Treatment of Dyslexia
Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share in Current Directions in Dyslexia Research, 2020
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.
Developmental disorders
Dominic Upton in Introducing Psychology for Nurses and Healthcare Professionals, 2013
Dyslexia is a SpLD characterised as a persistent, chronic condition in which an individual’s reading ability is significantly below that of the non-impaired individual (see Table 9.3 for characteristics related to dyslexia). There are a number of factors associated with dyslexia, including the inability to recognise rhymes and having difficulty naming familiar everyday objects in infancy (Araujo et al., 2011; Bradley and Bryant, 1985; Wolf et al., 1996). Recent research has indicated that risk factors include the slow progression through phonic phases (within school age children) (Snowling et al., 2011) and even the season the infant was born in (Donfrancesco et al., 2010). However, it has been indicated that there are strong genetic components underlying dyslexia, with the condition being highly heritable (Poelmans et al., 2011) and it has now been argued that the main causes of dyslexia tend to be abnormalities within areas of the brain such as the temporo-parietal region (Shaywitz and Shaywitz, 2005).
Cognition, Language and Intelligence
Rolland S. Parker in 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.
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.
Neuropsychology: from theory to practice (2nd edition)
Published in Neuropsychological Rehabilitation, 2020
Chapter 6 tackles are conditions in Disorders of Cerebral Asymmetry and deviates from the structures used elsewhere in the textbook of introductory and advanced principles. Nonetheless, the author provides a cogent critique of the arguments surrounding lateralisation and specialisation of function. Language Disorders are explored in Chapter 7 and the author provides a strong overview of various aphasic syndromes, motor aspects of articulation and models of speech processing. He sets this in the historical context of the early work of Paul Broca and outlines the evolution of our understanding of language processing models through the use of increasingly sophisticated neuroimaging techniques. The chapter covers developmental, acquired and progressive language disorders but the applied section of the chapter focuses almost exclusively on interventions for dyslexia.
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