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Journal articles on the topic 'Dysorthographia'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 April 2022

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1

Simoës-Perlant, Aurélie, Marie-Pierre Thibault, Tonia Lanchantin, Céline Combes, Olga Volckaert-Legrier, and Pierre Largy. "How adolescents with dyslexia dysorthographia use texting." Written Language and Literacy 15, no. 1 (January 30, 2012): 65–79. http://dx.doi.org/10.1075/wll.15.1.04sim.

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Adolescents with dyslexia dysorthographia have some phonological skill deficiency and/or visual-attention deficit. Knowing that these same skills are required to use SMS codes, the main objective of this study is to understand how these subjects use texting language. To understand this, we compared the SMSs of adolescents with dyslexia dysorthographia with the SMSs of typical writers in a dictation task. We analyzed the number and the type of SMS codes used by the subjects. This study shows less use of SMS codes in quantitative terms in adolescents with dyslexia dysorthographia (DD), but globally equivalent use in terms of quality, in comparison with normal writers. Keywords: adolescent; SMS language; dyslexia; dysorthographia; writing; development

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2

Borges-Osório, Maria R. L., and Francisco M. Salzano. "Language Disabilities in Three Twin Pairs and Their Relatives." Acta geneticae medicae et gemellologiae: twin research 34, no. 1-2 (April 1985): 95–100. http://dx.doi.org/10.1017/s0001566000004979.

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AbstractThree pairs of monozygotic twins were ascertained during a general survey of language disabilities conducted among schoolchildren of Porto Alegre, Brazil. Two of them were concordant for dysgraphia, dysorthographia, dyslexia, and speech defects, while the other was concordant for dysorthographia and dyslexia, but discordant for dysgraphia. Two of the mothers and two sibs also presented language problems, but of a type that was not completely similar to those of the twins. Concomitant neurological and psychological studies, as well as the family histories, helped to understand the similarities and dissimilarities observed.

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3

Arsene, Seka Yapi. "La Dysorthographie A L’épreuve De L’environnement Social. Une Analyse Chez Des Élèves A L’école Primaire Ivoirienne." European Scientific Journal, ESJ 13, no. 23 (August 31, 2017): 302. http://dx.doi.org/10.19044/esj.2017.v13n23p302.

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The article analyzes the impact of environmental determinants on spelling in learners at the preparatory elementary school. It shows how spelling in learners can be influenced by environmental factors causing dysorthographia. The aim of the study is to analyze the effect of the social environment on students' written productions by showing more specifically that orthographic distortions depend to a large extent on the quality of the social environment. The survey is being carried out in preparation for primary school (CP1) in three departments of Côte d'Ivoire. Evaluations are proposed to process data from the chi-square. The quantitative method is preferred and the experimental approach makes it possible to conclude that disadvantaged environments favor dysorthographia more in learners.

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4

Kuure, Leena, Olli Kuure, Ann-Margret Sandbäck, and Anneli Yliherva. "Dysorthographia and bilingualism: Case studies of Swedish as a second language." Scandinavian Journal of Logopedics and Phoniatrics 17, no. 3-4 (January 1992): 191–201. http://dx.doi.org/10.3109/14015439209098737.

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5

Gorbunova, Nataliya Evgen'evna. "THE PROBLEM OF DEVELOPMENT of the MOTIVATION BASIS of DYSORTHOGRAPHIA PREVENTion OF pupils IN INCLUSIVE EDUCATION." Pedagogical Education in Russia, no. 3 (2016): 107–12. http://dx.doi.org/10.26170/po16-03-17.

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6

Lorusso, Maria Luisa, Francesca Borasio, and Massimo Molteni. "Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children." Children 9, no. 1 (January 5, 2022): 71. http://dx.doi.org/10.3390/children9010071.

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Tachidino is a web-platform for remote treatment of reading and writing disorders. A total of 91 children with developmental dyslexia and/or dysorthographia participated in the present study and received Tachidino treatment. The purpose of the study was to compare results obtained after four weeks treatment and a six-month follow-up in older versus younger children and in more versus less severely impaired children (separately subdividing them according to reading speed, reading accuracy, and writing accuracy). The results showed no difference in improvement for reading accuracy and speed in the three age groups, but children below 9 years improved more than older children in writing accuracy. Regarding severity groups, children with more severe initial impairments improved more than children with less severe impairments. Additionally, the results were confirmed after controlling for spurious effects due to use of Z-scores and regression to the mean. The findings are discussed in terms of their theoretical and practical implications.

