Bibliografias temáticas / Dyslexia

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Literatura científica selecionada sobre o tema "Dyslexia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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Artigos de revistas sobre o assunto "Dyslexia"

Yunus, Hasliza, and Noor Aini Ahmad. "Understanding The Definition and Characteristics of Dyslexia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 5 (2022): e001353. http://dx.doi.org/10.47405/mjssh.v7i5.1353.

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Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds w

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Khafidhoh, Khafidhoh. "FRIENDLY ENGLISH INSTRUCTION FOR DYSLEXIC LEARNERS." UAD TEFL International Conference 1 (November 20, 2017): 313. http://dx.doi.org/10.12928/utic.v1.181.2017.

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It is not really an easy work to get the general acceptance of dyslexia among the parents, teachers, society, government, and so on. However, in this era, we can see a number of countries actively fight for the dyslexics’ rights in life, education, job, etc. In Indonesia, Indonesian Dyslexia Association has run several activities to support people with dyslexia. In short, Indonesian people start to realize the importance of having the right exposures on dyslexia and taking part to support the dyslexics. However, the partial understanding about dyslexia and the related things can cause the inap

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Liu, Tinglei, Feroz De Costa, and Megat Al Imran Yasin. "The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review." Studies in Media and Communication 11, no. 6 (2023): 101. http://dx.doi.org/10.11114/smc.v11i6.5960.

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Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated sel

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Andrychowicz-Trojanowska, Agnieszka, and Sambor Grucza. "Textbook layout and the effectiveness of learning: an eye-tracking study on EFL textbook sample." Linguo Didáctica 4 (December 2, 2024): 1–20. https://doi.org/10.33776/linguodidactica.v4.8329.

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It comes as no surprise that teachers, including English as a foreign language (EFL) ones, meet a variety of students in their classrooms, as no student group is homogenous – in a typical (EFL) classroom usually there are some ‘average’ students and weak ones, some skilled and talented ones, together with those with special educational needs. The last group, limited to dyslexia, is of our special interest. It is because in the Polish schools the group of dyslexic students is getting bigger and bigger but teachers are still not trained well enough to successfully cooperate with them. Eye-tracki

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Malek, Ayyoub, Shahrokh Amiri, Issa Hekmati, Jaber Pirzadeh, and Hossein Gholizadeh. "A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children." ISRN Pediatrics 2013 (August 6, 2013): 1–7. http://dx.doi.org/10.1155/2013/165193.

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Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differen

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Passadelli, Anthoula Styliani, Aikaterini Klonari, Vyron Ignatios Michalakis, and Michail Vaitis. "Geography Teachers’ Knowledge of and Perceptions on Dyslexia." Education Sciences 10, no. 10 (2020): 278. http://dx.doi.org/10.3390/educsci10100278.

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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and percept

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Catts, Hugh W. "Speech Production Deficits in Developmental Dyslexia." Journal of Speech and Hearing Disorders 54, no. 3 (1989): 422–28. http://dx.doi.org/10.1044/jshd.5403.422.

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In this study, dyslexic and normal subjects rapidly repeated a series of phonologically complex and simple phrases. Dyslexic subjects repeated the phrases at a significantly slower rate and, in the complex condition, made significantly more errors. An examination of errors suggested that dyslexics may have difficulties in the planning stage of speech production. Findings are discussed in reference to other phonological deficits and oral reading problems in dyslexia.

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Morrison, Kelsey. "Learning Differently: The Struggles and Silver Linings of Dyslexia." Journal for Undergraduate Ethnography 13, no. 2 (2023): 23–36. http://dx.doi.org/10.15273/jue.v13i2.11797.

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This paper aims to understand the struggles and joys of individuals who have dyslexia. Situated in sociological theory, I contend that dyslexia is biological by nature, but socially constructed as a learning disability. This social construction is culturally shaped and bound by values of nonverbal communication which, consequently, is the area in which dyslexics struggle the most. Using a content analysis style of collecting data, I read hundreds of blog posts aiming to understand the experience of dyslexic individuals living in the United States. This article delves into themes of education,

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Prabha A, Jothi, Bhargavi R, and Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment." International Journal of Engineering & Technology 7, no. 4 (2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.

