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Artigos de revistas sobre o tema "Dyslexia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

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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Stella, Marianna, and Paul E. Engelhardt. "Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences." Brain Sciences 12, no. 2 (2022): 209. http://dx.doi.org/10.3390/brainsci12020209.

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This study examined the comprehension of passive sentences in order to investigate whether individuals with dyslexia rely on parsing heuristics in language comprehension to a greater extent than non-dyslexic readers. One hundred adults (50 dyslexics and 50 controls) read active and passive sentences, and we also manipulated semantic plausibility. Eye movements were monitored, while participants read each sentence, and afterwards, participants answered a comprehension question. We also assessed verbal intelligence and working memory in all participants. Results showed dyslexia status interacted

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Subramaniyan, Vetriselvan, Ng Kah Chun, Puteri Nurkhalilah Huda bt Shahrudin, et al. "A Cross-sectional Study on Awareness of Dyslexia Disorder among University Students." Open Access Macedonian Journal of Medical Sciences 8, E (2020): 251–55. http://dx.doi.org/10.3889/oamjms.2020.4664.

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BACKGROUND: The condition of dyslexia is a learning disability leading to difficulty in acquiring basic skills of reading, spelling, and writing. It is a disorder with a neurological origin that does not affect the intelligence of a person. It is estimated that between 5% and 10% of the population suffering from dyslexia, but this number can also be as high as 17% because dyslexia may not be recognized and diagnosed in some individuals and because some of them may not disclose that they are diagnosed. In Malaysia, it is estimated that 4% to 8% of children attending school have dyslexia. Dyslex

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de Bree, Elise, and Sharon Unsworth. "Dutch and English literacy and language outcomes of dyslexic students in regular and bilingual secondary education." Dutch Journal of Applied Linguistics 3, no. 1 (2014): 62–81. http://dx.doi.org/10.1075/dujal.3.1.04bre.

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An increasing number of schools in the Netherlands offer bilingual (secondary) education, usually combining Dutch with English. As yet, it remains unclear whether students with dyslexia are able to cope in this type of educational setting. To address this question, the oral language and literacy skills of dyslexic and non-dyslexic students attending regular and bilingual VWO (pre-university) secondary education were compared. Results confirmed the benefits to English proficiency offered by this type of education as found in earlier studies (Van der Leij et al., 2010; Verspoor et al., 2010). In

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Bello, Ilia. "ADEQUATE TRAINING FOR CHILDREN WITH DYSLEXIA." Knowledge International Journal 28, no. 3 (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 -

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Botwina, Renata. "Towards Effective Foreign Language Teaching: Focus on Dyslexia." Verbum 2 (February 6, 2011): 55–61. http://dx.doi.org/10.15388/verb.2011.2.4955.

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This paper aims to overview the problems faced by dyslexic students learning a foreign language in the theoretical framework of foreign language teaching methodology (Berninger and Wolf 2009, Crombie 2010, Stasiak 2004, etc.) and psychology (Gardner 1983, 1999, Bogdanowicz 2002, 2004, Davis 1997, etc) The author of the paper is going to prove that dyslexic students benefit from the use of multisensory techniques (VAK) which stimulate their learning process by engaging students at multiple levels of perception. Special attention is given to the nature of dyslexia, its types and handicaps it res

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Dushanova, Juliana, Yordanka Lalova, Antoaneta Kalonkina, and Stefan Tsokov. "Speech–Brain Frequency Entrainment of Dyslexia with and without Phonological Deficits." Brain Sciences 10, no. 12 (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

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de Zeeuw, Alarlies. "Dyslexie En Tweede-Taalverwerving." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 103–12. http://dx.doi.org/10.1075/ttwia.71.10zee.

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Dyslexia is a language-development deficit in the area of reading and spelling. Research has provided evidence that the extent to which dyslexics have problems with literacy acquisition may differ across languages. It is thought that this is caused by differences in consistency concerning grapheme-phoneme correspondences. Consistencies and inconsistencies between languages may, therefore, also have an effect on L2 learning. If this is indeed the case, words that are orthographically and phonologically similar in both L1 and L2 will cause relatively few problems, while words that are only phono

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Stella, Marianna, and Paul E. Engelhardt. "Comprehension and Eye Movements in the Processing of Subject- and Object-Relative Clauses: Evidence from Dyslexia and Individual Differences." Brain Sciences 11, no. 7 (2021): 915. http://dx.doi.org/10.3390/brainsci11070915.

