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https://www.readbyqxmd.com/read/28337135/deficits-in-letter-speech-sound-associations-but-intact-visual-conflict-processing-in-dyslexia-results-from-a-novel-erp-paradigm
#1
Sarolta Bakos, Karin Landerl, Jürgen Bartling, Gerd Schulte-Körne, Kristina Moll
The reading and spelling deficits characteristic of developmental dyslexia (dyslexia) have been related to problems in phonological processing and in learning associations between letters and speech-sounds. Even when children with dyslexia have learned the letters and their corresponding speech sounds, letter-speech sound associations might still be less automatized compared to children with age-adequate literacy skills. In order to examine automaticity in letter-speech sound associations and to overcome some of the disadvantages associated with the frequently used visual-auditory oddball paradigm, we developed a novel electrophysiological letter-speech sound interference paradigm...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28334068/the-dyslexia-susceptibility-protein-kiaa0319-inhibits-axon-growth-through-smad2-signaling
#2
Filipa Franquinho, Joana Nogueira-Rodrigues, Joana M Duarte, Sofia S Esteves, Christin Carter-Su, Anthony P Monaco, Zoltán Molnár, Antonio Velayos-Baeza, Pedro Brites, Mónica M Sousa
KIAA0319 is a transmembrane protein associated with dyslexia with a presumed role in neuronal migration. Here we show that KIAA0319 expression is not restricted to the brain but also occurs in sensory and spinal cord neurons, increasing from early postnatal stages to adulthood and being downregulated by injury. This suggested that KIAA0319 participates in functions unrelated to neuronal migration. Supporting this hypothesis, overexpression of KIAA0319 repressed axon growth in hippocampal and dorsal root ganglia neurons; the intracellular domain of KIAA0319 was sufficient to elicit this effect...
February 17, 2017: Cerebral Cortex
https://www.readbyqxmd.com/read/28306348/differences-in-dyslexic-students-before-and-after-a-remediation-program-a-clinical-neuropsychological-and-event-related-potential-study
#3
Nikolaos C Zygouris, Elias Avramidis, Argyris V Karapetsas, George I Stamoulis
Developmental dyslexia is defined as an unexpected specific and persistent failure to acquire efficient reading skills despite conventional instruction, adequate intelligence and sociocultural opportunity. This article reports the outcomes of a study that evaluated the implementation of a 4-month intervention program. The intervention consisted of structured activities aiming at improving (a) the children's phonological awareness, (b) their visual and auditory memory, (c) their visual discrimination ability, and (d) their text comprehension...
March 17, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28302071/sex-differences-in-the-molecular-signature-of-the-developing-mouse-hippocampus
#4
Joseph L Bundy, Cynthia Vied, Richard S Nowakowski
BACKGROUND: A variety of neurological disorders, including Alzheimer's disease, Parkinson's disease, major depressive disorder, dyslexia and autism, are differentially prevalent between females and males. To better understand the possible molecular basis for the sex-biased nature of neurological disorders, we used a developmental series of female and male mice at 1, 2, and 4 months of age to assess both mRNA and protein in the hippocampus with RNA-sequencing and mass-spectrometry, respectively...
March 16, 2017: BMC Genomics
https://www.readbyqxmd.com/read/28299557/beyond-a-reading-disability-comments-on-the-need-to-examine-the-full-spectrum-of-abilities-disabilities-of-the-atypical-dyslexic-brain
#5
Jeffrey W Gilger
A panel of practioners and researchers convened to consider how to advance a broader understanding of the neurocognitive profile of people with dyslexia. While a great deal of research has been conducted on the reading process, the panel recognized that the "dyslexia brain" may be unique in other ways as well. In particular, the panel focused on complex nonverbal/spatial skills and correlated attributes such as career choice. The conclusion of the panel was that there is more to be learned about how people with dyslexia reason spatially and how these qualities manifest in academic, personal, and career behaviors...