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7

Levrier, O., J. M. Stordeur, N. Bruder, L. Manera, P. Bouillot, and C. H. Raybaud. "Postoperative Intracranial Thrombolysis and Angioplasty." Interventional Neuroradiology 7, no. 4 (December 2001): 325–30. http://dx.doi.org/10.1177/159101990100700408.

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The case study involves a patient presenting middle cerebral artery thrombosis, related to a severe vasospasm following subarachnoid hemorrhage due to aneurysm rupture. The patient was treated initially by surgical clipping of the left middle cerebral artery aneurysm. After surgery, the neurological status of the patient was normal. Six days later, the patient presented right hemiplegia and aphasia that were related to the proximal left middle cerebral artery thrombosis. Despite recent open-skull surgery, in situ thrombolysis using urokinase and antiplatelet antibodies (abciximab) was performed. The thrombosed artery was reopened and a severe vasospasm was observed. The vasospasm was treated by transluminal angioplasty. No intracranial hemorrhage was noted after thrombolysis and angioplasty, whereas subcutaneous hemorrhage around the scalp incision was observed. The patient recovered from motor and language impairment. The only long-term symptom was a mild dysorthographia. Balance of risk/benefit is discussed for such aggressive thrombolytic therapy. In this particular case, effectiveness and uneventful use of abciximab was demonstrated despite very recent brain surgery that was considered a formal contra-indication for the use of such a powerful thrombolytic drug. Vessel thrombosis is an exceptional complication of cerebral vasospasm. In the early hours, intra-arterial thrombolysis may be considered, but recent intracranial surgery is usually an exclusion criterion to performing thrombolysis. We report the case of a patient who underwent thrombolysis and angioplasty in the postoperative period to treat this complication of vasospasm.

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8

Motaghedifard, Mahshad, Fereshteh Baezzat, Vahid Nejati, and Habibollah Naderi. "Designing COROOR Computer-Based Cognitive Rehabilitation Program and Investigating its Effect on Spelling Efficacy and Visual-Phonological Processing in Students with Dyslexia – Dysorthographia." Quarterly Journal of Child Mental Health 7, no. 4 (February 1, 2021): 264–83. http://dx.doi.org/10.52547/jcmh.7.4.17.

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9

Khandaker, G. M., J. Stochl, S. Zammit, G. Lewis, and P. B. Jones. "A population-based longitudinal study of childhood neurodevelopmental disorders, IQ and subsequent risk of psychotic experiences in adolescence." Psychological Medicine 44, no. 15 (April 25, 2014): 3229–38. http://dx.doi.org/10.1017/s0033291714000750.

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Background.Schizophrenia has a neurodevelopmental component to its origin, and may share overlapping pathogenic mechanisms with childhood neurodevelopmental disorders (NDs). Nevertheless, longitudinal studies of psychotic outcomes among individuals with NDs are limited. We report a population-based prospective study of six common childhood NDs, subsequent neurocognitive performance and the risk of psychotic experiences (PEs) in early adolescence.Method.PEs were assessed by semi-structured interviews at age 13 years. IQ and working memory were measured between ages 9 and 11 years. The presence of six NDs (autism spectrum, dyslexia, dyspraxia, dysgraphia, dysorthographia, dyscalculia) was determined from parent-completed questionnaires at age 9 years. Linear regression calculated the mean difference in cognitive scores between children with and without NDs. Associations between NDs and PEs were expressed as odds ratios (ORs) with 95% confidence intervals (CIs); effects of cognitive deficits were examined. Potential confounders included age, gender, father's social class, ethnicity and maternal education.Results.Out of 8220 children, 487 (5.9%) were reported to have NDs at age 9 years. Children with, compared with those without, NDs performed worse on all cognitive measures; the adjusted mean difference in total IQ was 6.84 (95% CI 5.00–8.69). The association between total IQ and NDs was linear (p < 0.0001). The risk of PEs was higher in those with, compared with those without, NDs; the adjusted OR for definite PEs was 1.76 (95% CI 1.11–2.79). IQ (but not working memory) deficit partly explained this association.Conclusions.Higher risk of PEs in early adolescence among individuals with childhood ND is consistent with the neurodevelopmental hypothesis of schizophrenia.

