Νευρογνωστικοί υποτύποι της αναπτυξιακής δυσλεξίας (original) (raw)

Νευρογνωστικοί υποτύποι της αναπτυξιακής δυσλεξίας

Abstract

Developmental dyslexia constitutes a specific learning difficulty of written speech, especially in relation to reading, and is characterized by its wide variety of symptoms. Various hypotheses have been suggested regarding the causes of the disorder, either at the cognitive or the biological level. The purpose of the present study was to investigate the neurocognitive subtypes of developmental dyslexia with a view to determine whether children with dyslexia can be divided into distinct categories based on their deficits in various areas. The sample of our study consisted of 101 children drawn from the 3 th , 4 th , 5 th and 6 th grades of primary schools (mean age 11.15 years), all of whom had been diagnosed with dyslexia by a public diagnostic centre. Students were given a series of tests assessing a wide range of skills. Specifically, the phonological, memory, attention, processing speed, motor, visual, and visual-motor skills were assessed. Our results showed that children with dyslexia can be divided into three subtypes. The first subtype consisted of children who were distinguished based on their performance in tests assessing the phonological, memory, attention, processing speed along with the visual and motor fields. The second subtype consisted of children who were differentiated based on their performance in the field of memory, motor and visualmotor. The third subtype consisted of children who were differentiated in their motor performance only. In conclusion, the findings of the study suggest that school-aged children accredited with developmental dyslexia can be distinguished into subtypes with particular neurocognitive characteristics. In addition, our results have shown that most dyslexic children experience difficulties in more than one cognitive domains and offer empirical support to current models claiming the existence of multiple neurocognitive deficits in developmental dyslexia.

Loading...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

References (345)

  1. εύρος τιμών ανά δοκιμασία Αντίθετες Έννοιες: 0-55 μον. Ευθεία Επανάληψη Αριθμών: 0-16 μον.
  2. Ακολουθίες Σχεδίου: 0-147 μον. Αντίστροφη Επανάληψη Αριθμών: 0-14 μον.
  3. Αντιστροφή Γραμμάτων:0-85 μον. Κωδικοποίηση: 0-117 μον.
  4. Αναπαραγωγή Σχεδίου: 0-69 μον. Map Mission: 0-60 μον.
  5. Συμβολικές Σχέσεις: 0-30μον. Αντιγραφή σύνθ. σχήματος Rey-Osterrieth: 0-36 μον.
  6. Ακολουθίες Λέξεων: 0-30 μον. Μνημ. αναπαρ. συνθ. σχήματος Rey-Osterrieth: 0-36 μον.
  7. Στατική Ισορροπία: 0-…sec Ανάγνωση Ψευδολέξεων: 0-40 μον.
  8. Δυναμική Ισορροπία: 0-27 βήμ. Ακουστική Προσοχή: 0-18 μον.
  9. Γράφημα 4. Σύγκριση των επιδόσεων των συμμετεχόντων της 1 ης και 2 ης συστάδας στις χορηγούμενες δοκιμασίες. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241 ΒΙΒΛΙΟΓΡΑΦΙΑ Aboudan, R., Eapen, V., Bayshak, M., Al-Mansouri, M., & Al-Shamsi, M. (2011). Dyslexia in the United Arab Emirates University -A Study of Prevalence in English and Arabic International Journal of English Linguistics, 1(2), 64-72.
  10. Ahissar, M. (2007). Dyslexia and the anchoring-deficit hypothesis. Trends in Cognitive Sciences, 11, 458-465.
  11. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders. Arlington: American Publishing.
  12. American Psychiatric Association (1994). Task force on DSM-IV. Diagnostic and statistical manual of mental disorders: DSM-IV, 4 th ed. Washington, DC: American Psychiatric Association.
  13. Αναστασίου, Δ. (1998). Δυσλεξία: Θεωρία και έρευνα, όψεις πρακτικής. Θεωρητικά, διαγνωστικά και ερευνητικά ζητήματα. Αθήνα: Ατραπός.
  14. Anderson., J. R. (1987). Skill acquisition: Compilation of weak method problem solutions. Psychological Review, 94, 192-210.
  15. Anderson, J. R. (1983). The architecture of cognition. Cambridge. MA: Harvard University Press.
  16. Anderson., J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369- 406.
  17. Andreou, G., & Segklia, M. (2019). Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the Second Language. Creative Education, 10, 1023-1036.
  18. Angold, A., Costello, E. J., & Erkanli, A. (1999). Comorbidity. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(1), 57-87. doi: 10.1111/1469-7610.00424
  19. Ans, B., Carbonnel, S., & Valdois, S. (1998). A connectionist multiple-trace memory model for polysyllabic word reading. Psychological Review, 105(4), 678-723. doi: 10.1037/0033-295X.105.4.678-723
  20. Anthoni, H., Zucchelli, M., Matsson, H., Muller-Myhsok, B., Fransson, I., Schumacher, J. et al. (2007). A locus on 2p12 containing the co-regulated MRPL19 and C2ORF3 genes is associated to dyslexia, Hum Mol Genet, 16(6), 667-677.
  21. Bacon, A. M., Parmentier, F. B. R., & Barr, P. (2013). Visuospatial memory in dyslexia: Evidence for strategic deficits. Memory, 21(2), 189-209. doi: 10.1080/09658211.2012.718789
  22. Baddeley, A. D. (2003). Working memory and language: An overview, Journal of Communication Disorders, 36, 189-208.
  23. Badian, N. A. (1997). Dyslexia and the double deficit hypothesis. Annals of Dyslexia, 47(1), 69-87. doi: 10.1007/s11881-997-0021-y
  24. Baker, L., & Cantwell, D. (1995). Reading disorder. In Kaplan H. & B. Sadock (Eds.), Comprehensive Textbook of Psychiatry III, 6th ed. (pp. 2246-2268). Baltimore: Williams & Wilkins.
  25. Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L., & Jacobsen, S. J. (2005). Math Learning Disorder: Incidence in a Population-Based Birth Cohort, 1976-82, Rochester, Minn. Ambulatory Pediatrics, 5(5), 281-289. doi: https://doi.org/10.1367/A04-209R.1
  26. Βασιλάκη, Ε., & Βάμβουκας, Μ. (1997). Άγχος Αξιολόγησης και Τρόπος Αντιμετώπισης Ψυχοπιεστικών Καταστάσεων από Παιδιά Ηλικίας 11-12 Ετών, Παιδαγωγική Επιθεώρηση 25(97), 43-59.
  27. Beaton, A. A. (2004). Dyslexia, Reading and the Brain. A sourcebook of Psychological and Biological Research. New York: Psychology Press.
  28. Beidas, H., Khateb, A., & Breznitz, Zv. (2013). The cognitive profile of adult dyslexics and its relation to their reading abilities. Reading and Writing, 26(9), 1487- 1515.
  29. Bender, H. A., Cole, J. R., Aponte-Samalot, M., Cruz-Laureano, D., Myers, L., Vazquez, B. R., & Barr, W. B. (2009). Construct validity of the Neuropsychological Screening Battery for Hispanics (NeSBHIS) in a neurological sample, Journal of the International Neuropsychological Society, 15, 217-224.
  30. Beneventi, H., Tønnessen, F. E., Ersland, L., & Hugdahl, K. (2010). Working Memory Deficit in Dyslexia: Behavioral and fMRI Evidence. International Journal of Neuroscience, 120(1), 51-59. doi: 10.3109/00207450903275129
  31. Benton, A. L. (1980). Dyslexia: Evolution of a concept. Bulletin of the Orton Society, 30(1), 10-26.
  32. Bishop, D. (2006). Dyslexia: What's the problem? Commentaries on White S, Milne E, Rosen S, Hansen P, Swettenham J, Frith U, Ramus F. The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children, Developmental Science, 9, 237-269.
  33. Bishop, D. V. M., Bishop, S. J., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different Origin of Auditory and Phonological Processing Problems in Children Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  34. With Language Impairment. Journal of Speech, Language, and Hearing Research, 42(1), 155-168. doi: doi:10.1044/jslhr.4201.155
  35. Blau, V., Reithler, J., van Atteveldt, N., Seitz, J., Gerretsen, P., Goebel, R., & Blomert, L. (2010). Deviant processing of letters and speeh sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children, Brain, 133(3), 868-879, doi: 10.1093/brain/awp308
  36. Βλάχος, Φ. (2018). Εγκέφαλος, μάθηση και ειδική αγωγή. Αθήνα: Εκδόσεις Gutenberg. ISBN 978-960-01-1938-1.
  37. Βλάχος, Φ. (2010). Δυσλεξία: Μία συνθετική προσέγγιση αιτιολογικών θεωριών. Hellenic Journal of Psychology, 7, 205-240.
  38. Βλάχος, Φ. (2007). Η γενετική βάση της δυσλεξίας: Σύγχρονα ευρήματα και μελλοντικές προοπτικές. In Ο. Ορφανός (Ed.), Η ειδική αγωγή στην κοινωνία της γνώσης (Vol. Α'). Αθήνα: Γρηγόρης.
  39. Βλάχος, Φ. & Νησιώτου-Μαντέλου, Ι. (2013). Γονίδια της δυσλεξίας. Παιδιατρική, 76, 20-25.
  40. Boada, R., Willcutt, E. G., and Pennington, B. F. (2012). Understanding the comorbidity between dyslexia and attention-deficit/hyperactivity disorder. Top. Lang. Disord. 32, 264-284. doi: 10.1097/tld.0b013e31826203ac
  41. Boder, E. (1971). Developmental Dyslexia: a diagnostic screening procedure based on three characteristic patterns of reading and spelling. In: B. Bateteman (Ed.), Learning Disorders. Seattle, Special Child Publications.
