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Information Technology for Communication and Cognitive Support
Published in Julie A. Jacko, The Human–Computer Interaction Handbook, 2012
Alan F. Newell, Alex Carmichael, Peter Gregor, Norman Alm, Annalu Waller, Vicki L. Hanson, Graham Pullin, Jesse Hoey
It can present a number of language-related difficulties and definitions of it have varied. The British Dyslexia Association (2006) offered the following description:Dyslexia is best described as a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling, and writing. Accompanying weaknesses may be identified in areas of speed of processing, shortterm memory, sequencing and organization, auditory and/ or visual perception, spoken language and motor skills. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.
Prediction of Dyslexia from Eye Movements Using Machine Learning
Published in IETE Journal of Research, 2022
Dyslexia is a kind of reading disorder where individuals find it difficult to read letters or words fluently and are usually very poor in spelling words. Phonological processing in our brain correlates the letters with its sound, the sounds are further ordered as words, sentences and paragraphs. Early literature in mid-2000 shows that dyslexics have a problem in phonological processing which is a cause for poor reading and comprehending skills [1–3]. They have difficulty in mapping letters to sounds causing them to have poor reading abilities. Dyslexics are slow readers, but more often they are creative thinkers and also tend to have strong reasoning capabilities. Reading problems and poor word decoding persisted as they grow up affecting their performance in school and other aspects of their lives.
The impact of developmental dyslexia on workplace cognition: evidence from a virtual reality environment
Published in Behaviour & Information Technology, 2023
James H. Smith-Spark, Rebecca Gordon, Ashok S. Jansari
Neurodiversity refers to all specific learning difficulties, such as attention deficit hyperactivity disorder, autism, developmental coordination disorder, and developmental dyslexia, which often co-occur or whose symptoms overlap. The recognition of, and support for, neurodiversity in the workplace has been growing in importance in recent years (e.g. Doyle 2020; Krzeminska et al. 2019; Ortiz 2020). The focus of the current paper is on one such condition, developmental dyslexia (henceforth, dyslexia). Dyslexia is typically characterised as a specific impairment affecting phonological processing and the subsequent development of reading and spelling (see, for example, a review by Castles and Friedmann 2014). However, broader cognitive deficits have also been found and these persist into adulthood (e.g. Brosnan et al. 2002; Smith-Spark et al. 2016; Provazza et al. 2019; Smith-Spark and Fisk 2007). As a neurodevelopmental condition, the effects of dyslexia persist into adulthood but the demands placed on cognitive resources in adulthood are likely to be very different from those required in childhood (e.g. McLoughlin, Fitzgibbon, and Young 1994). One clear and obvious difference is in the need for cognition in employment settings. While there is some literature on the impact of dyslexia in the workplace (e.g. de Beer et al. 2014; Doyle and McDowall 2015; Doyle and McDowall 2019), there is considerably less research that takes a specifically cognitive perspective on its effects in employment settings. The research reported in the current paper focused on two broader and inter-related areas of complex cognition, executive function and prospective memory (PM), which dyslexia has been found to affect in adults (e.g. Brosnan et al. 2002; Smith-Spark et al. 2016; Smith-Spark 2018) and which are relevant to the workplace. To this end, a virtual office environment was used in the current study to investigate how workplace performance might be affected by dyslexia-related deficits in these two complex aspects of cognition.