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In this study, we examined eye movements and comprehension in sentences containing a relative clause. To date, few studies have focused on syntactic processing in dyslexia and so one goal of the study is to contribute to this gap in the experimental literature. A second goal is to contribute to theoretical psycholinguistic debate concerning the cause and the location of the processing difficulty associated with object-relative clauses. We compared dyslexic readers (n = 50) to a group of non-dyslexic controls (n = 50). We also assessed two key individual differences variables (working memory an

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Dalle, Laurine. "Dyslexia in Arabic-French Bilingual Children: A Multiple-Case Study." Sustainable Multilingualism 22, no. 1 (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

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Ihbour, Said, Laila Berroug, Chahbi Hind, Fatiha Chigr, and Mohamed Najimi. "NEUROPSYCHOLOGICAL APPROACH OF FACTORS AGGRAVATING THE READING LEARNING DIFFICULTIES AMONG MOROCCAN ARABIC-SPEAKING STUDENTS WITH DEVELOPMENTAL DYSLEXIA PROFILE." Acta Neuropsychologica 20, no. 1 (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-Khen

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Traficante, Daniela, Claudio Luzzatti, and Naama Friedmann. "Multiple Types of Developmental Dyslexias in a Shallow Orthography: Principles for Diagnostic Screening in Italian." Brain Sciences 14, no. 8 (2024): 743. http://dx.doi.org/10.3390/brainsci14080743.

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A new dyslexia screening test for Italian, Tiltan-IT, is presented. The test was developed based on an integrated dual-route model of reading, which describes in detail specific mechanisms underpinning early visual processes as well as the lexical and the sublexical routes. The principle according to which the test was developed is that each dyslexia type is manifested in different kinds of errors and in different kinds of stimuli, and we therefore included stimuli sensitive to each dyslexia type in the test. Tiltan-IT is a reading aloud test that includes word, nonword, and word pair lists. T

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Sari, Mulia, Mariah Ulfa, and Uswatun Hasanah. "Clinical Teaching sebagai Penangganan Disleksia pada Peserta Didik." Transformasi Manageria: Journal of Islamic Education Management 4, no. 1 (2023): 204–17. http://dx.doi.org/10.47467/manageria.v4i1.4090.

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Dyslexia is a term that is related to the pattern of learning difficulties of students and is accompanied by characteristic problems in word recognition and accuracy, poor decoding and weak spelling abilities. Dyslexia can be experienced by students at all levels of education. Dyslexia should not prevent students from getting learning like other students. Thus the teacher must find the right subscription to overcome the learning difficulties of dyslexic students. In compiling this article, the authors use qualitative research and focus on literature studies. The author collects through documen

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Jumadi, Nur Anida, Ng Li Mun, Marlia Morsin, and Saifuddin Mohtaram. "Dyslexia Risk Screening System based Fuzzy Logic." International Journal of Engineering & Technology 7, no. 4.30 (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 a

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Alia Hussein, Ahmed Talib Abdulameer, Ali Abdulkarim, Husniza Husni, and Dalia Al-Ubaidi. "Classification of Dyslexia Among School Students Using Deep Learning." Journal of Techniques 6, no. 1 (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 detaile

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Tafti, Mahnaz Akhavan, Mansoor Ali Hameedy, and Nahid Mohammadi Baghal. "Dyslexia, a deficit or a difference: Comparing the creativity and memory skills of dyslexic and nondyslexic students in Iran." Social Behavior and Personality: an international journal 37, no. 8 (2009): 1009–16. http://dx.doi.org/10.2224/sbp.2009.37.8.1009.

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Positive and negative aspects of dyslexia were explored within the Iranian context. Dyslexia can be considered either as a deficit or merely as a difference. In this study 26 dyslexic primary-school students in Tehran were matched with 26 nondyslexics. The Shirazi and Nilipur (2004) Diagnostic Reading Test was administered to identify any significant difference in reading ability between the two groups. Then the Torrance (1974; as cited in Alizadeh, 1994) Creativity Test (Form B, picture subtest) and the Cornoldi (1995; as cited in Kakavand, 2003) Test of Visual-Spatial and Verbal Memory were

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Xia, Runyi, Wanying Ma, and Saiqi Zhang. "Overview of Research on Dyslexia Assessment and Identification in China." SHS Web of Conferences 187 (2024): 02031. http://dx.doi.org/10.1051/shsconf/202418702031.

