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Total 319 results found since Jan 2013.

Dissociation between exact and approximate addition in developmental dyslexia
Publication date: September 2016 Source:Research in Developmental Disabilities, Volume 56 Author(s): Xiujie Yang, Xiangzhi Meng Previous research has suggested that number sense and language are involved in number representation and calculation, in which number sense supports approximate arithmetic, and language permits exact enumeration and calculation. Meanwhile, individuals with dyslexia have a core deficit in phonological processing. Based on these findings, we thus hypothesized that children with dyslexia may exhibit exact calculation impairment while doing mental arithmetic. The reaction time and accuracy while d...
Source: Research in Developmental Disabilities - July 8, 2016 Category: Disability Source Type: research

Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography.
Abstract The purpose of this study was to explore the nature of spelling errors made by children with dyslexia in Bosnian language with transparent orthography. Three main error categories were distinguished: phonological, orthographic, and grammatical errors. An analysis of error type showed 86% of phonological errors,10% of orthographic errors, and 4% of grammatical errors. Furthermore, the majority errors were the omissions and substitutions, followed by the insertions, omission of rules of assimilation by voicing, and errors with utilization of suffix. We can conclude that phonological errors were dominant in ...
Source: Journal of Learning Disabilities - April 21, 2016 Category: Disability Authors: Duranović M Tags: J Learn Disabil Source Type: research

Location negative priming effects in children with developmental dyslexia: An event-related potential study
In this study, we used event-related potential technology to explore the source of negative priming effects in children with developmental dyslexia and in a group of healthy children for comparison. We found that the changes in the average response times in the negative priming and control conditions were consistent across the two groups, while the negative priming effects differed significantly between the groups. The magnitude of the negative priming effect was significantly different between the two groups, with the magnitude being significantly higher in the control group than it was in the developmental dyslexia group...
Source: Research in Developmental Disabilities - April 5, 2016 Category: Disability Source Type: research

Executive functions in adults with developmental dyslexia
Conclusions and Implications The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing.
Source: Research in Developmental Disabilities - March 11, 2016 Category: Disability Source Type: research

Cognitive and familial risk evidence converged: A data-driven identification of distinct and homogeneous subtypes within the heterogeneous sample of reading disabled children
Publication date: June–July 2016 Source:Research in Developmental Disabilities, Volumes 53–54 Author(s): Gonny Willems, Bernadette Jansma, Leo Blomert, Anniek Vaessen The evident degree of heterogeneity observed in reading disabled children has puzzled reading researchers for decades. Recent advances in the genetic underpinnings of reading disability have indicated that the heritable, familial risk for dyslexia is a major risk factor. The present data-driven, classification attempt aims to revisit the possibility of identifying distinct cognitive deficit profiles in a large sample of second to fourth grade readin...
Source: Research in Developmental Disabilities - February 28, 2016 Category: Disability Source Type: research

Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies
Publication date: April–May 2016 Source:Research in Developmental Disabilities, Volumes 51–52 Author(s): Eddy Cavalli, Séverine Casalis, Abdessadek El Ahmadi, Mélody Zira, Florence Poracchia-George, Pascale Colé Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university s...
Source: Research in Developmental Disabilities - January 23, 2016 Category: Disability Source Type: research

Eye Movements and Articulations During a Letter Naming Speed Task: Children With and Without Dyslexia.
Abstract Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times into pause and articulation components, and analysis of eye movements during task performance) with three groups of participants (children with dyslexia, ages 9-10; chronological-age [CA] controls, ages 9-10; reading-level [RL] controls, ages 6-7) to examine NS ...
Source: Journal of Learning Disabilities - January 13, 2016 Category: Disability Authors: Al Dahhan NZ, Kirby JR, Brien DC, Munoz DP Tags: J Learn Disabil Source Type: research