  42. Boets, B., Wouters, J., van Wieringen, A., & Ghesquière, P. (2006). Auditory temporal information processing in preschool children at family risk for dyslexia: Relations with phonological abilities and developing literacy skills. Brain and Language, 97(1), 64-79. doi: https://doi.org/10.1016/j.bandl.2005.07.026
  43. Borleffs, E., Jap, B. A. J., Nasution, I. K., Zwarts, F., & Maassen, B. A. M. (2018). Do single or multiple deficit models predict the risk of dyslexia in Standard Indonesian? Applied Psycholinguistics, 39(3), 675-702. doi: 10.1017/S0142716417000625
  44. Bosse, M.-L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198-230. doi: https://doi.org/10.1016/j.cognition.2006.05.009
  45. Bowers, G. & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms, and orthographic skill in dyslexia. Reading and Writing, 5, 69-85.
  46. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read-a causal connection. Nature, 301(5899), 419-421. doi: 10.1038/301419a0
  47. British Psychological Society. (1999, reprint 2005). Dyslexia, Literacy and Psychological Assessment. Report by the Working Party of the Division of Educational and Child Psychology of the British psychological Society, BPS, Leicester.
  48. Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28(5), 874-886. doi: 10.1037/0012-1649.28.5.874
  49. Bruininks, R. (1978). Manual of Bruininks-Oseretsky Test of Motor Proficiency. Circle Pines, MN: American Guidance Service.
  50. Bryant, F. (2000). Assessing the Validity of Measurement. In L. Grimm and P. Yarnold (Eds.), Reading and Understanding More Multivariate Statistics (pp. 99-146). Washington: American Psychological Association.
  51. Buchholz, J., & Davies, A. A. (2005). Adults with dyslexia demonstrate space-based and object-based covert attention deficits: Shifting attention to the periphery and Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241 shifting attention between objects in the left visual field. Brain and Cognition, 57(1), 30-34. doi: https://doi.org/10.1016/j.bandc.2004.08.017
  52. Cao, F., Bitan, T., Chou, T., Burman, D., & Booth, J. (2006). Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation patterns. Journal of Child Psychology & Psychiatry, 47, 1041-1050.
  53. Carlson, R. (1994). A Grammar of supyire. Mouton Grammar Library 14. Berlin: Mouton de Gruyter.
  54. Carmines, E. & Zeller, R. (1979). Reliability and Validity Assessment. Sage University Paper Series/Number 07-017, on Quantitative Applications in the Social Sciences. Newbury Park, CA: Sage.
  55. Carter, R. (1998). Mapping the mind. London: Weidenfeld and Nicolson.
  56. Castles A, Coltheart M (1993) Varieties of developmental dyslexia. Cognition 47, 149- 180.
  57. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language, and Hearing Research, 45(6), 1142-1157. doi: doi:10.1044/1092-4388(2002/093)
  58. Catts, H. W., Gillispie, M., Leonard, L. B., Kail, R. V., & Miller, C. A. (2002). The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading Achievement. Journal of Learning Disabilities, 35(6), 510-525. doi: 10.1177/00222194020350060301
  59. Catts, H. W., McIlraith, A., Bridges, M. S., & Nielsen, D. C. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing, 30(3), 613-629. doi: 10.1007/s11145-016-9692-2
  60. Chiarenza, G., Bosch-Bayard, J., Peluso, V., & Galan, L. (2016). Dyslexia and its subtypes. International Journal of Psychophysiology, 108, 2-172.
  61. Chow, S. M. K., Hsu, Y. W., Henderson, S. E., Barnett, A. L., & Lo, S. K. (2006). The Movement ABC: A cross-cultural comparison of preschool children from Hong Kong, Taiwan and th USA. Adapted Physical Activity Quartely, 23, 31-48.
  62. Cohen, L., Manion, L., & Morrison, K. (2008). Μεθοδολογία εκπαιδευτικής έρευνας, Αθήνα: Μεταίχμιο
  63. Constantinidou, M., & Stainthorp, R. (2009). Phonological awareness and reading speed deficits in reading disabled Greek-speaking children. Educational Psychology, 29(2), 171-186. doi: 10.1080/01443410802613483
  64. Cowan, N., & Alloway, T. P. (2008). The development of working memory in childhood. In M. Courag & N. Cowan (Eds.), Development of Memory in Infancy and Childhood (2nd edition). (pp. 303-342). Hove: Psychology Press.
  65. Creswell, J. W. (2011). Η Έρευνα στην Εκπαίδευση. Σχεδιασμός, Διεξαγωγή και Αξιολόγηση της Ποσοτικής και Ποιοτικής Έρευνας Αθήνα: Ίων.
  66. Critchley, M. (1970). The dyslexic child, London: Heinemann.
  67. Démonet, J.-F., Taylor, M. J., & Chaix, Y. (2004). Developmental dyslexia. The Lancet, 363(9419), 1451-1460. doi: https://doi.org/10.1016/S0140-6736(04)16106-0
  68. Dilling, H., Mombour, W., & Schmidt, M. (1991). International Classification of Mental Diseases, ICD-10. Bern: Huber.
  69. Dirks, E., Spyer, G., van Lieshout, E. C. D. M., & de Sonneville, L. (2008). Prevalence of Combined Reading and Arithmetic Disabilities. Journal of Learning Disabilities, 41(5), 460-473. doi: 10.1177/0022219408321128
  70. Douklias, S. D., Masterson, J., & Hanley, J. R. (2009). Surface and phonological developmental dyslexia in Greek. Cognitive Neuropsychology, 26(8), 705-723.
  71. Dozier, D. (1953). The neurological background of word deafness. Bulletin of Orton Society, 3, 6-10.
  72. Dubois, M., Kyllingsbaek, S., Prado, C., Musca, S. C., Peiffer, E., Lassus-Sangosse, D., & Valdois, S. (2010). Fractionating the multi-character processing deficit in developmental dyslexia: Evidence from two case studies. Cortex, 46(6), 717- 738. doi: https://doi.org/10.1016/j.cortex.2009.11.002
  73. Duncan, L. G. (2018). Language and Reading: the Role of Morpheme and Phoneme Awareness. Current developmental disorders reports, 5, 226-234.
  74. Eden, G. F., & Moats, L. (2002). The role of neuroscience in the remediation of students with dyslexia. Nature Neuroscience, 5(11), 1080-1084. doi: 10.1038/nn946
  75. Eden, G. F., VanMeter, J. W., Rumsey, J. M., & Zeffiro, T. A. (1996). The Visual Deficit Theory of Developmental Dyslexia. NeuroImage, 4(3), S108-S117. doi: https://doi.org/10.1006/nimg.1996.0061
  76. Eichenbaum, H., & Cohen, N. J. (2001). From conditioning to conscious recollection. Oxford, UK: Oxford University Press.
  77. Elliot, J. G., & Grigorenko, E. L. (2015). Δυσλεξία Νέες προσεγγίσεις -νέες προοπτικές. Πάτρα: Gotsi.
  78. Ellis, A. (1984). Reading, Writing and Dyslexia: Α cognitive analysis. London: Lawrence Erlbam Associates.
  79. Ellis, A. W., & Young, A. W. (1996). Reading: A composite model for word recognition and production. In A. W. Ellis & A. W. Young (Ed.), Human cognitive neuropsychology: A textbook with readings (pp. 191-238). Hove, UK: Psychology Press.
  80. Εμμανουήλ, Α., Τσαπκίνη, Κ., & Jobst, R. (2006). Βαθειά Δυσλεξία στα ελληνικά: Μελέτη περίπτωσης. Hellenic Journal of Psychology, 3, 259-290.
  81. Facoetti, A., Lorusso, M. L., Cattaneo, C., Galli, R., & Molteni, M. (2005). Visual and auditory attentional captures are both sluggish in children with developmental dyslexia. Acta Neurobiologiae Experimentalis, 65, 61-72.
  82. Facoetti, A., Lorusso, M. L., Paganoni, P., Cattaneo, C., Galli, R., Umiltà, C., & Mascetti, G. G. (2003). Auditory and visual automatic attention deficits in developmental dyslexia. Cognitive Brain Research, 16(2), 185-191. doi: https://doi.org/10.1016/S0926-6410(02)00270-7
  83. Facoetti, A., & Molteni, M. (2001). The gradient of visual attention in developmental dyslexia. Neuropsychologia, 39(4), 352-357. doi: https://doi.org/10.1016/S0028-3932(00)00138-X
  84. Facoetti, A., Trussardi, A. N., Ruffino, M., Lorusso, M. L., Cattaneo, C., Galli, R., . . . Zorzi, M. (2010). Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia. Journal of Cognitive Neuroscience, 22(5), 1011-1025. doi: 10.1162/jocn.2009.21232 %M 19366290
  85. Farmer, M., & Klein, R. (1995). The evidence for a temporal processing deficit linked to dyslexia: A review. Psychonomic Bulletin & Review, 2. 460-493.
  86. Fawcett, A. J., & Nicolson, R. I. (1999). Performance of Dyslexic Children on Cerebellar and Cognitive Tests. Journal of Motor Behavior, 31(1), 68-78. doi: 10.1080/00222899909601892
  87. Fawcett, A. J., & Nicolson, R. I. (1992). Automatisation deficits in balance for dyslexic children, Percept. Mot. Skills, 75, 507-529.