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10

Morgon, A., and P. Aimard. "Dyslexie-dysorthographie de l'enfant." Journal de Pédiatrie et de Puériculture 2, no. 7 (October 1989): 417–23. http://dx.doi.org/10.1016/s0987-7983(89)80005-2.

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11

Morgon, A., and P. Aimard. "Dyslexie-dysorthographie de l'enfant." Journal de Pédiatrie et de Puériculture 2, no. 5 (July 1989): 279–88. http://dx.doi.org/10.1016/s0987-7983(89)80054-4.

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12

Marciano, Paul. "La dyslexie-dysorthographie : hypothèses psychodynamiques." Enfances & Psy 71, no. 3 (2016): 13. http://dx.doi.org/10.3917/ep.071.0013.

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13

Marciano, Paul. "La dyslexie-dysorthographie. Hypothèses psychodynamiques." Cliniques méditerranéennes 102, no. 2 (2020): 37. http://dx.doi.org/10.3917/cm.102.0037.

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14

Khomsi, Abdelhamid. "Essai de définition de la dysorthographie." Langue française 95, no. 1 (1992): 115–28. http://dx.doi.org/10.3406/lfr.1992.5775.

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15

ECHENNE, B. "Dyslexie dysorthographie : définition, bases neurologiques et physiopathologiques." Archives de Pédiatrie 9 (May 2002): 262–64. http://dx.doi.org/10.1016/s0929-693x(01)00852-1.

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16

Glazkova, S. N. "Agnonymy & Dysorthography: Aspects of Correlation." Bulletin of Chelyabinsk State University, no. 1 (2021): 33–38. http://dx.doi.org/10.47475/1994-2796-2021-10104.

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17

Vereecken, Dr Pierre. "L'étude psychanalytique de la dyslexie et de la dysorthographie." La psychiatrie de l'enfant 53, no. 1 (2010): 211. http://dx.doi.org/10.3917/psye.531.0211.

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18

De Santiago Herrero, F. J., D. M. García-Mateos, I. Arconada Díez, C. Torres Delgado, and A. M. Trigo Bensusan. "Significance of oral language delays and writing for early detection of developmental disorders." European Psychiatry 41, S1 (April 2017): S435. http://dx.doi.org/10.1016/j.eurpsy.2017.01.426.

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IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

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19

Bukovtsova, Nina Ivanovna. "Difficulties of developing secondary school students’ spelling skills." Samara Journal of Science 5, no. 3 (September 1, 2016): 148–54. http://dx.doi.org/10.17816/snv20163302.

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The paper presents theoretical approaches to secondary school students spelling rule acquisition. It defines the main terms: spelling, skill, spelling skill, spelling activities, spelling task, spelling observation and control skill, dysgraphia, dysorthography. The author describes types of spelling skills developed at school: finding parts of words spelt according to the spelling rules, spelling words according to the rules, graphic marking of difficult spelling, finding and correcting spelling mistakes. The paper reveals conditions and criteria of successful school students spelling skills development: high scientific level of teaching spelling, correlation of spelling skills and speech development, knowledge of spelling rules and the scheme of their application, a thoroughly developed system of exercises to practice the rules. The author focuses on difficulties of using these rules in writing: difficulties of spelling rules acquisition caused by spelling rules variety, poor formedness of cognition, low motivation level, inability to process information and difficulties in applying spelling rules related to spelling task setting and its solution. The author describes mistakes caused by poor spelling rules acquisition such as mistakes in words and their significant parts, mistakes in cursive, separate and hyphenate word spelling, mistakes in capital and small letter usage, mistakes in word break. Differential diagnostics of specific spelling mistakes is presented. The types of dysorthography and their characteristics are defined. The paper lists the principles of Russian spelling the breach of which results in mistakes.

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20

نوادری, سامیة الهام. "L’usage des TIC par les apprenants dysorthographiques The use of ICT by dysorthographic learners." المجلة العلمیة للتکنولوجیا وعلوم الإعاقة 2, no. 3 (September 1, 2020): 322–295. http://dx.doi.org/10.21608/skje.2020.120973.

