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https://www.readbyqxmd.com/read/28936361/relationships-between-eye-movements-during-sentence-reading-comprehension-word-spelling-and-reading-and-dti-and-fmri-connectivity-in-students-with-and-without-dysgraphia-or-dyslexia
#1
Kevin Yagle, Todd Richards, Katie Askren, Zoe Mestre, Scott Beers, Robert Abbott, William Nagy, Peter Boord, Virginia Berninger
While eye movements were recorded and brains scanned, 29 children with and without specific learning disabilities (SLDs) decided if sentences they read (half with only correctly spelled words and half with homonym foils) were meaningful. Significant main effects were found for diagnostic groups (non-SLD control, dysgraphia control, and dyslexia) in total fixation (dwell) time, total number of fixations, and total regressions in during saccades; the dyslexia group had longer and more fixations and made more regressions in during saccades than either control group...
January 2017: Journal of Systems and Integrative Neuroscience
https://www.readbyqxmd.com/read/28934055/do-reading-and-spelling-share-orthographic-representations-evidence-from-developmental-dysgraphia
#2
Christopher Hepner, Michael McCloskey, Brenda Rapp
Both spelling and reading depend on knowledge of the spellings of words. Despite this commonality, observed dissociations between spelling and reading in cases of acquired and developmental deficits suggest some degree of independence between the cognitive mechanisms involved in these skills. In this paper, we examine the relationship between spelling and reading in two children with developmental dysgraphia. For both children, we identified significant deficits in spelling that affected the processing of orthographic long-term memory representations of words...
September 21, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28914156/lexical-decision-performance-in-developmental-surface-dysgraphia-evidence-for%C3%A2-a%C3%A2-unitary-orthographic-system-that-is-used-in-both-reading-and-spelling
#3
Andreas Sotiropoulos, J Richard Hanley
The relationship between spelling, written word recognition, and picture naming is investigated in a study of seven bilingual adults who have developmental surface dysgraphia in both Greek (their first language) and English (their second language). Four of the cases also performed poorly at orthographic lexical decision in both languages. This finding is consistent with similar results in Italian that have been taken as evidence of a developmental impairment to a single orthographic system that is used for both reading and spelling...
September 15, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28906176/developmental-dysgraphia-an-overview-and-framework-for-research
#4
Michael McCloskey, Brenda Rapp
Developmental deficits in the acquisition of writing skills (developmental dysgraphias) are common and have significant consequences, yet these deficits have received relatively little attention from researchers. We offer a framework for studying developmental dysgraphias (including both spelling and handwriting deficits), arguing that research should be grounded in theories describing normal cognitive writing mechanisms and the acquisition of these mechanisms. We survey the current state of knowledge concerning developmental dysgraphia, discussing potential proximal and distal causes...
September 14, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28906170/developmental-graphemic-buffer-dysgraphia-in-english-a-single-case-study
#5
Kristina Barisic, Saskia Kohnen, Lyndsey Nickels
A single case study is reported of a 10-year-old, English-speaking boy, L.S., who presented with spelling errors similar to those described in acquired graphemic buffer dysgraphia (GBD). We used this case to evaluate the appropriateness of applying adult cognitive models to the investigation of developmental cognitive disorders. The dual-route model of spelling guided this investigation. L.S. primarily made "letter errors" (deletions, additions, substitutions, transpositions, or a combination of these errors) on words and nonwords and in all input (aural and visual) and output modalities (writing, typing, oral spelling); there was also some evidence of a length effect and U-shaped serial position curve...
September 14, 2017: Cognitive Neuropsychology
https://www.readbyqxmd.com/read/28741400/high-prevalence-of-dysgraphia-in-elementary-through-high-school-students-with-adhd-and-autism
#6
Susan D Mayes, Rosanna P Breaux, Susan L Calhoun, Sara S Frye
OBJECTIVE: Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. METHOD: Referred children with normal intelligence and ADHD-Combined, ADHD-Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). RESULTS: VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses...
July 1, 2017: Journal of Attention Disorders
https://www.readbyqxmd.com/read/28670621/changes-in-dti-diffusivity-and-fmri-connectivity-cluster-coefficients-for-students-with-and-without-specific-learning-disabilities-in-written-language-brain-s-response-to-writing-instruction
#7
Todd L Richards, Virginia W Berninger, Kevin J Yagle, Robert D Abbott, Daniel J Peterson
Before and after computerized writing instruction, participants completed assessment with normed measures and DTI and fMRI connectivity scanning. Evidence-based differential diagnosis was used at time 1 to assign them to diagnostic groups: typical oral and written language (n=6), dysgraphia (impaired handwriting, n=10), dyslexia (impaired word spelling and reading, n=20), and OWL LD (impaired syntax construction, n=6). The instruction was aimed at subword letter writing, word spelling, and syntax composing...