  88. Fawcett, A. J., Nicolson, R. I., & Dean, P. (1996). Impaired performance of children with dyslexia on a range of cerebellar tasks. Annals of Dyslexia, 46(1), 259-283. doi: 10.1007/BF02648179
  89. Fischer, B., Hartnegg, K., & Mokler, A. (2000). Dynamic Visual Perception of Dyslexic Children. Perception, 29(5), 523-530. doi: 10.1068/p2666b
  90. Fisher, S. E., & DeFries, J. C. (2002). Developmental dyslexia: genetic dissection of a complex cognitive trait. Nature Reviews Neuroscience, 3(10), 767-780. doi: 10.1038/nrn936
  91. Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society, 15, 501-508.
  92. Francks, C., MacPhie, I. L., & Monaco, A. P. (2002). The genetic basis of dyslexia. The Lancet Neurology, 1(8), 483-490. doi: https://doi.org/10.1016/S1474- 4422(02)00221-1
  93. Frith, U. (2002). Resolving the paradoxes of dyslexia. In Reid, G.and Wearmouth, J. (Eds). Dyslexia and Literacy: Theory and Practice Chichester: John Wiley and Sons Frith, U. (1999). Paradoxes in the definition of dyslexia. Dyslexia, 5(4), 192-214. doi: 10.1002/(SICI)1099-0909(199912)5:4<192::AID-DYS144>3.0.CO.2-N
  94. Frith, U. (1997). Brain, mind and behaviour in dyslexia. In C. Hulme & M. J. Snowling (Eds.), Dyslexia: Biology, cognition and intervention (pp. 1-19). London: Whurr.
  95. Gabrieli, J. D. E. (2009). Dyslexia: A New Synergy Between Education and Cognitive Neuroscience. Science, 325(5938), 280-283. doi: 10.1126/science.1171999
  96. Galaburda , A. M., & Eidelberg, D. (1982). Symmetry and Asymmetry in the Human Posterior Thalamus: II. Thalamic Lesions in a Case of Developmental Dyslexia. JAMA Neurology, 39(6), 333-336. doi: 10.1001/archneur.1982.00510180011002
  97. Galaburda, A. M., & Kemper, T. L. (1979). Cytoarchitectonic abnormalities in developmental dyslexia: A case study. Annals of Neurology, 6(2), 94-100. doi: 10.1002/ana.410060203
  98. Galaburda , A. M., & Livingstone , M. (1993). Evidence for a Magnocellular Defect in Developmental Dyslexia a. Annals of the New York Academy of Sciences, 682(1), 70-82. doi: 10.1111/j.1749-6632.1993.tb22960.x
  99. Galaburda, A. M., Menard, M. T., & Rosen, G. D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences, 91(17), 8010-8013. doi: 10.1073/pnas.91.17.8010
  100. Galaburda , A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., & Geschwind, N. (1985). Developmental dyslexia: Four consecutive patients with cortical anomalies. Annals of Neurology, 18(2), 222-233. doi: 10.1002/ana.410180210
  101. Gathercole, S. E., Willis, C. S., Baddeley, A. D., & Emslie, H. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory, 2(2), 103-127. doi: 10.1080/09658219408258940
  102. Gayan, J., & Olson, R. K. (2001). Genetic and Environmental Influences on Orthographic and Phonological Skills in Children With Reading Disabilities. Developmental Neuropsychology, 20(2), 483-507. doi: 10.1207/S15326942DN2002_3
  103. Γεώργας, Δ., Παρακευόπουλος, Ι., Μπεζεβέγκης, Η., & Γιαννίτσας, Ν. Δ. (1997). Ελληνικό WISC-III: Οδηγός Εξεταστή. Αθήνα: Ελληνικά Γράμματα.
  104. Gerhand, S., & Barry, C. (2000). When does a deep dyslexic make a semantic error? The roles of age-of-acquisition, concreteness and frequency. Brain and Language, 74, 26-47.
  105. Geschwind, D. H. (2011). Genetics of autism spectrum disorders. Trends in Cognitive Sciences, 15(9), 409-416.
  106. Getchell, N., Padreja, P., Needle, K., & Carrio, V. (2007). Comparing children with and without dyslexia on the Movement Assessment Battery for Children and the Test of Gross Motor Development. Perceptual and Motor Skills, 105, 207-214.
  107. Gilger, J. W., and Kaplan, B. J. (2001). Atypical brain development: a conceptual framework for understanding developmental learning disabilities. Dev. Neuropsychol. 20, 465-481. doi: 10.1207/s15326942dn2002_2
  108. Gillon, G. T. (2004). Phonological awareness: From research to practice. New York: The Guilford Press Goswami, U. (2011). What cognitive neuroscience really tells educators about learning and development. In J. Moyles, J. Paylor, J. Georgeson, Eds, Beginning Teaching, Beginning Learning, 4 th Edition (pp. 21- 33). Open University Press.
  109. Gilmore, J. H., Knickmeyer, R. C. & Gao, W. (2018). Imaging structural and functional brain development in early childhood. Nat. Rev. Neuroscience, 19, 123-137. doi: 10.1038/nrn. 2018.1.
  110. Gooch, D., Hulme, C., Nash, H. M., & Snowling, M. J. (2014). Comorbidities in preschool children at family risk of dyslexia. Journal of Child Psychology and Psychiatry, 55(3), 237-246. doi: 10.1111/jcpp.12139
  111. Goulandris, N. K., & Snowling, M. (1991). Visual Memory Deficits: A Plausible Cause of Developmental Dyslexia? Evidence from a Single Case Study. Cognitive Neuropsychology, 8(2), 127-154. doi: 10.1080/02643299108253369
  112. Gray, S., Fox, A. B., Green †, S., Alt, M., Hogan, T. P., Petscher, Y., & Cowan, N. (2019). Working Memory Profiles of Children With Dyslexia, Developmental Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  113. Language Disorder, or Both. Journal of Speech, Language, and Hearing Research, 62(6), 1839-1858. doi: doi:10.1044/2019_JSLHR-L-18-0148.
  114. Griffiths, Y. M. & Snowling, M. J. (2002). Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis, J Educ Psychol, 94, 34- 43.
  115. Grigorenko, E. L. (2009). At the height of fashion: what genetics can teach us about neurodevelopmental disabilities. Current opinion in neurology, 22(2), 126-130. doi: 10.1097/WCO.0b013e3283292414
  116. Grigorenko, E. L. (2001). Developmental dyslexia: An update on genes, brains, and environments. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 91-125.
  117. Hancock, R., Gabrieli, J., & Hoeft, F. (2016). Shared temporoparietal dysfunction in dyslexia and typical readers with discrepantly high IQ. Trends in Neuroscience and Education, 5, 173-177. doi:10.1016/j.tine.2016.10.001.
  118. Hankey, R. I. (2017). Is There Just One Dyslexic Reader? Evidence for the Existence of Distinct Dyslexic Sub-Groups, Current Developmental Disorders Reports, 4, 101-107.
  119. Hari, R., & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in Cognitive Sciences, 5(12), 525-532. doi: https://doi.org/10.1016/S1364-6613(00)01801-5
  120. Harlaar, N., Dale, P. S., & Plomin, R. (2007). From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence. Child Development, 78(1), 116-131. doi: 10.1111/j.1467-8624.2007.00988.x
  121. Hatzidaki, A., Gianneli, M., Petrakis, E., Makaronas, N., & Aslanides, I. M. (2011). Reading and Visual Processing in Greek Dyslexic Children: An Eye-Movement Study. Dyslexia, 17(1), 85-104.
  122. Heaton, S. C., Reader, S. K., Preston, A. S., Fennell, E. B., Puyana, O. E., Gill, N., & Johnson, J. H. (2001). The Test of Everyday Attention for Children (TEA-Ch): Patterns of Performance in Children With ADHD and Clinical Controls. Child Neuropsychology, 7(4), 251-264. doi: 10.1076/chin.7.4.251.8736
  123. Heim, S. & Grande, M. (2012). Fingerprints of developmental dyslexia, Trends in Neuroscience and Education, 1(1), 10-14
  124. Heim, S., Tschierse, J., Amunts, K., Vossel, S., Wilms, M., Willmes, K., . . . Huber, W. (2008). Cognitive subtypes of dyslexia. Acta Neurobiologiae Experimentalis, 68, 73-82.
  125. Hier, D. B., LeMay, M., Rosenberger, P. B., & Perlo, V. P. (1978). Developmental Dyslexia: Evidence for a Subgroup With a Reversal of Cerebral Asymmetry. JAMA Neurology, 35(2), 90-92. doi: 10.1001/archneur.1978.00500260028005
  126. Hill, E. L. (2001). Non-specific nature of specific language impairment: a review of the literature with regard to concomitant motor impairments. International Journal Lang. Commun. Disord. 36, 149-171. doi: 10.1080/13682820118418
  127. Hinzman, D. L. (1990). Human learning and memory: Connections and dissociations. Annual Review of Psychology, 41, 109-139.
  128. Ho, C. S.-H., Law, T. P.-S., & Ng, P. M. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing, 13(1), 57-79. doi: 10.1023/A:1008040922662
  129. Hoeft, F., Hernandez, A., McMillon, G., Taylor-Hill, H., Martindale, J.L., Meyler, A., Keller, A., Siok, W.T., Deutsch, G.K., Just, M.A., Whitfield-Gabrieli, S., & Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  130. Gabrieli, J.D. (2006). Neural basis of dyslexia: a comparison between dyslexic and nondyslexic children equated for reading ability. Journal of Neuroscience, 26, 10700-10708.