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Dyslexia is a learning disorder characterized by lack of reading and /or writing skills, difficulty in rapid word naming and also poor in spelling. Dyslexic individuals have great difficulty to read and interpret words or letters. Research work is carried out to classify dyslexic from non-dyslexics by various approaches such as machine learning, image processing, understanding the brain behavior through psychology, studying the differences in anatomy of brain. In addition to it several assistive tools are developed to support dyslexics. In this work, brain images are used for screening individ

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Fay de Azevedo, Aline, and Gabriela Da Cruz Gafforelli. "THE IMPACTS OF DEVELOPMENTAL DYSLEXIA ON THE PRACTICE OF SECOND LANGUAGE DYSLEXIC TEACHERS." Caderno de Letras, no. 35 (January 19, 2020): 103. http://dx.doi.org/10.15210/cdl.v0i35.17097.

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Dyslexia is a learning disorder and a neurobiological condition, which means it affects areas of the brain that process language. Dyslexic teachers carry the struggles caused by dyslexia with them to the workplace. Despite the fact that dyslexia may not be considered a positive characteristic, dyslexic teachers show more empathy towards their pupils with learning disabilities and make use of creative coping strategies, which help them overcome their own learning disability in the classroom. Taking these aspects into consideration, the present article was developed with the purpose of throwing

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Mais fontes

Teses / dissertações sobre o assunto "Dyslexia"

Bergström, Veronica. "Dyslexi-Det dolda handikappet : Dyslexia-The hidden handicap." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-218.

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<p>Syftet med detta arbete har varit att undersöka hur man på bästa sätt ger elever med dyslexi, läs- och skrivsvårigheter, en god skolgång. Jag valde att använda den kvalitativa metoden eftersom jag tror att djupgående intervjuer ger bäst resultat. Intervjuerna spelades in på band och sammanställdes sedan. För elever med dyslexi och läs- och skrivsvårigheter är det viktigt att hjälp sätts in i god tid. Om en person med läs och skrivsvårigheter får hjälp vid tidig ålder kan dyslexin förebyggas. För att hjälpa dessa elever till en god skolgång krävs att man ser till eleven, till barnet. Det är

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

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Michail, Konstantina. "Dyslexia : the experiences of university students with dyslexia." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1055/.

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This thesis is focused upon and examines the experiences of students with dyslexia in higher education. At the time of the research project started not much was known about the experiences of higher education students with dyslexia. An insight into their lives and experiences with a further overview of their past is evaluated. The participants of this study were undergraduate and postgraduate students studying for a degree in Higher Education and were assessed as dyslexic. The sample consisted of students that were studying in three universities in the city that the research took place. In ord

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

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King, Bernardine. "Similarities between acquired dyslexia, developmental dyslexia and early reading." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427486.

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Cameron, Harriet. "Critical dyslexia : the discursive construction of dyslexia in higher education." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7804/.

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The disparate ways in which dyslexia can be constructed in discourse in the higher education context have implications for the students who have been given the dyslexia label and for those in the wider learning community. The current study is an in-depth, two-level discourse analysis of two focus group conversations between university students with an identification of dyslexia. The study aimed to identify the discourses of dyslexia constructed during the focus groups; to explore the related subject positions students took up, offered or resisted (after Davies & Harre, 2001) and to consider so

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Moores, Elisabeth J. "Dyslexia : challenging theories." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/15162/.

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Experiments presented challenge theories on their ability to provide causal explanations of the pattern of performance in dyslexia. Studies la and 1 b employed a prism adaptation paradigm to investigate the Cerebellar Deficit Hypothesis (CDH). No group differences were found, although unfortunately it was concluded that the paradigm could not satisfactorily isolate cerebellar function from other compensation mechanisms. Studies 2a and 2b exploited a sequential stereopsis technique to test the visual deficit hypothesis. No group differences were found, although the dyslexic group did exhibit a

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Threlkeld, Aubry D. "Dyslexia as Disability." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461049.

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These three qualitative studies describe and analyze how and when young dyslexic people manage disability labels in talk. The theoretical framework informing this study includes post-structuralist approaches to analyzing talk about disability (Tremain, 2002, 2006; Goodley, 2011) and on-going debates about using discourses to model the relationship between impairment, disability and culture inside and outside social model of disability (Hughes & Paterson, 1997; Corker, 1998; Allan, 1999; Shakespeare, 2000; Corker & Shakespeare, 2002; Grue, 2011) and resistance against ableism generally (Gabel &

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Vender, Maria [Verfasser]. "Disentangling Dyslexia : Phonological and Processing Deficit in Developmental Dyslexia / Maria Vender." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1140368389/34.