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Dyslexia can affect students’ academic performance, self-esteem, mental health, social and emotional development, career and life prospects. Currently, there is a lack of scientifically unified methods and tools for dyslexia assessment and identification in China, resulting in a lower incidence rate of Chinese dyslexic students being discovered. Scientifically and accurately assessing and identifying dyslexic students and providing them with corresponding support and intervention measures are key issues in dyslexia research. This paper aims to analyze the progress of research on dyslexia asses

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Muhimmatul Khoiroh, Auliya, Ayim Binasti, Ni Putu Ayu Listiani, et al. "Peningkatan Literasi Siswa Disleksia SDN 26 Ampenan dengan Mengadakan Kelas Literasi." Rengganis Jurnal Pengabdian Masyarakat 4, no. 1 (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 liter

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Abbott-Jones, A. "A Quantitative Study Identifying the Prevalence of Anxiety in Dyslexic Students in Higher Education." Research Journal of Education, no. 71 (February 17, 2021): 42–55. http://dx.doi.org/10.32861/rje.71.42.55.

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Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotions such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiet

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Jamil, Nurul Husna, and Nur Farahkhanna Mohd Rusli. "READING DIFFICULTIES IN MALAY LANGUAGE AMONG DYSLEXIC STUDENTS: CLASSIFICATION BASED ON LEVINSON’S DYSLEXIA SYNDROME THEORY." International Journal of Education, Psychology and Counseling 9, no. 56 (2024): 530–45. https://doi.org/10.35631/ijepc.956033.

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Dyslexia is a condition that causes individuals to experience difficulties in language skills, particularly in reading. This study focuses on the aspect of Phonological Dyslexia, which centers on extreme reading difficulties due to phonological impairments, specifically the ability to manipulate language. This research is a case study that employs qualitative methods for data analysis. The research methods used include literature review and observation techniques. The respondents consist of five dyslexic students aged between seven and 12 years from three primary schools in Perak. To gather da

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Smith, Andrew T., Frances Early, and Sarah C. Grogan. "Flicker Masking and Developmental Dyslexia." Perception 15, no. 4 (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

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Isiguzo, Blessing Chioma. "Parenting Styles and Gender Differences Among Primary School Pupils with Dyslexia in Rivers State: Implications for Sustainable Development." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 4490–98. http://dx.doi.org/10.47772/ijriss.2024.803327s.

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The study investigated parenting styles and gender differences among dyslexia primary school pupils in Rivers State. The study adopted the ex-post-facto research design. The sample for the study was 136 dyslexic primary school pupils who were selected using purposive sampling technique. An instrument titled ‘Dyslexia Scale for Primary Pupils (DSPP)’ was adapted and used for this study. The reliability coefficient obtained was 0.76.Two research questions as well as two corresponding hypotheses were formulated and used for the study. T-test associated with Regression analysis was used to answer

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Worthy, Jo, Natalie Svrcek, Annie Daly-Lesch, and Susan Tily. "“We Know for a Fact”: Dyslexia Interventionists and the Power of Authoritative Discourse." Journal of Literacy Research 50, no. 3 (2018): 359–82. http://dx.doi.org/10.1177/1086296x18784759.

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Although researchers have studied dyslexia for over a century, there is still much debate about how dyslexia differs from other reading difficulties and how to support students labeled dyslexic. Nevertheless, dyslexia policy and practice are steeped in authoritative discourse that speaks of a definitive definition, unique characteristics, and prescribed intervention programs that are not well supported by research. In Texas, and increasingly in other states, only educators trained in these programs are considered qualified to provide intervention for students identified as dyslexic. In contras

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Talli, Ioanna, and Polyxeni Emmanouil. "Reading and Non-word Repetition Skills in Bilingual Developmental Dyslexia: The Case of a Greek - Italian Bilingual Dyslexic Adult." International Journal of Education 12, no. 2 (2020): 30. http://dx.doi.org/10.5296/ije.v12i2.17010.

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Studies of bilinguals with developmental dyslexia learning to read in two alphabetic orthographies have shown that they demonstrate similar reading and phonological short-term memory (STM) deficits in both their languages. The present study aimed at exploring whether dyslexia in adults affects similarly decoding skills in two transparent languages, Greek and Italian, whether there are similar deficits in phonological STM and whether the dominance of one of the two languages affects the manifestation of the deficits. We compared the performance of a young Greek-Italian bilingual dyslexic adult

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Sunil, Akhila B., Amitav Banerjee, Madamanchi Divya, Hetal K. Rathod, Jhanvi Patel, and Medhavi Gupta. "Dyslexia: An invisible disability or different ability." Industrial Psychiatry Journal 32, Suppl 1 (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 stan

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Ekawijana, Ardhian, Akhmad Bakhrun, and Zulkifli Arsyad. "Deteksi Dini Anak Disleksia dengan metode Support Vector Machine." Jurnal Sistem Komputer dan Informatika (JSON) 4, no. 1 (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. Thi

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Duranović, Mirela, Lidija Kobelja, and Matea Andrejaš. "ENVIRONMENTAL RISK FACTORS IN A CHILDREN WITH DYSLEXIA." Research in Education and Rehabilitation 7, no. 1 (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. Th

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Facoetti, Andrea, Anna Noemi Trussardi, Milena Ruffino, et al. "Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia." Journal of Cognitive Neuroscience 22, no. 5 (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 aud

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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-111-115.