Specific language impairment and developmental dyslexia: What are the boundaries? Data from Greek children
This study examines the significance (between-groups comparisons) and frequency (within-group analyses) of deficits in developmental dyslexia (DD, mainly deficits in decoding and phonemic awareness), specific language impairment (SLI, mainly deficits in listening comprehension), or both (mainly deficits in phonological short-term memory [STM]). Participants included two groups of children who had received a diagnosis of either SLI (N =15) or DD (N =15). For the between-groups comparison, the groups were matched pairwise on nonverbal IQ to 30 chronological age controls (CAC) and 30 reading level controls (RLC). For the with...
Source: Research in Developmental Disabilities - January 11, 2016 Category: Disability Source Type: research

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.
Abstract Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing...
Source: Journal of Learning Disabilities - January 8, 2016 Category: Disability Authors: Berninger V, Abbott R, Cook CR, Nagy W Tags: J Learn Disabil Source Type: research

Time-based prospective memory in adults with developmental dyslexia
Publication date: February–March 2016 Source:Research in Developmental Disabilities, Volumes 49–50 Author(s): James H. Smith-Spark, Adam P. Zięcik, Christopher Sterling Prospective memory (PM) is memory for delayed intentions. Despite its importance to everyday life, the few studies on PM function in adults with dyslexia which exist have relied on self-report measures. To determine whether self-reported PM deficits can be measured objectively, laboratory-based PM tasks were administered to 24 adults with dyslexia and 25 age- and IQ-matched adults without dyslexia. Self-report data indicated that people with dysle...
Source: Research in Developmental Disabilities - December 2, 2015 Category: Disability Source Type: research

Decoding Dyslexia RI - Dyslexia Awareness Month Event
Decoding Dyslexia RI announces its collaboration with Rhode Island Advocacy for Children to organize and informative evening with top experts speaking on what challenges the state of Rhode Island faces when it comes to serving students with language based learning differences. This event will be held at: Warwick Public Library, 600 Sandy Lane, in Warwick, RI From: 6:00 - 8:00 PM on Wednesday, October 28, 2015.
Source: Disabled World - October 23, 2015 Category: Disability Tags: Events Source Type: news

Gov. Signs New California Dyslexia Laws
Governor Jerry Brown recently signed important legislation (AB 1369 - Frazier, D - Oakley) aimed at helping dyslexic children in California public schools. This is the first time in over 20 years that dyslexia legislation has been enacted in the State of California.
Source: Disabled World - October 17, 2015 Category: Disability Tags: Dyslexia Source Type: news

A screening on Specific Learning Disorders in an Italian speaking high genetic homogeneity area
Publication date: October–November 2015 Source:Research in Developmental Disabilities, Volumes 45–46 Author(s): Claudia Cappa, Sara Giulivi, Antonino Schilirò, Luca Bastiani, Carlo Muzio, Fabrizio Meloni The aim of the present research is to investigate the prevalence of Specific Learning Disorders (SLD) in Ogliastra, an area of the island of Sardinia, Italy. Having experienced centuries of isolation, Ogliastra has become a high genetic homogeneity area, and is considered particularly interesting for studies on different kinds of pathologies. Here we are going to describe the results of a screening carried out...
Source: Research in Developmental Disabilities - August 28, 2015 Category: Disability Source Type: research

Reading impairment in Duchenne muscular dystrophy: A pilot study to investigate similarities and differences with developmental dyslexia
In this study, the presence and characteristics of literacy deficits in boys with DMD were investigated through a comparison with typically developing children and with children affected by developmental dyslexia, with the aim of clarifying whether DMD and developmental dyslexia have overlapping profiles of literacy deficits and whether these deficits are associated, as in children with dyslexia, with impairments in phonological processing and rapid lexical access. The results confirmed the high incidence of literacy problems in boys with DMD and revealed a profile less severe than, but qualitatively similar to, that of It...
Source: Research in Developmental Disabilities - August 8, 2015 Category: Disability Source Type: research