  131. Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J., et al. (2007). Functional and morphometric brain dissociation between dyslexia and reading ability. Proceedings of National Academy of Science USA, 104, 4234- 4239.
  132. Horowitz-Kraus, T., Vannest, J. J., Kadis, D., Cicchino, N., Wang, Y. Y., & Holland, S. K. (2014). Reading acceleration training changes brain circuitry in children with reading difficulties. Brain and Behavior, 4(6), 886-902. doi: 10.1002/brb3.281
  133. Horton, D. L. & Mills, C. B. (1984). Human learning and memory. Annual Review of Psychology, 35, 361-394.
  134. Huettig, F., Lachmann, T., Reis, A. & Petterson, K. M. (2018). Distinguishing cause from effect-many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333-350.
  135. Hulme, C., & Snowling, M. J. (2017). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28, 731-735. doi:10.1097/MOP.0000000000000411
  136. Humphreys, P., Kaufmann, W. E., & Galaburda, A. M. (1990). Developmental dyslexia in women: Neuropathological findings in three patients. Annals of Neurology, 28(6), 727-738. doi: 10.1002/ana.410280602
  137. Ito, M. (1990). A new psysiological concept of cerebellum. Reveu Neurologique, 146, 564-569. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  138. Iversen, S., Berg, K., Ellertsen, B., & Tønnessen, F. E. (2005). Motor Coordination Difficulties in a Municipality Group and in a Clinical Sample of Poor Readers. Dyslexia, 11, 217-231.
  139. Jednoróg, K., Gawron, N., Marchewka, A., Heim, S., & Grabowska, A. (2014). Cognitive subtypes of dyslexia are characterized by distinct patterns of grey matter volume, Brain Struct Funct, 219(5), 1697-1707.
  140. Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10(3), 196-214. doi: 10.1002/dys.278
  141. Jimenez, J. E., Rodríguez, C., & Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile and home literacy experiences, J Exp Child Psychol, 103, 167-185.
  142. Jones, M. W., Obregón, M., Louise Kelly, M., & Branigan, H. P. (2008). Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study. Cognition, 109(3), 389-407. doi: https://doi.org/10.1016/j.cognition.2008.10.005
  143. Judge, J., Caravolas, M., & Knox, P. C. (2007). Visual attention in adults with developmental dyslexia: Evidence from manual reaction time and saccade latency. Cognitive Neuropsychology, 24, 260-278.
  144. Kaplan, B. J., Dewey, D. M., Crawford, S. G., & Wilson, B. N. (2001). The Term Comorbidity Is of Questionable Value in Reference to Developmental Disorders: Data and Theory. Journal of Learning Disabilities, 34(6), 555-565. doi: 10.1177/002221940103400608
  145. Karapetsas, Α. & Vlachos, F. (1997). Sex and handedness in development of visual- motor skills. Perceptual and Motor Skills, 85, 131-140.
  146. Kasselimis, D. S., Margarity, M., & Vlachos, F. (2008). Cerebellar Function, Dyslexia and Articulation Speed. Child Neuropsychology, 14(4), 303-313. doi: 10.1080/09297040701550138
  147. Κασσωτάκη-Μαριδάκη, A. (1998). Ικανότητα βραχύχρονης συγκράτησης φωνολογικών πληροφοριών και επίδοση στην ανάγνωση: μια προσπάθεια διερεύνησης της μεταξύ τους σχέσης. Ψυχολογία, 5, 44-52.
  148. Κάτσινου, Π. (2017). Στρατηγικές ορθογραφημένης γραφής, ορθογραφικά λάθη και κειμενική οργάνωση: Μια συγκριτική διερεύνηση σε μαθητές τυπικής ανάπτυξης και μαθητές με Ειδικές Μαθησιακές Δυσκολίες, Msc, Θεσσαλονίκη: Πανεπιστήμιο Μακεδονίας.
  149. Kearns, D. M., Hancock, R., Hoeft, F., Pugh, K. R., & Frost, S. J. (2019). The Neurobiology of Dyslexia. TEACHING Exceptional Children, 51(3), 175-188. doi: 10.1177/0040059918820051
  150. Kibby, M. Y., Marks, W., Morgan, S., & Long, C. J. (2004). Specific Impairment in Developmental Reading Disabilities:A Working Memory Approach. Journal of Learning Disabilities, 37(4), 349-363. doi: 10.1177/00222194040370040601
  151. Kim, H. (2004). Learning Disabilities. USA: Greenhaven Press.
  152. Kinsbourne, M., & Warrington, E. K. (1963). Developmental factors in reading and writing backwardness. British Journal of Psychology, 54(2), 145-156. doi: 10.1111/j.2044-8295.1963.tb00870.x
  153. Κιοσέογλου, Γ. & Μενεξές, Γ. (2008). Ψυχομετρική Επεξεργασία, στο Ε.Ν. Γωνίδα και Β.Ιωσιφίδου, Ψυχομετρικό Κριτήριο Γνωστικής Επάρκειας για Παιδιά και Εφήβους, Αριστοτέλειο Πανεπιστήμιο-ΥΠΕΠΘ, Θεσσαλονίκη, 2008
  154. Kirby, A., Sugden, D., & Beveridge, S. (2008). Dyslexia and developmental co- ordination disorder in further and higher education-similarities and differences. Does the 'Label' influence the support given?, Dyslexia, 197-213.
  155. Kirby, J. R., Parrila, R. K., & Pfeiffer, S. L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95(3), 453-464. doi: 10.1037/0022-0663.95.3.453
  156. Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162-175. doi: 10.1037/a0029285
  157. Kosmidis, M. H. (2018). Challenges in the neuropsychological assessment of illiterate older adults. Language, Cognition, & Neuroscience. 3(3), 373-386.
  158. Kronbichler, M., Hutzler, F., & Wimmer, H. (2002). Dyslexia: Verbal impairments in the absence of magnocellular impairments. NeuroReport, 13(5), 617-620.
  159. Κύρκος, Ε. (2015). Ανάλυση Συστάδων. Στο Κύρκος, Ε. 2015. Επιχειρηματική ευφυΐα και εξόρυξη δεδομένων. [ηλεκτρ. βιβλ..]. Αθήνα: Σύνδεσμος Ελληνικών Ακαδημαϊκών Βιβλιοθηκών, κεφ. 11. Διαθέσιμο στο: http://hdl.handle.net/11419/1238.
  160. Κωστόπουλος, Σ. (2005). Δυσλεξία: Νεότερα ευρήματα για την αιτιολογία, παθογένεια και θεραπευτική αντιμετώπιση. Εγκέφαλος, 42, 55-56.
  161. Landerl, K., & Moll, K. (2010). Comorbidity of learning disorders: prevalence and familial transmission. Journal of Child Psychology and Psychiatry, 51(3), 287- 294. doi: 10.1111/j.1469-7610.2009.02164.x
  162. Lang, K., Roberts,M., Harrison, A., Lopez, C., Goddard, E., Khondoker, M., Treasure, J., & Tchanturia, K. (2016). Central Coherence in Eating Disorders: A Synthesis Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241 of Studies Using the Rey Osterrieth Complex Figure Test, PLOS ONE 11(11): e0165467. https://doi.org/10.1371/journal.pone.0165467
  163. Le Jan, G., Le Bouquin-Jeannès, R., Costet, N., Trolès, N., Scalart, P., Pichancourt, D., . . . Gombert, J.-E. (2011). Multivariate predictive model for dyslexia diagnosis. Annals of Dyslexia, 61(1), 1-20. doi: 10.1007/s11881-010-0038-5
  164. Lewandowska, M., Milner, R., Ganc, M., Włodarczyk, E., & Skarżyński, H. (2014). Attention dysfunction subtypes of developmental dyslexia. Medical science monitor : international medical journal of experimental and clinical research, 20, 2256-2268. doi: 10.12659/MSM.890969
  165. Lezak, M. D. (1995). Neuropsychological assessment (3 rd ed.). New York: Oxford University Press
  166. Ligges, C. & Blanz, B. (2007). Survey of fMRI results regarding a phonological deficit in children and adults with dyslexia: fundamental deficit or indication of compensation?, Zeitschrift für Kinder-und Jugendpsychiatrie und Psychotherapie, 35, 107-115
  167. Lindgren, S. D., de Renzi, E., & Richman, L. C. (1985). Cross-National Comparisons of Developmental Dyslexia in Italy and the United States. Child Development, 56(6), 1404-1417. doi: 10.2307/1130460
  168. Ludwig, K., Roeske, D., Herms, S., Schumacher, J., Warnke, A., Plume, E., et al. (2010). Variation in GRIN2B Contributes to Weak Performance in Verbal Short-Term Memory in Children with Dyslexia. Journal Med Genet, Part B, Neuropsychiatric Genetics, 153B, 503-511.
  169. Mabchek, G. R., & Nelson, J. M. (2007). How should reading disabilities be operationalized? A survey of practicing school psychologists. Learning Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  170. Disabilities Research and Practice, 22, 147-157. doi:10.1111/j.1540- 5826.2007.00239.x.
  171. Maisog, J., Einbinder, E., Flowers, D., Turkeltaub, P., Eden, G. (2008). A meta-analysis of functional neuroimaging studies of dyslexia. Annuals of New York Academy of Science, 1145, 237-259.
