Cognitive patterns of children with dyslexia: A comparison between groups with high and average nonverbal intelligence. (original) (raw)

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Estudos de Psicologia (Campinas), 2021

This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for th...

Comparison of deficits in cognitive and motor skills among children with dyslexia

Annals of Dyslexia, 1994

There is a growing body of evidence that children with dyslexia have problems not just in reading but in a range of skills including several unrelated to reading. In an attempt to compare the severity and incidence of deficits across these varied domains, children with dyslexia (mean ages 8, 12, and 16 years), and control groups of normally achieving children matched for IQ and for age or reading age, were tested on a range of primitive (basic) skills. The children with dyslexia performed significantly worse than the same-age controls on most tasks, and significantly worse even than the reading-age controls on phoneme segmentation, picture naming speed, word tachistoscopic word recognition, speeded bead threading and some balance tasks. The overall performance of the children with dyslexia is interpreted as showing less complete automatization than normal.

Report of Research on Dyslexia in Children

1973

DOCUMENT RESUME Valtin, Renate Report of Research on May 73 12p.; Paper presented International Reading 1973) CS 000 673 Dyslexia in Children._ at the Annual Meeting of the Assn.. (18th, Denver, May 1-4, MF-$0.65 BC-$3.29 *Dyslexia; *Elemere-ary Grades; Reading; Reading Ability; *Reading Difficulty; Reading Improvement; *Reading. Research; *Reading Skills; Remedial Reading; Socioeconomic Background; Visual Perception; Vocabulary; Writing Skills

Developmental dyslexia: Is it different from other forms of reading disability

Annals of Dyslexia, 1987

A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different from that of other forms of reading disability because of differences in the components that malfunction was tested. A number of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities. College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs from other forms of reading disability which are caused by generalized cognitive deficits.

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Science Journal of Education

Background: Dyslexia is a developmental brain-based type of learning disability that affects a person's ability to read and spell words. Best estimates place 5 percent to 10 percent of the population with the condition, but the incidence of dyslexia is challenging to pinpoint, as the definition of dyslexia varies throughout research. Objective: The purpose of this article is to provide an overview of dyslexia, its characteristics, assessment and identification, and intervention techniques for the condition. Results: Although the disorder varies from person to person, common characteristics among people with dyslexia include difficulty with phonological skills, low accuracy and fluency of reading, poor spelling, and/or rapid visual-verbal responding. Dyslexia is a neurological condition and can be inherited, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Identification of dyslexia early requires recognition of characteristics such as difficulty associating sounds with letters, reading dysfluencies, spelling difficulties, challenges with written expression and poor handwriting. Dyslexia assessments can guide professions in ways to best administer treatment, such as via strategies to enhance word training and improve decoding skills. All of these interventions have shown to benefit the reading and writing abilities of persons with dyslexia. Conclusions: The unique nature and presentation of dyslexia varies among individuals. The importance of understanding as much as possible and keeping abreast of the assessment and intervention strategies available is critical to minimizing the long-term effects of dyslexia.

Reading behavior in dyslexia: Is there a distinctive pattern?

Bulletin of the Orton Society, 1978

Research on reading disability has produced rather little that is of use in diagnosis and treatment despite very considerable expenditures of individual effort and public money. The low yield of research on reading problems no doubt has a number of causes. A major one, in our view, is that the search for causes of reading disability has proceeded independently of investigation into the foundations for reading acquisition in the normal child. For the past several years, the reading research group at Haskins Laboratories has been asking questions about how learning to read builds upon the earlier speech acquisitions of the child. We think that we have made progress in understanding the relationships between reading and spoken language and that our findings throw some light on the causes of reading disability, including the special case of dyslexia.

Developmental trajectories for children with dyslexia and low IQ poor readers

Developmental Psychology, 2016

Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories.

Cognitive and Behavioral Profile in Dyslexia: Challenges in Interdisciplinary Assessment

Psychology

The diagnostic assessment in Dyslexia must be carried out in an interdisciplinary way, prioritizing cognitive, phonoaudiological, psychopedagogical and biological aspects. In this sense, the aim of the study was to compare the cognitive and behavioral profile of two individuals with Developmental Dyslexia (DD), discuss the importance of interdisciplinary assessment and also describe the main behavioral and academic impacts. These two patients were treated at a neuropediatrics outpatient clinic of the public health network in Brazil. The criteria for selecting participants were patients with the diagnosis of Developmental Dyslexia given by the outpatient clinic, patients with comorbidities with Attention Deficit/Hyperactivity Disorder were excluded from the study. The participants were evaluated by the areas of neuropsychology, speech therapy, psychopedagogy and medicine, in order to obtain the global profile of the patients' functioning. The results indicated the presence of multivariate profiles and reinforced the importance of an interdisciplinary view for the diagnosis and subsequent planning of interventions.