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Total 319 results found since Jan 2013.

Visual statistical learning and orthographic awareness in Chinese children with and without developmental dyslexia
This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia. Thirty-five 7- to 8-year-old children with developmental dyslexia and 37 chronologically age-matched controls were tested on visual statistical learning, orthographic awareness, nonverbal cognitive ability, Chinese word reading, and word dictation tasks. Visual statistical learning was assessed using a triplet learning paradigm that required children to detect the temporal order of visual stimuli. Orthographic awareness was m...
Source: Research in Developmental Disabilities - July 31, 2019 Category: Disability Source Type: research

Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype.
In this study, 45 children participated in three tasks that differentially tested PO and semantic attributes of novel pseudo-words learned through two learning approaches. Children were classified into groups as having dyslexia (DYS), having specific reading comprehension deficits (S-RCDs), or being typically developing readers (TD). Differences were found between groups, with S-RCD poorer than TD on semantic but not PO components of learning. Children with DYS displayed impaired results on both semantic and PO learning but showed an interaction on task by LA performance. Specifically, in the DYS group, isolation LA yielde...
Source: Journal of Learning Disabilities - July 28, 2019 Category: Disability Authors: Saha NM, Del Tufo SN, Cutting LE Tags: J Learn Disabil Source Type: research

Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental Dyslexia.
Abstract The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and literacy-related skills. The results showed that typically developing children and children with dyslexia differed in all TP skills. Structural equation modeling indicated that cross-modal TP contributed independently to character recognition in the entire sample if the signif...
Source: Journal of Learning Disabilities - July 16, 2019 Category: Disability Authors: Liu S, Wang LC, Liu D Tags: J Learn Disabil Source Type: research

Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia
ConclusionsChildren with developmental dyslexia in Spanish exhibit a core deficit in suprasegmental phonology, at linguistic and non-linguistic levels. The implications of suprasegmental phonology skills for reading acquisition disabilities are discussed.
Source: Research in Developmental Disabilities - May 12, 2019 Category: Disability Source Type: research

Modality and redundancy effects, and their relation to executive functioning in children with dyslexia
Publication date: July 2019Source: Research in Developmental Disabilities, Volume 90Author(s): Carolien A.N. Knoop-van Campen, Eliane Segers, Ludo VerhoevenAbstractChildren with dyslexia are often provided with audio-support to compensate for their reading problems, but this may intervene with their learning. The aim of the study was to examine modality and redundancy effects in 21 children with dyslexia, compared to 21 typically developing peers (5th grade), on study outcome (retention and transfer knowledge) and study time in user-paced learning environments and the role of their executive functions (verbal and visual wo...
Source: Research in Developmental Disabilities - May 1, 2019 Category: Disability Source Type: research

Auditory identification of frequency-modulated sweeps and reading difficulties in Chinese
Conclusions and implicationThis study suggests that poor auditory frequency processing may associate with Chinese developmental dyslexia with phonological deficits. In support of the phonological deficit hypothesis, what underlies phonological deficit is likely to be auditory-basis. A potential clinical implication is to reinforce auditory perception and sensitivity through intervention for phonological processing.
Source: Research in Developmental Disabilities - January 30, 2019 Category: Disability Source Type: research

Effect of colored filters on reading capabilities in dyslexic children
ConclusionsTaken together, these results suggested that the green filter improved reading performance in children with dyslexia because the filter most likely facilitated cortical activity and decreased visual distortions.
Source: Research in Developmental Disabilities - July 24, 2018 Category: Disability Source Type: research

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2–16
Conclusions and implicationsDelays in early vocabulary can lead to a reading comprehension deficit, with the specification that expressive vocabulary deficit alone can alleviate in time, whereas the combined deficit is a stronger risk marker.
Source: Research in Developmental Disabilities - July 10, 2018 Category: Disability Source Type: research

Beyond genes: A systematic review of environmental risk factors in specific reading disorder
Conclusions and implicationsWe highlighted the need to consider environmental hazards, their interactions and interactions with RD-candidate genes in the study of the aetiology of RD in order to provide much-needed insight into how these variables influence reading skills.
Source: Research in Developmental Disabilities - July 10, 2018 Category: Disability Source Type: research

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2–16
Conclusions and implicationsDelays in early vocabulary can lead to a reading comprehension deficit, with the specification that expressive vocabulary deficit alone can alleviate in time, whereas the combined deficit is a stronger risk marker.
Source: Research in Developmental Disabilities - July 5, 2018 Category: Disability Source Type: research

Beyond genes: A systematic review of environmental risk factors in specific reading disorder
Conclusions and implicationsWe highlighted the need to consider environmental hazards, their interactions and interactions with RD-candidate genes in the study of the aetiology of RD in order to provide much-needed insight into how these variables influence reading skills.
Source: Research in Developmental Disabilities - July 5, 2018 Category: Disability Source Type: research

Representational Bias in the Radial Axis in Children With Dyslexia: A Landmarks Alignment Study.
Abstract To better identify the distinctive characteristics of space representation in the radial dimension, we have proposed a new paradigm: the landmarks alignment task where two parallel aluminum bars were radially presented. Children had to move a landmark along one bar and place it at the same location as the reference landmark placed by the examiner on the parallel bar. The major interest of this task was its capacity to assess space representation in the radial dimension when considering a spatial landmark that oriented the subject's attention toward the orthogonal dimension. The most important result showe...
Source: Journal of Learning Disabilities - June 1, 2018 Category: Disability Authors: Michel C, Quercia P, Joubert L Tags: J Learn Disabil Source Type: research

Reading outcomes of children with delayed early vocabulary: A follow-up from age 2 –16
Conclusions and implications Delays in early vocabulary can lead to a reading comprehension deficit, with the specification that expressive vocabulary deficit alone can alleviate in time, whereas the combined deficit is a stronger risk marker.
Source: Research in Developmental Disabilities - May 25, 2018 Category: Disability Source Type: research

Speech Recognition in Noise by Children with and without Dyslexia: How is it Related to Reading?
Conclusions No substantial evidence was found to support the suggestion that the reading and speech recognition in noise problems of children with dyslexia arise from a single factor that could be defined as a spectral processing disorder. The reading and speech recognition in noise deficits of these children appeared to be largely independent.
Source: Research in Developmental Disabilities - May 1, 2018 Category: Disability Source Type: research

Detection of neurodevelopmental diversity in memory clinics —Validation of a self-report measure
Conclusion A self-report measure can be a useful tool to elicit childhood cognitive susceptibilities in various domains that could represent NLAD among patients in a memory clinic setting, even in the presence of mild cognitive impairment.
Source: Research in Developmental Disabilities - April 29, 2018 Category: Disability Source Type: research