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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 usually defined as a reading disability which is unexpected relative to some index of aptitude (e.g., intelligence test scores) and which is not attributable to instructional, cultural, social, or acquired sensory and neurological deficits (Critchley, 1970). Unfortunately, the operationalization of the concept of this definition has been inconsistent and rarely validated (Fletcher & Morris, 1986; Morris, 1988). This problem reflects variation not only in terms of specific selection criteria, but also variation in the degree to which individual subject characteristics are measured. In particular, there is a tendency to focus only on measurement of the reading problems and a general failure to measure other characteristics of the subjects which may be co-morbid with the reading problem (e.g., attention deficit disorder, other academic deficiencies).
Behavioral Genetics and Developmental Disabilities
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Taken together, these studies present a complex picture of the genetics and environment of developmental disabilities. On one hand, the heritability of disability, particularly with respect to general cognitive disability in childhood, adolescence, and adulthood, as well as reading disability appears to be of the same magnitude as the genetic influences found in the unselected range of ability for general cognitive ability and reading. In contrast, the magnitude of genetic influences appears to be greater for general cognitive disability and communication disorders in early child. Finally, the magnitude of genetic influences is lower in old age for general cognitive ability. Thus, it appears that the genetic continuity of disability varies not only as a function of the outcome, but also as a function of the age of the sample. This picture is complicated by the comorbidity between language and cognitive ability and the likely comorbidity between these outcomes and reading disability.
Development and Developmental Disorders
Published in Andrei I. Holodny, Functional Neuroimaging, 2019
Reading disability (developmental dyslexia) is defined as failure to attain age-appropriate reading skill despite normal intelligence and adequate instruction in reading technique. It cannot be related to problems with motivation, sensory acuity, or structural brain lesion (47,48). It is a common problem, affecting approximately 5% of the world population, although estimates as high as 17.5% have been reported (49,50). Dyslexia is a chronic persistent problem; it does not regress with age (50) (Fig. 7). It is familial and heritable, with family history being one of the strongest risk factors—23% to 65% of those with an afflicted parent also develop the condition (50).
Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades
Published in Developmental Neuropsychology, 2020
Gabriella Koltermann, Natália Becker, Giulia Moreira Paiva, Mariuche Rodrigues De Almeida Gomides, Vitor Geraldi Haase, Jerusa Fumagalli De Salles
The sample consisted of 216 children, 55.1% girls, aged between 8 and 11 years old (M = 8.94, SD = .71). The students were in 3rd (28.7%) and 4th grades (71.3%) of public elementary schools of Porto Alegre (Rio Grande do Sul; 30.5%) and Belo Horizonte (Minas Gerais; 69.5%; Table 1). Exclusion criteria were uncorrected auditory or visual difficulties (reported by parents/guardians), intellectual deficit considering scores below the 15th percentile in Raven’s Colored Progressive Matrices (CMP – Raven; Angelini, Alves, Custódio, Duarte, & Duarte, 1999), and children who met criteria for both ADHD symptoms and reading disability (comorbidity; n = 6). Reading disability was considered when children performed lower than the 16th percentile of the Aloud Oral single-word and pseudoword reading task (LPI; Salles, Piccolo, & Miná, 2017; Salles, Piccolo, Zamo, & Toazza, 2013), described in the Instruments section below.
A tablet-based home practice program paired with telepractice promotes maintenance and learning of objects and actions in individuals with chronic aphasia
Published in Evidence-Based Communication Assessment and Intervention, 2019
Stephanie M. Grasso, Maya L. Henry
Participants: Because one of the main aims of the current study was to examine whether less decline was present in accuracy of recently treated nouns and verbs, only participants who completed an intensive treatment in a previous study (Kurland, Stanek, Stokes, Li, & Andrianopoulos, 2016) were eligible to participant in the current study. Of the original 24 participants, 2 participants did not elect to participate in the current study and 1 participant did not complete the testing protocols. The 21 participants ranged in age from 47 to 81 years of age, and 8 of the participants were female. All individuals presented with chronic aphasia and 18 individuals reported a medical history including a single unilateral left hemisphere middle cerebral artery stroke. Participants ranged from 6 to 142 months post-stroke. Most participants (n= 19) were right-handed and were monolingual English speakers. One participant reported a history of a reading disability. Participants varied in aphasia severity (mild to severe), and all individuals demonstrated some degree of word retrieval impairment. Eleven individuals presented with concomitant apraxia of speech.
The impact of speech and language problems in kindergarten on academic learning and special education status in grade three
Published in International Journal of Speech-Language Pathology, 2019
Magdalena Janus, Chantal Labonté, Ryan Kirkpatrick, Scott Davies, Eric Duku
Children with an SLP are also at risk for learning disabilities in multiple areas: in one study, approximately 52% of second grade children with an SLP also had reading disabilities, in comparison to only 8% of control children (Tomblin et al., 2000). In another study, 51% of children aged 6.9–13.9 years with an SLP had a concurrent reading disability (McArthur, Hogben, Edwards, Heath, & Mengler, 2000). Furthermore, 19-year-olds diagnosed with a language impairment at age 5 were 9.4 times (95% CI 3.3–26.7) more likely to have a learning disability in both maths and reading than their non-language impaired peers (Young et al., 2002).