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Karlsson, Amanda. "Hur lärare kan arbete i klassrummet inom de samhällsvetenskapliga ämnena utifrån dyslexins tre problematik faktorer." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33600.

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Mais fontes

Livros sobre o assunto "Dyslexia"

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

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

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Rosemary, Scott. Dyslexia and counselling. Whurr, 2004.

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

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1950-, Reid Gavin, ed. The Routledge companion to dyslexia. Routledge, 2009.

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Pavlidis, George T. Perspectives on dyslexia. s.n.], 1992.

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

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

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Osmond, John. The reality of dyslexia. Brookline Books, 1995.

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R, Miles T., and Varma Ved P, eds. Dyslexia and stress. Whurr Publishers, 1995.

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Capítulos de livros sobre o assunto "Dyslexia"

Levesque, Roger J. R. "Dyslexia." In Encyclopedia of Adolescence. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_493.

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Bell, Sherry Mee, and Tamara Bowlin. "Dyslexia." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_914.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1543.

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Cooper, Ross. "Dyslexia." In Neurodiversity in Higher Education. John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470742259.ch4.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-56782-2_1543-2.

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Dinnes, Carol, and Melissa Ghiringhelli. "Dyslexia." In Encyclopedia of Otolaryngology, Head and Neck Surgery. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23499-6_902.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1543.

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Galaburda, Albert M. "Dyslexia." In Abnormal States of Brain and Mind. Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6768-8_19.

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Galaburda, Albert M. "Dyslexia." In Speech and Language. Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6774-9_22.

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Alexander-Passe, Neil. "Dyslexia?" In The Successful Dyslexic. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_1.

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Trabalhos de conferências sobre o assunto "Dyslexia"

Eroğlu, Günet, and Mhd Raja Abou Harb. "Assessing ChatGPT’s Accuracy in Dyslexia Inquiry." In 2024 Medical Technologies Congress (TIPTEKNO). IEEE, 2024. http://dx.doi.org/10.1109/tiptekno63488.2024.10755435.

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Chauhan, Manasvi Singh, Isha Raghav, Vivekanand Jha, Khushi Singh, and Ankita Kumari. "Exploring Technological Interventions for Dyslexia Across Multilingual Contexts." In 2024 International Conference on Electrical Electronics and Computing Technologies (ICEECT). IEEE, 2024. http://dx.doi.org/10.1109/iceect61758.2024.10739023.

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Yu, Yih-Choung, Haki Shyntassov, Padmanabh Kaushik, and Lisa Gabel. "Saccadic Detection in Virtual Gaming for Dyslexia Classification." In 2024 IEEE International Symposium on Biomedical Imaging (ISBI). IEEE, 2024. http://dx.doi.org/10.1109/isbi56570.2024.10635745.

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V, Manimaran, Shanthi N, Aravindhraj N, Rakesh K, Revanth K, and Saran S. "Enhancing Dyslexia Detection: A Robust Machine Learning Approach." In 2025 3rd International Conference on Intelligent Data Communication Technologies and Internet of Things (IDCIoT). IEEE, 2025. https://doi.org/10.1109/idciot64235.2025.10914870.

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

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Background: The relationship between dyslexia and increased creativity scores has been studied since 1981, when possible causes were given: compensation as alternative mechanism to the area of disability or the deficit working as an organising element of the subject’s interest through higher focus. However, literature shows a lack of clarity thereof. Objective: To review recent studies relating dyslexia and increased creative potential. Methods: Descriptors “Dyslexia” and “Creativity” were searched on PubMed and VHL. Clinical trials and cohorts were filtered, totaling 33 articles; 20 were excl

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Beckwith, Victoria. "Practical Use of Education and Dyslexic Lenses within Tertiary Education: The Dyslexia-Friendly Quality Mark." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205004.

