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Cognition, Language and Intelligence
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
Long axonal connections between regions may account for individual differences in cognitive skill and the development of such skills as reading. Genetic differences contributing to development involve genetic loading for white matter microstructure. There is a genetic role in developmental dyslexia. Reading involves development of cortical reorganization of functional cortical regions involved in an association between cortical regions supporting perception of visual words (orthographic) and spoken language (phonological). There are different influences upon task efficiency associated with performance and developmental levels. Age-related regions are left frontal and parietal cortices. Activity decreases with increasing age. Performance-related regions are bilateral extrastriate cortex and the left parietal-occipital-temporal (POT) junction. Reading skill (without age effects) is associated with activation of left ventral occipitotemporal regions. The visual word-form area appears associated with the left occipitotemporal region (midfusiform gyrus). Letter-sound integration involves heteromodal input (visual and auditory) for integration of orthographic and phonological processing in the left superior temporal cortex. Changes will differ between beginning readers and skilled readers (Schlaggar & McCandliss, 2007).
Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis
Published in Developmental Neuropsychology, 2023
Sara Edith Souza de Assis Leão, Guilherme Menezes Lage, Renan Pedra de Souza, Nathálya Gardênia de Holanda Marinho Nogueira, Ângela Maria Vieira Pinheiro
The literacy period, during which reading and writing is learnt, is a complex phase which requires mastery and superposition of several skills, including sensorial, cognitive, linguistic and motor skills (Lê et al., 2021). A deficit in one or more of these skills can lead to several losses during the literacy period, especially in dyslexic children. Although there are many studies in the literature that investigate deficits in phonological processing as one of the main factors involved in developmental dyslexia (Campen, Segers, & Verhoeven, 2018; Snowling & Melby-Lervåg, 2016; Stanovich & Siegel, 1994), this deficit does not explain the countless other problems that dyslexic children suffer from. There is still a gap in understanding regarding the subjacent factors in dyslexia, and the extent to which difficulties in phonological processing can affect other areas, resulting in associated deficits that can also impair learning to read.
Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children
Published in Neuropsychological Rehabilitation, 2020
Aris R. Terzopoulos, Georgia Z. Niolaki, Jackie Masterson
Developmental dyslexia and dysgraphia are reading and spelling disorders in children that can persist into adulthood (Gerber, 2012). They are found in languages other than English, although the vast majority of research with dyslexic and dysgraphic participants has been carried out in English. The manifestation of symptoms has been shown to be related to language characteristics, including the consistency of letter–sound relationships (e.g., Gupta & Jamal, 2007; Hanley, Masterson, Spencer, & Evans, 2004; Landerl et al., 2013). In the present study, we report an intervention conducted with two monolingual Greek-speaking children with reading and spelling difficulty. Although intervention studies can assist in providing information about causes of literacy difficulties (see for a review Nickels, Rapp, & Kohnen, 2015), only a handful have been conducted with children learning transparent orthographies, such as Greek (Niolaki, Terzopoulos, & Masterson, 2014).
Dyslexia and dyscalculia are characterized by common visual perception deficits
Published in Developmental Neuropsychology, 2018
Dazhi Cheng, Qing Xiao, Qian Chen, Jiaxin Cui, Xinlin Zhou
Consistent with previous studies (Butterworth, 2010; Iuculano et al., 2008; Mazzocco et al., 2011; Mejias et al., 2012; Piazza et al., 2010; Skagerlund & Träff, 2014; Wilson et al., 2014), we identified numerosity processing deficits in children with developmental dyscalculia, representing ANS acuity impairment. As a novel finding, we identified similar numerosity processing deficits in children with developmental dyslexia. The results indicated that dyslexia and dyscalculia share common visual perception deficits and that visual perception performance could explain numerosity processing deficits in the disorder groups. A previous study also reported that numerosity processing is primarily a visual task (Burr & Ross, 2008; Zhou et al., 2015b). Consistent with the findings of the previous study, children with developmental dyslexia also showed deficits in the numerosity comparison task.