  172. Malegiannaki, A. C., Aretouli, E., Metallidou, P., Messinis, L., Zafeiriou, D., & Kosmidis, M. H. (2019). Test of Everyday Attention for Children (TEA-Ch): Greek Normative Data and Discriminative Validity for Children with Combined Type of Attention Deficit-Hyperactivity Disorder. Developmental Neuropsychology, 44(2), 189-202. doi: 10.1080/87565641.2019.1578781
  173. Malegiannaki, A. C., Metallidou, P., & Kiosseoglou, G. (2015). Psychometric properties of the Test of Everyday Attention for Children in Greek-speaking school children. European Journal of Developmental Psychology, 12(2), 234- 242. doi: 10.1080/17405629.2014.973842
  174. Manis, F. R. & Bailey, C. E. (2008). Exploring heterogeneity in developmental dyslexia: A longitudinal investigation. In: Reid, G., Fawcett, A., Manis, F., Siegel, L., editors. The SAGE handbook of dyslexia. London: Sage Publications ltd., 149-173.
  175. Manis, F. R., Seidenberg, M. S., Doi, L.M., McBride-Chang, C., & Peterson. A. (1996) On the bases of two subtypes of developmental dyslexia. Cognition, 58, 157- 195.
  176. Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. (2002). The Differential Assessment of Children's Attention: The Test of Everyday Attention for Children (TEA-Ch), Normative Sample and ADHD Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  177. Performance. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(8), 1065-1081. doi: 10.1017/S0021963001007909
  178. Manly, T., Robertson, I. H., Anderson, V., & Nimmo-Smith, I. (1999). The Test Of Everyday Attention for Children: Manual. (Vol. Bury St. Edmunds). UK: Thames Valley Test Company, Ltd.
  179. Martin, A., Kronbichler, M., & Richlan, F. (2016). Dyslexic brain activation abnormalities in deep and shallow orthographies: A meta-analysis of 28 functional neuroimaging studies, Human Brain Mapping, 37, 2676-2699.
  180. Mascheretti, S., Bureau, A., Battaglia, M., Simone, D., Quadrelli, E., Croteau, J., . . . Marino, C. (2013). An assessment of gene-by-environment interactions in developmental dyslexia-related phenotypes. Genes, Brain and Behavior, 12(1), 47-55. doi: 10.1111/gbb.12000
  181. Mattis, S., French, J. H. & Rapin, I. (1975). Dyslexia in children and young adults: three independent neurological syndromes. Developmental Miedicine and Child Neurology, 17, 150-163
  182. McGrath, L. M., Pennington, B. F., Shanahan, M. A., Santerre-Lemmon, L. E., Barnard, H. D., Willcutt, E. G., …, Olson, R. K. (2011). A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry, 52(5), 547-557. doi: 10.1111/j.1469-7610.2010.02346.x
  183. McLoughlin, D., Fitzgibbon, G., & Young, V. (1994). Adult Dyslexia: Assessment, Counselling and Training. London: Whurr.
  184. McLoughlin, D., Leather, C., & Stringer, P. (2002). The Adult Dyslexic. Interventions and Outcomes. London: Whurr.
  185. Menghini, D., Finzi, A., Benassi, M., Bolzani, R., Facoetti, A., Giovagnoli, S., . . .
  186. Vicari, S. (2010). Different underlying neurocognitive deficits in developmental dyslexia: A comparative study. Neuropsychologia, 48(4), 863-872. doi: https://doi.org/10.1016/j.neuropsychologia.2009.11.003
  187. Menghini, D., Finzi, A., Carlesimo, G. A., & Vicari, S. (2011). Working Memory Impairment in Children With Developmental Dyslexia: Is it Just a Phonological Deficity?, Developmental Neuropsychology, 36(2), 199-213, doi: 10.1080/87565641.2010.549868
  188. Menghini, D. Hagberg, G., Caltagirone, C., Petrosini, L., & Vicari, S. (2006). Implicit learning deficits in dyslexic adults: An fMRI study. Neuroimage, 33, 1218- 1226.
  189. Miles, T., Haslum, M., & Wheeler, T. (1998). Gender ratio in dyslexia. Annals of Dyslexia, 48, 27-55.
  190. Miller, S. & Tallal, P. (1995). A Behavioural neuroscience approach to developmental language disorders: Evidence for a rapid temporal processing deficit. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (Vol. 2, pp. 274- 298). New York: Wiley.
  191. Miyahara, M., Tsujii, M., Hanai, T., Jongmans, M., Barnett, A., Henderson, S. E., Hori, M., Nakanishi, K., & Kageyama, H. (1998). The Movement Assessment Battery for Children: A preliminary investigation of its usefulness in Japan. Human Movement Science, 17, 679-697.
  192. Mo, Y., Li, S., Zhao, Y., & Wang, L. (2018). Analysis of China Aviation Network Structure Evolution Based on Ward System Clustering, IOP Conf. Series: Earth and Environmental Science, 189, doi :10.1088/1755-1315/189/6/062039
  193. Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: Auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231.
  194. Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016). Cognitive Risk Factors for Specific Learning Disorder:Processing Speed, Temporal Processing, and Working Memory. Journal of Learning Disabilities, 49(3), 272-281. doi: 10.1177/0022219414547221
  195. Moll, K., Hasko, S., Groth, K., Bartling, J., & Schulte-Körne, G. (2016). Letter-sound processing deficits in children with developmental dyslexia: An ERP study. Clinical Neurophysiology, 127(4), 1989-2000. doi: https://doi.org/10.1016/j.clinph.2016.01.005
  196. Moll, K., Thompson, P. A., Mikulajova, M., Jagercikova, Z., Kucharska, A., Franke, H., . . . Snowling, M. J. (2016). Precursors of Reading Difficulties in Czech and Slovak Children At-Risk of Dyslexia. Dyslexia, 22(2), 120-136. doi: 10.1002/dys.1526
  197. Moretti, R., Bava, A., Torre, P., Antonello, R. M., & Cazzato, G. (2002). Reading errors in patients with cerebellar vermis lesions. Journal of Neurology, 249(4), 461- 468. doi: 10.1007/s004150200040
  198. Morris, R. G. M. (1999). Brain Research Bulletin. United Kingdom: Elsevier Science.
  199. Μόττη-Στεφανίδη, Φρ. (1999). Αξιολόγηση της Νοημοσύνης Παιδιών Σχολικής Ηλικίας και Εφήβων. Εγχειρίδιο για Ψυχολόγους, Αθήνα: Ελληνικά Γράμματα.
  200. Μουζάκη, Α., Πρωτόπαπας, Α., & Τσαντούλα, Δ. (2008). Προσχλικοί δείκτες πρόγνωσης της ανάπτυξης αναγνωστικών δεξιοτήτων κατά την Α′ Δημοτικού. Επιστήμες της Αγωγής, 1, 71-88.
  201. Nash, H. M., Hulme, C., Gooch, D., & Snowling, M. J. (2013). Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. Journal of Child Psychology and Psychiatry, 54(9), 958- 968. doi: 10.1111/jcpp.12091
  202. Νησιώτου, Ι., & Βλάχος, Φ. (2014). Νευροαναπτυξιακές διαταραχές: Υπάρχει κοινή βιολογική βάση. Ψυχιατρική παιδιού και εφήβου, 2, 31-41.
  203. Nicolson, R. I., Daum, I., Schugens, M. M., Fawcett, A. J., & Schulz, A. (2002). Eyeblink conditioning indicates cerebellar abnormality in dyslexia. Experimental Brain Research, 143(1), 42-50. doi: 10.1007/s00221-001-0969-5
  204. Nicolson, R. I., & Fawcett, A. J. (2019). Development of Dyslexia: The Delayed Neural Commitment Framework. Frontiers in Behavioral Neuroscience, 13(112). doi: 10.3389/fnbeh.2019.00112
  205. Nicolson, R. I., & Fawcett, A. J. (2018). Procedural Learning, Dyslexia and Delayed Neural Commitment. In T. Lachmann & T. Weis (Eds.), Reading and Dyslexia: From Basic Functions to Higher Order Cognition (pp. 235-269). Cham: Springer International Publishing.
  206. Nicolson, R. I., & Fawcett, A. J. (1995a). Dyslexia is more than a phonological disability. Dyslexia:. Dyslexia: An International Journal of Research and Practice, 1, 19-37.
  207. Nicolson, A., & Fawcett, A. (1995b). Balance, Phonological Skills and Dyslexia: Towards the Dyslexia Early Screening Test. Dyslexia Review, 7, 8-11.
  208. Nicolson, R. I., & Fawcett, A. J. (1994). Comparison of deficits in cognitive and motor skills among children with dyslexia. Annals of Dyslexia, 44(1), 147-164. doi: 10.1007/BF02648159
  209. Nicolson, R. I., & Fawcett, A. J. (1990). Automaticity: A new framework for dyslexia research? Cognition, 35(2), 159-182. doi: https://doi.org/10.1016/0010- 0277(90)90013-A
  210. Nicolson, R. I., Fawcett, A. J., Berry, E. L., Jenkins, I. H., Dean, P., & Brooks, D. J. (1999). Association of abnormal cerebellar activation with motor learning difficulties in dyslexic adults. The Lancet, 353(9165), 1662-1667. doi: https://doi.org/10.1016/S0140-6736(98)09165-X
  211. Nicolson, R. I., Fawcett, A. J., & Dean, P. (2001). Developmental dyslexia: the cerebellar deficit hypothesis. Trends in Neurosciences, 24(9), 508-511. doi: https://doi.org/10.1016/S0166-2236(00)01896-8
  212. Nicolson, R. I., Fawcett, A. J., & Dean, P. (1995). Time estimation deficits in developmental dyslexia: evidence of cerebellar involvement. Proceedings of the Royal Society of London. Series B: Biological Sciences, 259(1354), 43-47. doi: doi:10.1098/rspb.1995.0007
  213. Nikolopoulos, D, Goulandris, N., & Snowling, M. J. (2003). Developmental dyslexia in Greek. In N. Goulandris (Ed.), Dyslexia in different languages (pp. 1-14). London: Whurr Publishers.