April 2017: Journal of Nature and Science
https://www.readbyqxmd.com/read/28660741/split-brain-phenomena-in-anterior-communicating-artery-aneurysm-rupture-a-case-report
#8
Natalya Korsakova, Elizabeth Liebson, Lena Moskovich
In 1976, a patient with an anterior communicating artery aneurysm (ACoAA) rupture (diagnosed on angiography) and sub-arachnoid hemorrhage (SAH) underwent serial neuropsychological testing revealing a classical anterior cerebral artery (ACA) spasm picture with severe anterograde amnesia of Korsakoff's type and dysexecutive syndrome. In addition, the patient demonstrated impaired hemispheric interaction with alien hand syndrome, dyscopia-dysgraphia, complete left ear neglect, and other, more complex, split-brain phenomena...
June 2017: PsyCh Journal
https://www.readbyqxmd.com/read/28422636/impact-of-pans-and-pandas-exacerbations-on-occupational-performance-a-mixed-methods-study
#9
Janice Trigilio Tona, Sutanuka Bhattacharjya, Denise Calaprice
OBJECTIVE: Pediatric acute-onset neuropsychiatric syndrome (PANS) includes pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections and involves sudden-onset neuropsychiatric symptoms, including obsessions, compulsions, sensory difficulties, and dysgraphia after infection or other triggers. Our objective was to identify problems with areas of occupation, body functions, and performance skills during exacerbations. METHOD: In this online retrospective study, based on the Occupational Therapy Practice Framework: Domain and Process (2nd ed...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/28218589/visual-and-haptic-perception-training-to-improve-handwriting-skills-in-children-with-dysgraphia
#10
Shao-Hsia Chang, Nan-Ying Yu
We investigated a visual-perceptual and haptic-perceptual training program to enhance motor skills and Chinese handwriting performance among children with handwriting difficulties. The participants were 28 first- and second-grade children with handwriting difficulties. They were matched according to age and then randomly assigned into a control group or an experimental group. Participants in the experimental group received 12 sessions of a training program, whereas those in the control group received conventional handwriting training...
March 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/28199175/sequential-prediction-of-literacy-achievement-for-specific-learning-disabilities-contrasting-in-impaired-levels-of-language-in-grades-4-to-9
#11
Elizabeth A Sanders, Virginia W Berninger, Robert D Abbott
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text)...
February 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28133634/idea-units-in-notes-and-summaries-for-read-texts-by-keyboard-and-pencil-in-middle-childhood-students-with-specific-learning-disabilities-cognitive-and-brain-findings
#12
Todd Richards, Stephen Peverly, Amie Wolf, Robert Abbott, Steven Tanimoto, Rob Thompson, William Nagy, Virginia Berninger
Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate)...
September 2016: Trends in Neuroscience and Education
https://www.readbyqxmd.com/read/27913156/the-oral-spelling-profile-of-posterior-cortical-atrophy-and-the-nature-of-the-graphemic-representation
#13
Silvia Primativo, Keir X X Yong, Timothy J Shakespeare, Sebastian J Crutch
Spelling is a complex cognitive task where central and peripheral components are involved in engaging resources from many different cognitive processes. The present paper aims to both characterize the oral spelling deficit in a population of patients affected by a neurodegenerative condition and to clarify the nature of the graphemic representation within the currently available spelling models. Indeed, the nature of graphemic representation as a linear or multi-componential structure is still debated. Different hypotheses have been raised about its nature in the orthographic lexicon, with one positing that graphemes are complex objects whereby quantity and identity are separately represented in orthographic representations and can thus be selectively impaired...
January 8, 2017: Neuropsychologia
https://www.readbyqxmd.com/read/27767988/a-novel-loss-of-function-grn-mutation-p-tyr229-%C3%A2-clinical-and-neuropathological-features
#14
Liina Kuuluvainen, Minna Pöyhönen, Petra Pasanen, Maija Siitonen, Jaana Rummukainen, Pentti J Tienari, Anders Paetau, Liisa Myllykangas
Mutations in the progranulin (GRN) gene represent about 5-10% of frontotemporal lobar degeneration (FTLD). We describe a proband with a novel GRN mutation c.687T>A, p.(Tyr229*), presenting with dyspraxia, dysgraphia, and dysphasia at the age of 60 and a very severe FTLD neuropathological phenotype with TDP43 inclusions. The nephew of the proband had signs of dementia and personality changes at the age of 60 and showed similar but milder FTLD pathology. Three other family members had had early-onset dementia...