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Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without

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Can, Eda, Ayşegül Vural, and Esra Mengi. "Phonological Deficits in Turkish Dyslexic Students." Psycholinguistics in a Modern World 15 (December 25, 2020): 111–15. http://dx.doi.org/10.31470/2706-7904-2020-15-111-115.

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Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without

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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, no. 7 (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 classr

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Cahyana, Cahyana, Hetti Hidayati, Muhammad Barja Sanjaya, Adi Satria Pangestu, Angga Anjaini Sundawa, and Aritakalam Aritakalam. "Leady: A Multisensory Approach in Mobile Application for Dyslexic Children." CommIT (Communication and Information Technology) Journal 15, no. 1 (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, I

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Brookes, Gaynor, Veronica Ng, Boon Hong Lim, Wah Pheow Tan, and 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, no. 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

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Wang, Jiahui, Kara Dawson, Kendra Saunders, et al. "Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia." Journal of Special Education Technology 33, no. 3 (2018): 182–93. http://dx.doi.org/10.1177/0162643418754530.

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There has been a lack of research on how people with individual differences learn with multimedia materials, in particular with regard to individuals with dyslexia. Dyslexia is a learning disability characterized by subpar ability in reading, spelling, writing, word recognition, and phonological decoding. This population could potentially benefit from multimedia learning materials according to the cognitive theory of multimedia learning and Orton–Gillingham multisensory instructional approach. This study examined how learning in four multimedia conditions influences dyslexic college students’

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Stein, John. "What is Developmental Dyslexia?" Brain Sciences 8, no. 2 (2018): 26. http://dx.doi.org/10.3390/brainsci8020026.

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Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but it also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and audit

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Ward, Lindsey M., and Zoi Kapoula. "Dyslexics’ Fragile Oculomotor Control Is Further Destabilized by Increased Text Difficulty." Brain Sciences 11, no. 8 (2021): 990. http://dx.doi.org/10.3390/brainsci11080990.

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Dyslexic adolescents demonstrate deficits in word decoding, recognition, and oculomotor coordination as compared to healthy controls. Our lab recently showed intrinsic deficits in large saccades and vergence movements with a Remobi device independent from reading. This shed new light on the field of dyslexia, as it has been debated in the literature whether the deficits in eye movements are a cause or consequence of reading difficulty. The present study investigates how these oculomotor problems are compensated for or aggravated by text difficulty. A total of 46 dyslexic and 41 non-dyslexic ad

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Paying attention to reading: The neurobiology of reading and dyslexia." Development and Psychopathology 20, no. 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 d

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Vajs, Ivan, Vanja Ković, Tamara Papić, Andrej M. Savić, and Milica M. Janković. "Spatiotemporal Eye-Tracking Feature Set for Improved Recognition of Dyslexic Reading Patterns in Children." Sensors 22, no. 13 (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 repr

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Ermingen-Marbach, Muna, Julia Pape-Neumann, Marion Grande, Anna Grabowska, and Stefan Heim. "Distinct neural signatures of cognitive subtypes of dyslexia: Effects of lexicality during phonological processing." Acta Neurobiologiae Experimentalis 73, no. 3 (2013): 404–16. http://dx.doi.org/10.55782/ane-2013-1947.

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The present study investigates the neurobiological basis of two subtypes of dyslexia with either a double deficit (concerning phonological awareness and rapid naming) or a single rapid naming deficit. We compared such groups of German dyslexic primary school children to each other and with good reading children in a phoneme deletion task performed during fMRI scanning. Children heard German words or pseudowords and repeated the remainder of the stimulus while deleting the initial phoneme (e.g. tear – _ear). In four conditions, the input stimulus (word or pseudoword) could either become another

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Diakogiorgi, Kleopatra, and Ermioni Tsiligirian. "Parents’ and school career counsellors’ evaluations of the occupational competence of children with dyslexia." European Journal of Counselling Psychology 4, no. 1 (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.

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Košak-Babuder, Milena, Judit Kormos, Michael Ratajczak, and Karmen Pižorn. "The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners." Language Testing 36, no. 1 (2018): 51–75. http://dx.doi.org/10.1177/0265532218756946.

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One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young Slovenian learners of English who performed four language assessment tasks adapted from a standardized battery of Slovenian national English language t

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