  214. Niolaki, G. Z., Terzopoulos, A. R., & Masterson, J. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230-256. doi: 10.1080/17586801.2014.893862.
  215. Nopola-Hemmi, J., Myllyluoma, B., Haltia, T., Taipale, M., Ollikainen, V., Ahonen, T., . . . Widén, E. (2001). A dominant gene for developmental dyslexia on chromosome 3. Journal of Medical Genetics, 38(10), 658. doi: 10.1136/jmg.38.10.658
  216. Nunnally. J. C. (1978). Psychometric Theory. New York: McGraw Hill Book Co. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  217. O'Brien, B. A., Wolf, M., & Lovett, M. W. (2012). A Taxometric Investigation of Developmental Dyslexia Subtypes. Dyslexia, 18(1), 16-39. doi: 10.1002/dys.1431
  218. O'Brien, G. & Yeatman, J. (2019). Bridging sensory and language theories of dyslexia: towards a multifactorial model, Biorχiv, in crisis.
  219. Orton, S. T. (1925). Word-blindness in school children. Archives of Neurology and Psychiatry, 14.
  220. Osterrieth, P. A. (1944). Le test de copie d'une figure complex: Contribution a l'etude de la perception et de la memoire [The Complex Figure Test: Contribution to the study of perception and memory], Arch Psychol, 28, 1021-1034.
  221. Ουζούνη, Χρ. & Νακάκης, Κ. (2011). Η Αξιοπιστία και η Εγκυρότητα των Εργαλείων Μέτρησης σε Ποσοτικές Μελέτες, Νοσηλευτική, 50(2), 231-239.
  222. Pacheco, A., Reis, A., Araújo, S., Inácio, F., Petersson, K. M., & Faísca, L. (2014). Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia. Reading and Writing, 27(9), 1529-1545. doi: 10.1007/s11145-014- 9504-5
  223. Palmer, S. (2000). Phonological recoding deficit in working memory of dyslexic teenagers. Journal of Research in Reading, 23(1), 28-40. doi: 10.1111/1467- 9817.00100
  224. Παντελιάδου, Σ., Πατσιοδήμου, Α., & Μπότσας, Γ. (2004). Οι Μαθησιακές Δυσκολίες στη δευτεροβάθμια εκπαίδευση. Βόλος: Πανεπιστήμιο Θεσσαλίας, Παιδαγωγικό Τμήμα Ειδικής Αγωγής
  225. Παπαδημητρίου, Α. (2010). Προσχολικοί δείκτες πρόβλεψης της αναγνωστικής επίδοσης, Phd, Βόλος: Πανεπιστήμιο Θεσσαλίας.
  226. Papadimitriou, A. & Vlachos, F. (2014). Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school? Early Child Development and Care, 184, 1706-1722. doi:10.1080/03004430.2013.875542
  227. Papadopoulos, T. C., Georgiou, G. K., & Kendeou, P. (2009). Investigating the Double- Deficit Hypothesis in Greek:Findings From a Longitudinal Study. Journal of Learning Disabilities, 42(6), 528-547. doi: 10.1177/0022219409338745
  228. Papanicolaou, A. C., Simos, P. G., Breier, J. I., Fletcher, J. M., Foorman, B. R., Francis, D. J., Castillo, E .M., Davis, R. (2003). Brain Mechanisms for reading in children with and without dyslexia: A review of studies of normal development and plasticity. Developmental Neuropsychology, 24, 593-612.
  229. Παπανικολάου, Α. Σ., Τζάκου, Ε. Θ., & Βλάχος, Φ. (2017). Σύγχρονα Μοντέλα Πολλαπλών Ελλειμμάτων για την Αναπτυξιακή Δυσλεξία, Ελληνική Επιθεώρηση Ειδικής Αγωγής, 5, 79-97.
  230. Παρασκευαΐδης, Ν. (2010). Νόρμες για τις δοκιμασίες εκτίμησης της λεκτικής εργαζόμενης μνήμης με το έργο αναπαραγωγής καταλόγων λέξεων και ψευδολέξεων, Msc, Θεσσαλονίκη: Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης Park, H., & Lombardino, L. J. (2013). Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia. Research in Developmental Disabilities, 34(9), 2946-2958. doi: https://doi.org/10.1016/j.ridd.2013.06.002
  231. Patton, D. E., Garcia, B., Puentes, G., Ireland, S. J., Gold, S., & Bums, W. J. (2000). Rey-Osterrieth complex figure test: validation of cross-cultural applications in TBI, Archives of Clinical Neuropsychology, 15(8), 653-850.
  232. Paulesu, E., Danelli, L., & Berlingen, M. (2014). Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies. Frontiers in Human Neuroscience, 8(830), 10.3389/fnhum.2014.00830
  233. Paulesu, E., Frith, U., Snowling, M., Gallagher, A., Morton, J., Frackowiak, R., & Frith, C. (1996). Is developmental dyslexia a disconnection syndrome? Evidence from PET scanning. Brain, 119, 143-157.
  234. Παυλίδου, Μ., Τέλιου, Ε., & Βλάχος, Φ. (2017). Ετερογένεια στο γνωστικό προφίλ των δυσλεξικών. Ελληνική Επιθεώρηση Ειδικής Αγωγής, 5, 17-36.
  235. Pennington, B. F. (2009). Diagnosing learning disorders: A neuropsychological framework (2 nd ed.). New York: Guilford Press.
  236. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385-413. doi: https://doi.org/10.1016/j.cognition.2006.04.008
  237. Pennington, B. F. (2002). The development of psychopathology. Nature and nurture. New York: Guildford Press.
  238. Pennington, B. F. (1999). Toward an integrated understanding of dyslexia: Genetic, neurological, and cognitive mechanisms. Development and Psychopathology, 11(3), 629-654. doi: 10.1017/S0954579499002242
  239. Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., . . . Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of Abnormal Psychology, 121(1), 212- 224. doi: 10.1037/a0025823
  240. Perez, T. M., Majerus, S., Mahot, A., & Poncelet, M. (2012). Evidence for a Specific Impairment of Serial Order Short-term Memory in Dyslexic Children. Dyslexia, 18(2), 94-109. doi: 10.1002/dys.1438
  241. Pernet, C., Andersson, J., Paulesu, E., Demonet, J. F. (2009). When All Hypotheses are Right: A Multifocal Account of Dyslexia. Human Brain Mapping, 30, 2278- 2292.
  242. Peterson, R. L., & Pennington, B. F. (2015). Developmental Dyslexia. Annual Review of Clinical Psychology, 11(1), 283-307. doi: 10.1146/annurev-clinpsy-032814- 112842
  243. Peterson, R. L., Pennington, B. F., & Olson, R. K. (2013). Subtypes of developmental dyslexia: Testing the predictions of the dual-route and connectionist frameworks. Cognition, 126(1), 20-38. doi: https://doi.org/10.1016/j.cognition.2012.08.007
  244. Pickering, S. (2006). Working memory in dyslexia. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory in neurodevelopmental conditions (pp. 7-40). Hove: Psychology Press.
  245. Poblano, A., Valadéz-Tepec, T., de Lourdes Arias, M., & Garcı á-Pedroza, F. (2000). Phonological and Visuo-Spatial Working Memory Alterations in Dyslexic Children. Archives of Medical Research, 31(5), 493-496. doi: https://doi.org/10.1016/S0188-4409(00)00096-5
  246. Poelmans, G., Engelen, J., van Lent-Albrechts, j., Smeets, H. J. , Sheonmakers, E., Franke, J., et al. (2009). Identification of novel dyslexia candidate genes through the analysis of a chromosomal deletion. Journal Med Genet, Part B, Neuropsychiatric Genetics, 150B(1), 140-147.
  247. Πολυχρονοπούλου, Σ. (2003). Παιδιά και έφηβοι με Ειδικές ανάγκες και δυνατότητες, Τόμος 1, Αθήνα: Ατραπός.
  248. Πόρποδας, Κ. Δ. (1997). Δυσλεξία: η ειδική διαταραχή στη μάθηση του γραπτού λόγου. Αθήνα: Ιδιωτική έκδοση.
  249. Πρωτόπαπας, Α. (2010). Η διαφάνεια του ελληνικού ορθογραφικού συτήματος. Στο Μουζάκη, Α., & Πρωτόπαπας, Α.Ορθογραφία: Μάθηση και διαταραχές, 67- 104, Αθήνα: Gutenberg.
  250. Provazza, S., Adams, A. M., Giofre, D., & Roberts, D. J. (2019). Double trouble: visual and phonological impairments in English dyslexic readers, Frontiers in Psychology. ISSN 1664-1078
  251. Rabin, M., Wen, X., Hepburn, M., Lubs, H. A., Feldman, E., & Duara, R. (1993). Suggestive linkage of developmental dyslexia to chromosome 1p34-p36.
