passed his name on to the Julio-Claudian dynasty with the emperors Tiberius, Caligula, Claudius and Nero. Descriptions of the diseases of these emperors and some of his family members may indicate diagnoses such as epilepsy, dystonia, dementia, encephalitis, neurosyphilis, peripheral neuropathies, dyslexia, migraine and sleep disorders. In the historical context of a
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9

Kistler, Jordan. "A POEM WITHOUT AN AUTHOR." Victorian Literature and Culture 44, no. 4 (2016): 875–86. http://dx.doi.org/10.1017/s1060150316000255.

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These lines begin an “Ode” which has permeated culture throughout the last hundred years. In 1912, Edward Elgar set it to music, as did Hungarian composer Zoltán Kodály in 1964, to commemorate the 700th anniversary of Merton College, Oxford. In 1971, Gene Wilder spoke the opening lines as Willy Wonka in the film Willy Wonka & the Chocolate Factory. The words appear as epigraphs in an eclectic range of novels, including science fiction (Raymond E. Feist's Rage of a Demon King), fantasy (Elizabeth Haydon's The Assassin King), and historical fiction (E. V. Thompson's The Music Makers). They a
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10

Coudry, Maria Irma Hadler. "Neurolinguística Discursiva: afasia como tradução(Discursive Neurolinguistics: aphasia as translation)." Estudos da Língua(gem) 6, no. 2 (2008): 7. http://dx.doi.org/10.22481/el.v6i2.1065.

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Este artigo apresenta parte do trajeto histórico da Neurolingüística Discursiva, retomando conceitos e práticas que articulam discurso com atividade constitutiva, cérebro com linguagem/trabalho. Os dados de linguagem produzidos em meio à visão discursiva e à reflexão acerca da afasia possibilitam por em destaque processos de significação que se interpõem na impossibilidade de dizer por meio de arranjos que selecionam e combinam palavras, o que faz fluir o discurso. Os dados mostram que sujeitos afásicos não dispõem, como antes, dos recursos expressivos para significar, mas experimentam na inte
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11

Kurz, R. "Challenging MCMI-III Results With In-Depth Psychometric Assessment and Lacter & Lehmann (2008) Complex Trauma Guidelines." European Psychiatry 33, S1 (2016): S513. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1894.

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IntroductionComplex trauma resulting from neglect and abuse in early childhood is frequently misdiagnosed.ObjectiveThis presentation shares emerging “best assessment practices” that help to differentiate complex trauma from Schizophrenia.AimsThe case study demonstrates that a wide-ranging psychometric assessment and the application of Lacter & Lehmann (2008) guidelines provide accurate results while MCMI-III results can be spurious.Method“Unbelievable” disclosures of an adult survivor prompted a search for scientific references, experiences in the survivor scene and historical examples. Wo
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12

Walgermo, Bente Rigmor, Per Henning Uppstad, Kjersti Lundetræ, Finn Egil Tønnessen, and Oddny Judith Solheim. "Kartleggingsprøver i lesing - tid for nytenking?" Acta Didactica Norge 12, no. 4 (2018): 7. http://dx.doi.org/10.5617/adno.6499.

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Som en del av det Nasjonale kvalitetsvurderingssystemet for grunnopplæringen (NKVS) i norsk utdanning har vi i dag forskjellige leseprøver med ulikt formål og utforming for bruk i det 13-årige skoleløpet. I denne artikkelen tegner vi opp en historisk bakgrunn for innføringen av kartleggingsprøvene i lesing i begynneropplæringen, og peker på flere forhold som kaller på en nytenking av dette prøvekonseptet. I artikkelen viser vi ved hjelp av data fra en longitudinell studie hvordan en kort oppgave gjennomført i slutten av første klasse predikerer vansker med leseforståelse i 3. klasse. Med utgan
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13

Smirni, Pietro, Luigi Vetri, Eliana Misuraca, et al. "Misunderstandings about developmental dyslexia: a historical overview." Pediatric Reports 12, no. 1 (2020). http://dx.doi.org/10.4081/pr.2020.8505.

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History of the reading disorder not due to an intellectual disability, inadequate teaching systems or poor motivation to study, referred to as developmental dyslexia, has very remote origins. The first attempts explain the disorder as a primary ‘visual defect’. Since then, several models have been developed until autopsy and histo-pathological studies on the brains of developmental dyslexics provided neuroanatomical evidence on the structural and morphologic differences between normal and dyslexic brains. In addition, the new neuroimaging technologies have allowed to understand the neural syst
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14

Jin, Cai, and Alessandro Piccioni. "Dislessia e apprendimento di lingue tipologicamente distanti." 6 | 3 | 2017, no. 3 (July 16, 2018). http://dx.doi.org/10.30687/elle/2280-6792/2017/03/003.

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Since the researchers found out that the concentration of dyslexic people in China was not less than in Europe, Chinese development dyslexia became a magnetising subject in China. This article will give a general overview of more than one aspects of the morphological processing, phonetic consciousness, orthography processing, semantic processing and Chinese development dyslexia children through the analyses of significant experimental research data. Furthermore, references will be made to the dissimilarity of translation and definition of dyslexia between China and Europe and to the associate
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15

Renaud, Karen, Graham Johnson, and Jacques Ophoff. "Accessible authentication: dyslexia and password strategies." Information & Computer Security ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/ics-11-2020-0192.

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Purpose The purpose of this paper is to reveal the lived experiences of dyslexics in engaging with all kinds of alphanumeric authentication mechanisms. Design/methodology/approach A significant proportion of the world’s population experiences some degree of dyslexia, which can lead to spelling, processing, sequencing and retention difficulties. Passwords, being essentially sequences of alphanumeric characters, make it likely that dyslexics will struggle with these, even more so than the rest of the population. Here, this study explores the difficulties people with dyslexia face, their general
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16

Solovieva, Yulia, Athanasios Koutsoklenis, and Luis Quintanar. "Overcoming theoretical stagnation through cultural–historical neuropsychology: The case of dyslexia." Theory & Psychology, August 21, 2021, 095935432110408. http://dx.doi.org/10.1177/09593543211040812.

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In this article we argue that cultural–historical neuropsychology manages to escape the theoretical stagnation that characterises the field of dyslexia. To support our argumentation, we first define cultural–historical psychology and neuropsychology and determine their subject matter. Afterwards, we provide an outline of how reading and reading difficulties are perceived through the prism of cultural–historical neuropsychology. We then discuss several mainstream conceptualisations of dyslexia that contribute to the theoretical stagnation in the field. Finally, we explain how cultural–historica
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17

Walgermo, Bente Rigmor, Per Henning Uppstad, Kjersti Lundetræ, Finn Egil Tønnessen, and Oddny Judith Solheim. "Screening Tests of Reading: Time for a Rethink." Acta Didactica Norden 15, no. 1 (2021). http://dx.doi.org/10.5617/adno.8136.

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A Norwegian version of this article has formerly been published in this journal:Walgermo, B. R., Uppstad, P. H., Lundetræ, K., Tønnessen, F. E., & Solheim, O. J. (2018). Kartleggingsprøver i lesing-tid for nytenking?. Acta Didactica Norge, 12(4), art. 7. https://doi.org/10.5617/adno.6499. Abstract At present, the national Norwegian quality-assessment system for basic education (NKVS) includes a range of reading tests with different purposes and designs, to be administered at various points during a 13-year period of schooling. In this article, we trace the historical background to the intr
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