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21

Leroy, D. "Un nouveau regard sur la dyslexie dysorthographie. Plaidoyer pour une reconnaissance précoce de ce handicap." Archives de Pédiatrie 5, no. 12 (December 1998): 1383–86. http://dx.doi.org/10.1016/s0929-693x(99)80061-x.

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22

Angelelli, Paola, Chiara Valeria Marinelli, Marinella De Salvatore, and Cristina Burani. "Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography." Dyslexia 23, no. 4 (February 8, 2017): 387–405. http://dx.doi.org/10.1002/dys.1554.

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23

Sama Traoré, Rénatou, Béatrice Vincent, Caroline Lecoeuvre, and Virginie Gallet. "L’inclusion des élèves dyspraxiques dans le milieu scolaire : perception de parents d’élèves." Revue Education, Santé, Sociétés, Vol. 6, No. 2, Volume 6, Numéro 2 (September 8, 2020): 27–42. http://dx.doi.org/10.17184/eac.3510.

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La dyspraxie est un trouble de l’exécution des gestes. Induite par un dysfonctionnement des processus de planification et/ou de programmation des mouvements, elle génère des difficultés de coordination souvent en association avec des comorbidités plus ou moins intriquées (dysgraphie, dyscalculie, dysorthographie, dyslexie…). En réponse aux troubles des apprentissages suscités, affectant la réussite scolaire et les activités de la vie quotidienne (AVQ) des personnes concernées, en France, la Loi du 22 février 2005 a prescrit des aménagements compensatoires. Cette étude se propose d’évaluer l’inclusion réellement pratiquée, dans le milieu scolaire, au regard de l’inclusion prescrite. La méthodologie du « récit de vie » a permis de recueillir, à l’échelle nationale, la perception de 29 parents à la fois du vécu de leurs enfants dyspraxiques, en milieu scolaire, et de la mise en application réelle des aménagements préconisés. Les résultats obtenus convergent vers un besoin de sensibilisation, de formation et d’information des équipes enseignantes comme amorce de la mise en œuvre des aménagements recommandés.

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24

Dymora and Niemiec. "Gamification as a Supportive Tool for School Children with Dyslexia." Informatics 6, no. 4 (November 1, 2019): 48. http://dx.doi.org/10.3390/informatics6040048.

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Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through his actions has performed a mission or reached a new level. It stimulates them to continue their activity and self-improvement to be better and beat their records. Its advantage is also that it does not have to be limited to one technology or method—it can be realized both through a simple scenario and a corkboard with results, it can also be embedded, e.g., in a virtual or augmented reality. This article focuses on the gamification of dyslexia, a common disorder of developmental disorders among pupils. It affects about 10%–15% of school-age children. The research narrowed the field of the study to one of the aspects of developmental dyslexia—dysorthography and making spelling mistakes by people affected by this disorder. This work aims to present an original application which is using gamification as a supportive tool for the learning of school children with diagnosed dyslexia. The conducted study was based on the implementation of original algorithms and scenarios of gamification on mobile devices, especially smartphones. School children are following a gamification approach for a specified period. As a conclusion, it can be stated that the proposed framework and gamification can help in the learning of people with dyslexia.

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25

Bizyuk, Aleksandr, Ekaterina Kac, Tat'yana Kolosova, and Viktor Sorokin. "Neuropsychological Aspects of Dysorthography." Russian Foundation for Basic Research Journal. Humanities and social sciences, January 2, 2021, 121–35. http://dx.doi.org/10.22204/2587-8956-2020-100-03-121-135.

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The article covers the findings of the comparative combined neuropsychological and logopedic study of 150 comprehensive school children studying in the third grade. Some of the children experienced persistent difficulties in acquiring orthography skills. To determine to what extent spelling errors are attributed to ill-formed morphofunctional cerebral systems the authors adopted several forms of statistical analysis. It was discovered that a number of aspects of brain function, as well as the range of functional indicators correlating with spelling errors, differ in children with higher and lower level of orthography (spelling) competence, difference being especially evident in boys. All types of spelling errors demonstrated correlation with decreased level of program activity organization.

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