  252. Lancet, 342, 178.
  253. Rack, J. P. (2017). Dyslexia: The Phonological Deficit Hypothesis. In A. Fawcett & R. Nicolson (Eds.), Dyslexia In Children (pp. 3-33). London: Routledge. doi: https://doi.org/10.4324/9781315504773
  254. Ramus, F. (2004). Neurobiology of dyslexia: a reinterpretation of the data. Trends in Neurosciences, 27(12), 720-726. doi: https://doi.org/10.1016/j.tins.2004.10.004
  255. Ramus, F., & Ahissar, M. (2012). Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, 29(1-2), 104-122. doi: 10.1080/02643294.2012.677420
  256. Ramus, F., Altarelli, I., Jednoróg, K., Zhao, J., & Scotto di Covella, L. (2018). Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neuroscience & Biobehavioral Reviews, 84, 434-452. doi: https://doi.org/10.1016/j.neubiorev.2017.08.001
  257. Ramus, F., Pidgeon, E., & Frith, U. (2003b). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry and Allien Disciplines, 44, 712-722.
  258. Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M., White, S., & Frith, U. (2003a). Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. Brain, 126(4), 841-865. doi: 10.1093/brain/awg076
  259. Reid, Α., Szczerbinski, Μ., Iskierka-Kasperek, Ε., & Hansen, P. (2006). Cognitive profiles of adult developmental dyslexics: theoretical implications, Dyslexia, 13, 1-24.
  260. Rey, A. (1959). Manuel: test de copie d' une figure complexe. Paris: Centre de Psychologie Apliquee.
  261. Rey, A. (1941). L'examen psychologique dans les cas d'encéphalopathie traumatique. (Les problems.). Archives de Psychologie, 28, 215-285.
  262. Riva, D., & Giorgi, C. (2000). The cerebellum contributes to higher functions during development: Evidence from a series of children surgically treated for posterior fossa tumours. Brain, 123(5), 1051-1061. doi: 10.1093/brain/123.5.1051
  263. Ruffino, M., Trussardi, A. N., Gori, S., Finzi, A., Giovagnoli, S., Menghini, D., . . . Facoetti, A. (2010). Attentional engagement deficits in dyslexic children. Neuropsychologia, 48(13), 3793-3801. doi: https://doi.org/10.1016/j.neuropsychologia.2010.09.002
  264. Rumsey, J. M., Dorwart, R., Vermess, M., Denckla, M. B., Kruesi, M. J. P., & Rapoport, J. L. (1986). Magnetic Resonance Imaging of Brain Anatomy in Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  265. Severe Developmental Dyslexia. JAMA Neurology, 43(10), 1045-1046. doi: 10.1001/archneur.1986.00520100053014
  266. Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J.-F., Bricout, L., . . . Ramus, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental Psychology, 52(10), 1503-1516. doi: 10.1037/dev0000184
  267. Salter, R. & Smythe, I. (1997). The international book of dyslexia, London: World Dyslexia Network Foundation/European Dyslexia Association.
  268. Schuchardt, K., Maehler, C., & Hasselhorn, M. (2008). Working Memory Deficits in Children With Specific Learning Disorders. Journal of Learning Disabilities, 41(6), 514-523. doi: 10.1177/0022219408317856
  269. Schulte-Körne, G., Deimel, W., Bartling, J., & Remschmidt, H. (2001). Speech perception deficit in dyslexic adults as measured by mismatch negativity (MMN). International Journal of Psychophysiology, 40(1), 77-87. doi: https://doi.org/10.1016/S0167-8760(00)00152-5
  270. Schumacher, J., Hoffmann, P., Schmal, C., Sculte-Körne, G., & Nöthen, M. (2007). Genetics of dyslexia: the evolving landscape. Journal Med Genet, 44(5), 289- 297.
  271. Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58(1), 81. doi: 10.1007/s11881-008-0013-6
  272. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
  273. Σγούρας, Α. (2018). Ανάλυση ποσοστών κέρδους των χωρών της Ευρωπαϊκής Ένωσης την περίοδο 1960 -2016, Msc διπλωματική εργασία, Πάτρα: Πανεπιστήμιο Πατρών. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  274. Shaywitz, S. (1998). Current concepts: Dyslexia. New English Journal of Medicine, 338, 307-312.
  275. Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The Education of Dyslexic Children from Childhood to Young Adulthood. Annual Review of Psychology, 59(1), 451-475. doi: 10.1146/annurev.psych.59.103006.093633
  276. Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman, A. M., Skudlarski, P., Fletcher, J. M., Katz, L., Marchione, K. E., Lacadie, C., Gatenby, C., & Gore, J. C. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636-2641.
  277. Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., . . . Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52(2), 101-110. doi: https://doi.org/10.1016/S0006-3223(02)01365-3
  278. Shiffrin, R. M. & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and general theory, Psychological Review, 84, 127-190.
  279. Simos, P., Breier, J., Fletcher, J., Bergman, E., & Papanicolaou, A. (2000). Cerebral mechanisms involved in word reading in dyslexic children: a magnetic source imaging approach. Cerebral Cortex, 10, 809-816.
  280. Σίμος, Π., Μουζάκη, Α., & Σιδερίδης, Γ. (2007). Εργαλείο ανίχνευσης και διερεύνησης της Προσοχής & της Συγκέντρωσης στις Α'-Ε' τάξεις του δημοτικού ή Αξιολόγηση Συγκέντρωσης και Προσοχής στο Δημοτικό Σχολείο. Αθήνα: Υ.ΠΑΙ.Θ- ΕΠΕΑΕΚ. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  281. Ska, B., Garneau-Beaumont, D., Chesneau, S., & Damien, B. (2003). Diagnosis and rehabilitation attempt of a patient with acquired deep dyslexia. Brain and Cognition, 53(2), 359-363.
  282. Smith, S. D., Pennington, B. F., Boada, R., & Shriberg, L. D. (2005). Linkage of speech sound disorder to reading disability loci. Journal of Child Psychology and Psychiatry, 46(10), 1057-1066. doi: 10.1111/j.1469-7610.2005.01534.x
  283. Smith-Spark, J. H., & Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56. doi: 10.1080/09658210601043384
  284. Smith-Spark, J., Fisk, J., Fawcett, A., & Nicolson, R. (2003). Investigating the central executive in adult dyslexics: Evidence from phonological and visuospatial working memory performance. European Journal of Cognitive Psychology, 15(4), 567-587. doi: 10.1080/09541440340000024
  285. Snowling, M. J. (2008). Specific disorders and broader phenotypes: The case of dyslexia. The Quarterly Journal of Experimental Psychology, 61(1), 142-156. doi: 10.1080/17470210701508830.
  286. Snowling, M. (2002). Reading and other Learning Difficulties. In M. Rutter & E. Taylor (Eds.), Child and Adolescent Psychiatry, 4th ed (pp. 682-696). Oxford: Blackwell Publishing.
  287. Snowling, M. (2001). From language to reading and dyslexia1. Dyslexia, 7(1), 37-46. doi: 10.1002/dys.185
  288. Snowling, M. (1987). Dyslexia: a cognitive developmental perspective. Oxford, Blackwell.
  289. Snowling, M., Jones, M., & Moll, K. (2015). What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241 Journal of Experimental Psychology: Learning, Memory, and Cognition. In press
  290. Soriano-Ferrer, M., Nievas-Cazorla, F., Sánchez-López, P., Félix-Mateo, V., & González-Torre, J. A. (2014). Reading-related Cognitive Deficits in Spanish Developmental Dyslexia. Procedia -Social and Behavioral Sciences, 132, 3-9. doi: https://doi.org/10.1016/j.sbspro.2014.04.270
  291. Σπανός, Γ. (2003). Εισαγωγή στην Κλινική νευροψυχολογία. Αθήνα: Ιατρικές εκδόσεις Λίτσας.
  292. Sperling, A. J., Lu, Z.-L., Manis, F. R., & Seidenberg, M. S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 8(7), 862-863. doi: 10.1038/nn1474.
  293. Sperling, A. J., Lu, Z.-L., Manis, F. R., & Seidenberg, M. S. (2006). Motion-Perception Deficits and Reading Impairment:It's the Noise, Not the Motion. Psychological Science, 17(12), 1047-1053. doi: 10.1111/j.1467-9280.2006.01825.x.
  294. Sprenger-Charolles, L., & Bonnet, P. (1996). New doubts on the importance of the logographic stage. Cahiers de Psychologie Cognitive -Current Psychology of Cognition, 15, 173-208.
  295. Sprenger-Charolles, L., Colé, P., Lacert, P., & Serniclaes, W. (2000). On subtypes of developmental dyslexia: Evidence from processing time and accuracy scores. Can J Psychol, 54, 87-103.
  296. Sprenger-Charolles, L., Siegel, L., Béchennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study, Journal of Experimental Child Psychology, 84(3), 194-217.
  297. Stanovich, K. E. (1988). Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model. Journal of Learning Disabilities, 21(10), 590-604. doi: 10.1177/002221948802101003
  298. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profi le of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24-53.
  299. Steck, A., & Steck, B. (2016). Language. In A. Steck & B. Steck (Eds.), Brain and Mind: Subjective Experience and Scientific Objectivity (pp. 97-106). Cham: Springer International Publishing.
  300. Stein, J. (2001). The magnocellular theory of developmental dyslexia. Dyslexia, 7(1), 12-36. doi: 10.1002/dys.186
  301. Stein, J. F., & Glickstein, M. (1992). Role of the cerebellum in visual guidance of movement. Physiological Reviews, 72(4), 967-1017. doi: 10.1152/physrev.1992.72.4.967
  302. Stein, J., Talcott, J., & Walsh, V. (2000). Controversy about the visual magnocellular deficit in developmental dyslexics. Trends in Cognitive Sciences, 4(6), 209-211.
