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Treatment of Dyslexia
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Jack M. Fletcher, Barbara R. Foorman, David J. Francis, Bennett A. Shaywitz, Sally E. Shaywitz
Dyslexia is a disorder of reading, spelling, and related cognitive skills. When primary outcomes are considered (i.e., academic development), dyslexia generally has a poor prognosis (Spreen, 1988a, b; Satz & Schonhaut, 1983). Individuals with severe reading problems are not necessarily functionally illiterate, but they generally maintain significant reading and spelling problems throughout their life. Fortunately, indices of secondary outcome (e.g., social and vocational) tend to show few differences between dyslexic and nondyslexic individuals when sociodemographic variables are controlled (Spreen, 1988a, b). However, a major question is why dyslexic individuals do not show better development of academic skills, particularly given emphases on remediation and intervention by clinicians and researchers.
Common and Assistive Technology to Support People with Specific Learning Disabilities to Access Healthcare
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Dianne Chambers, Sharon Campbell
Learning disabilities, sometimes known as sLDs, can impact areas beyond academic skills, in areas such as relationships and friendships with others, memory difficulties and the ability to plan effectively (Lavoie, Levine, Reiner & Reiner, 2005). There are a number of types of learning disability and they each manifest differently between individuals. The most common categories of diagnosed learning disability include dyslexia, dysgraphia and dyscalculia (Dyslexia SPELD Foundation, 2014). Dyslexia refers to a difficulty with language-related tasks, in particular reading, but also spelling, writing and pronunciation to some extent (Armstrong & Squires, 2015). It is estimated that approximately 5%–7% of people have dyslexia (Peterson & Pennington, 2012).
Dyslexia
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
`Dyslexia' has often, over the years, been dismissed as a term used by pushy, middle-class parents to explain the difficulties their child is experiencing with reading and spelling at school. Even today some education authorities in the UK still refuse to recognise this problem. Dyslexia was first acknowledged towards the end of the last century, when it was felt to be the result of visual processing difficulties. It is only in the past 20 years that research has pointed to a specific reading and spelling difficulty resulting from an underlying language deficit. These difficulties may be compounded by other factors, such as general intellectual ability, visual problems and motivation, but are not felt to be as a direct result of them. The implications for a child with dyslexia are not confined to reading and spelling and therefore early identification and appropriate intervention are crucial in minimising the long-term effects on a child. Dyslexia is a developmental disorder and a dyslexic child will continue to experience difficulties, although these may change, through into adulthood. Dyslexia cannot be `cured' and therefore any intervention is aimed at reducing long-term effects rather than providing a cure. The incidence of dyslexia is reported as being between 4% (British Dyslexia Association) and 20%.1
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.
Poor visuo-spatial orientation and path memorization in children with dyslexia
Published in Nordic Journal of Psychiatry, 2022
Simona Caldani, Moetez Baghdadi, Hugo Peyre, Elie Khoury, Richard Delorme, Maria Pia Bucci
Dyslexia is a specific learning disorder characterized by difficulties with accurate or fluent word recognition, poor decoding and poor spelling abilities, affecting approximately 5-8% of the school aged individuals [1,2]. Until now, the etiology of dyslexia is still unknown although several hypotheses have been suggested. For instance, phonological deficit in dyslexia has been shared by several authors [3–5]; other theories have been proposed such as auditory, visual perception, working memory, and attentional abnormalities [6–9]. Recently, some evidence suggested that cerebellar dysfunction could be involved [10,11] were the first to suggest a cerebellar-vestibular impairment in children with dyslexia. Afterwards, Nicolson et al. [12] reported quantitative balance and motor coordination deficits in children most likely due to a cerebellar dysfunction. Based on these behavioral studies as well as on preliminary functional neuroimaging reports [12,13], Nicolson et al. [14] hypothesized that cerebellar abnormalities could be the cause of reduced automaticity of decoding skills in children with dyslexia.
Machine Learning Applications in Pediatric Ophthalmology
Published in Seminars in Ophthalmology, 2021
Several other applications of ML in conditions indirectly managed by pediatric ophthalmologists were identified in our review. Dyslexia is a condition estimated to affect between 5 and 10% of the population.85 Eye tracking combined with ML can be used to develop fast, objective and accurate screening models useful for identifying school children at risk of dyslexia.85 ML applied to eye tracking has also been studied extensively as a potential tool to assist in the diagnosis of autism spectrum disorders.86–90 Eye tracking has been used to characterize other neurologic conditions, such as a way to perform high throughput classification of patients with attention deficit hyperactivity disorder and fetal alcohol spectrum disorder. ML has been used to explore visual development in facial recognition. Vogelsang et al. showed that CNN-based image recognition algorithms trained initially with blurred images with gradually improving clarity demonstrated increased performance compared to models generated without gradual improvement.91 This insight, though requiring further investigation, may have applications in guiding optimal refractive correction in patients with a history of childhood cataract surgery who have been shown to exhibit diminished facial processing abilities.92,93 ML algorithms have also been applied to assisted device fitting in low vision patients to predict which devices patients would benefit most from based on parameters defined from functional needs.94