2017: Journal of Alzheimer's Disease: JAD
https://www.readbyqxmd.com/read/27297074/promoting-linguistic-complexity-greater-message-length-and-ease-of-engagement-in-email-writing-in-people-with-aphasia-initial-evidence-from-a-study-utilizing-assistive-writing-software
#15
Lindsey Thiel, Karen Sage, Paul Conroy
BACKGROUND: Improving email writing in people with aphasia could enhance their ability to communicate, promote interaction and reduce isolation. Spelling therapies have been effective in improving single-word writing. However, there has been limited evidence on how to achieve changes to everyday writing tasks such as email writing in people with aphasia. One potential area that has been largely unexplored in the literature is the potential use of assistive writing technologies, despite some initial evidence that assistive writing software use can lead to qualitative and quantitative improvements to spontaneous writing...
June 14, 2016: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/27251676/utility-of-testing-for-apraxia-and-associated-features-in-dementia
#16
Samrah Ahmed, Ian Baker, Sian Thompson, Masud Husain, Christopher R Butler
INTRODUCTION: Existing literature suggests that the presence or absence of apraxia and associated parietal deficits may be clinically relevant in differential diagnosis of dementia syndromes. AIM: This study investigated the profile of these features in Alzheimer's disease (AD) and frontotemporal dementia (FTD) spectrum disorders, at first presentation. METHODS: Retrospective case note analysis was undertaken in 111 patients who presented to the Oxford Cognitive Disorders Clinic, Oxford, UK, including 29 amnestic AD, 12 posterior cortical atrophy (PCA), 12 logopenic primary progressive aphasia (lvPPA), 20 behavioural variant FTD (bvFTD), 7 non-fluent variant PPA (nfvPPA), 6 semantic variant PPA (svPPA) and 25 patients with subjective cognitive impairment (SCI)...
November 2016: Journal of Neurology, Neurosurgery, and Psychiatry
https://www.readbyqxmd.com/read/27022252/legal-medical-consideration-of-alzheimer-s-disease-patients-dysgraphia-and-cognitive-dysfunction-a-6-month-follow-up
#17
Emanuela Onofri, Marco Mercuri, Trevor Archer, Max Rapp-Ricciardi, Serafino Ricci
BACKGROUND: The purpose of this study was to investigate the ability of Alzheimer's disease (AD) patients to express intentions and desires, and their decision-making capacity. This study examines the findings from a 6-month follow-up of our previous results in which 30 patients participated. MATERIALS AND METHODS: The patient's cognition was examined by conducting the tests of 14 questions and letter-writing ability over a period of 19 days, and it was repeated after 6 months...
2016: Clinical Interventions in Aging
https://www.readbyqxmd.com/read/26941664/developmental-dysgraphia-as-a-reading-system-and-transfer-problem-a-case-study
#18
Claire M Fletcher-Flinn
This is a case study of an adolescent who had largely overcome his early difficulty in learning to read, but continued to have severe problems with spelling. He had no visual memory impairment, and his letter-sound knowledge and phonemic awareness were at adult levels. Testing revealed that his difficulties in both reading and spelling only manifested when processing unfamiliar words. He was slow and inaccurate when reading non-words, despite a sublexical system dominated by the use of grapheme-phoneme units...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/26899671/developmental-writing-disorders-assessment-for-rehabilitation
#19
Matteo Chiappedi, Elisabetta DE Bernardi, Rossella Togni, Ilaria C Baschenis, Laura Nonini, Umberto Balottin, Maurizio Bejor
AIM: Writing ability requires to use and control several processes of visual and phonological information processing and an adequate programming and coordination of motor sequences. We studied a writing precursor gesture in children with Developmental Dysorthography and/or Developmental Dysgraphia in order to point out anomalies to be treated with specific rehabilitative interventions. METHODS: 25 children affected by Developmental Dysortography (ICD 9 CM: 315.09; ICD 10: F81...
February 19, 2016: Minerva Pediatrica
https://www.readbyqxmd.com/read/26858470/computerized-writing-and-reading-instruction-for-students-in-grades-4-to-9-with-specific-learning-disabilities-affecting-written-language
#20
Steven Tanimoto, Rob Thompson, Virginia W Berninger, William Nagy, Robert D Abbott
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months...
December 1, 2015: Journal of Computer Assisted Learning
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