  303. Stein, J., & Walsh, V. (1997). To see but not to read. the magnocellular theory of dyslexia. Trends in Neurosciences, 20(4), 147-152. doi: https://doi.org/10.1016/S0166-2236(96)01005-3
  304. Steinbrink, C., & Klatte, M. (2008). Phonological working memory in German children with poor reading and spelling abilities. Dyslexia, 14(4), 271-290. doi: 10.1002/dys.357
  305. Στογιαννίδου, Αρ., Αϊδίνης, Α., Ακριτίδου, Μ., Κωστούλη, Μ., Μάρκος, Ά., & Μουστάρδα, Δ. (2017). Ελληνική έκδοση του Wechsler Intelligence Scale for Children-Fifth Edition. Αθήνα: Μοτίβο ΑΕ.
  306. Stoodley, C. J. (2016). The Cerebellum and Neurodevelopmental Disorders. The Cerebellum, 15(1), 34-37. doi: 10.1007/s12311-015-0715-3
  307. Stoodley, C. J., Harrison, E., & Stein, J. F. (2006). Implicit motor learning deficits in dyslexic adults. Neuropsychologia, 44, 795-798.
  308. Stoodley, C. J., & Stein, J. F. (2011). The cerebellum and dyslexia. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 47(1), 101-116. doi: 10.1016/j.cortex.2009.10.005
  309. Στρατινάκης, Ν., (2018). Εφαρμοσμένη Ανάλυση Συστάδων. Msc διπλωματική εργασία, Χανιά: Πολυτεχνείο Κρήτης.
  310. Swagerman, S. C., van Bergen, E., Dolan, C., de Geus, E. J. C., Koenis, M. M. G., Hulshoff Pol, H. E., & Boomsma, D. I. (2017). Genetic transmission of reading ability. Brain and Language, 172, 3-8. doi: https://doi.org/10.1016/j.bandl.2015.07.008
  311. Swanson, H. L. (2006). Working memory and reading disabilities: Both phonological and executive processing deficits are important. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory and neurodevelopmental disorders (pp. 59- 88). Hove: Psychology Press.
  312. Tallal, P. (1980). Language and reading: Some perceptual prerequisites. Bulletin of the Orton Society, 30(1), 170-178. doi: 10.1007/BF02653716.
  313. Tallal, P., Stark, R., & Mellits, E. (1985). Identification of language-impaired children on the basis of rapid perception and production skills. Brain and Language, 25, 314-322. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  314. Tanaka, H., Black, J. M., Hulme, C., Stanley, L. M., Kesler, S. R., Whitfield-Gabrieli, S., . . . , & Hoeft, F. (2011). The brain basis of the phonological deficit in dyslexia is independent of IQ. Psychological Science, 22, 1442-1451. doi:10.1177/0956797611419521
  315. Terzopoulos, A., Niolaki, G., Duncan, L., G., & Masterson, G. (2015). Visual memory and phonological difficulties in a child with mixed characteristics of dyslexia in a transparent orthography. Ανακτήθηκε από http://www.researchgate.net/publication/280238692\_Visual\_memory\_and\_ph onological_difficulties_in_a_child_with_mixed_characteristics_of_dyslexia_i n_a_transparent_orthography
  316. Thomson, J. B., Chenault, B., Abbott, R. D., Raskind, W. H., Richards, T., Aylward, E., & Berninger, V. W. (2005). Converging evidence for attentional influences on the orthographic word form in child dyslexics. Journal of Neurolinguistics, 18(2), 93-126. doi: https://doi.org/10.1016/j.jneuroling.2004.11.005
  317. Thomson, M. (1996). Developmental dyslexia: Studies in disorders of communication. London:Whurr.
  318. Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E., & Snowling, M. J. (2015). Developmental dyslexia: predicting individual risk. Journal of Child Psychology and Psychiatry, 56(9), 976-987. doi: 10.1111/jcpp.12412.
  319. Trainor, L., & Trehub, S. (1989). Aging and auditory temporal sequencing, ordering the elements of repeating tone patterns. Perception and Psychophysiology, 45, 417-426.
  320. Τζιβινίκου Σ. (2019). Αξιολογώ Σχεδιάζω Διδάσκω, Βόλος: Readnet Publication Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241
  321. Τζιβινίκου Σ. (2015). Μαθησιακές Δυσκολίες-Διδακτικές Παρεμβάσεις, Αθήνα: ΣΕΑΒ, ISBN: 978-960-603-500-5
  322. Τζουριάδου, Μ., Αναγνωστοπούλου, Ε., Τουτουντζή, Ε., & Ψωινού, Μ. (2008). Detroit Test μαθησιακής επάρκειας DTLA-4. Αθήνα: Υ.ΠΑΙ.Θ.
  323. Τζουριάδου, Μ. & Μπάρμπας, Γ., 2003, Δυσλεξία: Επιστημονικές αντιφάσεις και παιδαγωγικά αδιέξοδα, στο Ευκλείδη Α., Τζουριάδου Μ. & Λεονταρή Α. (Eds), Ψυχολογία και Εκπαίδευση, 1, Αθήνα: Ελληνικά Γράμματα.
  324. Τσοβίλη, Θ. Δ. (2003). Δυσλεξία και άγχος: Μια σχέση ζωής. . Αθήνα: Ελληνικά Γράμματα.
  325. Valdois, S., Bosse, M.-L., Ans, B., Carbonnel, S., Zorman, M., David, D., & Pellat, J. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing, 16(6), 541-572. doi: 10.1023/A:1025501406971
  326. Valdois, S., Peyrin, C., & Baciu, M. (2009). The neurobiological correlates of developmental dyslexia. In S. Fuchs, H. Loevenbruck, D. Pape & P. Perrier (Eds.), Some Aspects of Speech and the Brain (pp. 141-162).
  327. Valentini, N. C., Ramalho, M. H., & Oliveira, M. A. (2014). Movement Assessment Battery for Children-2: Translation, reliability, and validity for Brazilian children, Research in Developmental Disabilities, 35(3), 733-740.
  328. van Bergen, E., de Jong, P. F., Maassen, B., & van der Leij, A. (2014a). The Effect of Parents' Literacy Skills and Children's Preliteracy Skills on the Risk of Dyslexia. Journal of Abnormal Child Psychology, 42(7), 1187-1200. doi: 10.1007/s10802-014-9858-9
  329. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40. doi: 10.1046/j.0021- 9630.2003.00305.x
  330. Vidyasagar, T. R., & Pammer, K. (2010). Dyslexia: a deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14(2), 57-63. doi: https://doi.org/10.1016/j.tics.2009.12.003
  331. Vlachos, F., Andreou, E., & Delliou, A. (2013). Brain hemisphericity and developmental dyslexia. Research in Developmental Disabilities, 34(5), 1536- 1540. doi: https://doi.org/10.1016/j.ridd.2013.01.027
  332. Vlachos, F., Avramidis, E., Dedousis, G., Chalmpe, M., Ntalla, I., & Giannakopoulou, M. (2013). Prevalence and Gender Ratio of Dyslexia in Greek Adolescents and Its Association with Parental History and Brain Injury. American Journal of Educational Research, 1(1), 22-25.
  333. Vlachos, F., Papathanasiou, I., & Andreou, G. (2007). Cerebellum and Reading. Folia Phoniatrica et Logopaedica, 59, 177-183.
  334. von Károlyi, C., Winner, E., Gray, W., & Sherman, G. F. (2003). Dyslexia linked to talent: Global visual-spatial ability. Brain and Language, 85(3), 427-431. doi: https://doi.org/10.1016/S0093-934X(03)00052-X
  335. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. doi: 10.1037/0033-2909.101.2.192
  336. White, S., Milne, E., Rosen, St., Hansen, P., Swettenham, J., Frith, U., & Ramus, Fr. (2006). The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children. Developmental Science, 9(3), 237-255.
  337. Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-Speed Processes, Timing, and Reading:A Conceptual Review. Journal of Learning Disabilities, 33(4), 387- 407. doi: 10.1177/002221940003300409΄
  338. World Health Organization. (2008). International statistical classification of diseases and related health problems (2008 th ed.). Geneva: World Health Organization.
  339. Χαλμπέ, Μ., Βλάχος, Φ., Αβραμίδης, Η., & Ανδρέου, Γ. (2017). Διερεύνηση της φωνολογικής και της οπτικο-χωρικής μνήμης σε παιδιά με δυσλεξία, Ελληνική Επιθεώρηση Ειδικής Αγωγής, 5, 37-58.
  340. Xia, Z., Hancock, R., & Hoeft, F. (2017). Neurobiological bases of reading disorder Part I: Etiological investigations. Language and linguistics compass, 11(4), e12239. doi: 10.1111/lnc3.12239
  341. Yap, R. L., & Leij, A. v. d. (1994). Testing the Automatization Deficit Hypothesis of Dyslexia Via a Dual-Task Paradigm. Journal of Learning Disabilities, 27(10), 660-665. doi: 10.1177/002221949402701006
  342. Zabell, C., & Everatt, J. (2002). Surface and phonological subtypes of adult developmental dyslexia, Dyslexia, 8, 160-177.
  343. Zhao, J., Liu, M., Liu, H., & Huang, C. (2018). The visual attention span deficit in Chinese children with reading fluency difficulty. Research in Developmental Disabilities, 73, 76-86. doi: https://doi.org/10.1016/j.ridd.2017.12.017
  344. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29.
  345. Zoubrinetzky, R., Bielle, F., & Valdois, S. (2014). New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles. PLOS ONE, 9(6), e99337. Institutional Repository -Library & Information Centre -University of Thessaly 07/09/2022 13:13:09 EEST -18.234.197.241