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This paper offers a lens to the Dyslexia-Friendly Quality Mark experience, from the perspective of a dyslexic person, how their perceptions shaped their perspectives, and the manifestation of these while journeying towards achieving the Dyslexia-Friendly Quality Mark. Normalising dyslexia and providing safe environments where dyslexia awareness is seen to be commonplace is important, and will support those who have prior experiences of struggling with education. Positive awareness of dyslexia supports diversity, performance, motivation and retention. It also benefits the learning of all learne

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Beckwith, Victoria. "“The Eggshell of People”: Listening to Children’s Descriptions of Dyslexia." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302008.

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Children are often underserved because of their age, academic level, and accessibility to the processes in place to develop resources, research and policies. Being neurodivergent, or living in a neurodivergent home, can augment childhood challenges. Listening to dyslexic people, including children, offers an opportunity to respectfully visit unique dyslexic lived experiences, to explore these rich contributions, and to gain fresh insights into people’s journeys. I am a dyslexic parent of a dyslexic child, and an advocate for the wider dyslexic community. I have personally found it can be chall

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Andruseac, Gabriela gladiola, Ciprian Cristea, and Gabriela Boldureanu. "BLENDED LEARNING ENVIRONMENT FOR DYSLEXIC CHILDREN." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-265.

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The current use of traditional educational methods leaves apart many persons, especially those suffering from dyslexia. Dyslexia is one of the most common learning disabilities. Learning disabilities affect the brain's ability to receive, process, analyze, or store information. Also called specific reading disability, dyslexia is a common reading and language disorder. It is not linked to any kind of deficit in intelligence overall, educational opportunity, or motivational factors. It affects 5-10% of alphabetic language speakers and 1 in 10 children is dyslexic. Blended learning is a formal e

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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairnes

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Eroğlu, Günet. "Early EEG Biomarkers of Dyslexia: An AI-Driven Discovery from First-Session Recordings." In The Second International Conference of AI new Technology and open Discussion. Algorithm Lab, 2025. https://doi.org/10.63211/j.p.25.645311.

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Using artificial intelligence (AI) and quantitative EEG (qEEG) data, this paper analyses early electrophysiological signs of dyslexia. Drawing from first-session EEG recordings of 208 youngsters labelled as either dyslexic or neurotypical, we found statistically significant variations in particular brainwave characteristics. Analysis aided by machine learning found strong distinction (p < 0.001) for characteristics including beta1 power at O1 (B1_O1), alpha power at O1 (A_O1), and gamma power at P7 (G_P7). These results imply that early screening of dyslexia may be diagnosed even with a sin

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Relatórios de organizações sobre o assunto "Dyslexia"

Law, Jeremy, and Katie Carmichael. Towards a dyslexia-friendly Scotland? Dyslexia Scotland, 2024. http://dx.doi.org/10.36399/gla.pubs.337659.

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Gordon, Shira. Multimodality Assistive Technology for Users with Dyslexia. Iowa State University, 2019. http://dx.doi.org/10.31274/cc-20240624-1033.

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

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind

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A.Rahman, Aida. Helping dyslexic students thrive in Malaysia. Edited by Shahirah Hamid and Suzannah Lyons. Monash University, 2024. http://dx.doi.org/10.54377/7285-a934.

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Subramanian, Balakrishnan, Janet Jayaraj, Ananth John Patrick, and Ms Majidha Fathima. Design and Development of a Smart Pen for Dyslexics. Peeref, 2023. http://dx.doi.org/10.54985/peeref.2305p7004156.

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

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Essien, Catherine. The development of a model for identifying, diagnosing and correcting dyslexic problems in third grade Nigerian. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2271.

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The Dyslexia Debate. ACAMH, 2022. http://dx.doi.org/10.13056/acamh.18764.

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This recording is from Professor Joe Elliot titled 'The Dyslexia Debate'. It is from the conference, 'Dyslexia from assessment to intervention' was held on Friday 29 September 2017, and was organised by the Welsh ACAMH Branch. The day promoted the notion that the assessment of literacy difficulties should be the first step on a clear pathway to individualised interventions for children or young people.

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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16289.

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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. Recorded on 29 September 2017, and was organised by the Welsh ACAMH Branch as part of the conference, 'Dyslexia from assessment to intervention'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.

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Understanding and Dealing with Dyslexia; Assessment and Intervention. ACAMH, 2022. http://dx.doi.org/10.13056/acamh.18756.

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

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