March 15, 2017: Annals of Dyslexia
https://www.readbyqxmd.com/read/28298166/twelve-tips-for-teaching-medical-students-with-dyslexia
#6
Sebastian Charles Keith Shaw, John Leeds Anderson
Dyslexia is a common learning difficulty. As a result of SS' own experiences as a medical student with dyslexia, we have been researching and teaching on this topic for the past two years. Here, we present twelve tips for teaching medical students with dyslexia. These are gathered from our personal experiences and research, discussions with other educators, and wider literature on the topic. This article aims to shed some light on dyslexia, and also to make practical suggestions. Teaching students with dyslexia should not be a daunting experience...
March 15, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28296527/pragmatics-of-language-and-theory-of-mind-in-children-with-dyslexia-with-associated-language-difficulties-or-nonverbal-learning-disabilities
#7
Ramona Cardillo, Ricardo Basso Garcia, Irene C Mammarella, Cesare Cornoldi
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli...
March 15, 2017: Applied Neuropsychology. Child
https://www.readbyqxmd.com/read/28292606/speech-language-and-reading-skills-in-10-year-old-children-with-palatal-clefts-the-impact-of-additional-conditions
#8
Kristin Billaud Feragen, Ragnhild Aukner, Tone K Særvold, Øydis Hide
BACKGROUND: This study examined speech (hypernasality and intelligibility), language, and reading skills in children with a cleft palate, specifically investigating additional conditions to the cleft, in order to differentiate challenges related to a cleft only, and challenges associated with an additional condition. DESIGN: Cross-sectional data collected during routine assessments of speech and language in a centralised treatment setting. PARTICIPANTS: Children born with cleft with palatal involvement from four birth cohorts (n=184), aged 10...
March 7, 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28290075/audio-visual-speech-perception-in-adult-readers-with-dyslexia-an-fmri-study
#9
Jascha Rüsseler, Zheng Ye, Ivonne Gerth, Gregor R Szycik, Thomas F Münte
Developmental dyslexia is a specific deficit in reading and spelling that often persists into adulthood. In the present study, we used slow event-related fMRI and independent component analysis to identify brain networks involved in perception of audio-visual speech in a group of adult readers with dyslexia (RD) and a group of fluent readers (FR). Participants saw a video of a female speaker saying a disyllabic word. In the congruent condition, audio and video input were identical whereas in the incongruent condition, the two inputs differed...
March 13, 2017: Brain Imaging and Behavior
https://www.readbyqxmd.com/read/28289697/brain-mri-data-in-chinese-dyslexic-children-performing-an-auditory-rhyming-judgment-task
#10
Fan Cao
This article includes the description of data information from an auditory rhyming judgment task in Chinese children with developmental dyslexia, age-matched control children and reading-matched control children. You will find fMRI data information including experimental design, MRI protocol, and brain activation results from each of the three groups of subjects. Other results from the same study were published in Neuroimage (Cao, in press [1]).
April 2017: Data in Brief
https://www.readbyqxmd.com/read/28289475/combined-genome-wide-linkage-and-targeted-association-analysis-of-head-circumference-in-autism-spectrum-disorder-families
#11
M Woodbury-Smith, D A Bilder, J Morgan, L Jerominski, T Darlington, T Dyer, A D Paterson, H Coon
BACKGROUND: It has long been recognized that there is an association between enlarged head circumference (HC) and autism spectrum disorder (ASD), but the genetics of HC in ASD is not well understood. In order to investigate the genetic underpinning of HC in ASD, we undertook a genome-wide linkage study of HC followed by linkage signal targeted association among a sample of 67 extended pedigrees with ASD. METHODS: HC measurements on members of 67 multiplex ASD extended pedigrees were used as a quantitative trait in a genome-wide linkage analysis...
2017: Journal of Neurodevelopmental Disorders
https://www.readbyqxmd.com/read/28287757/crip-for-a-day-the-unintended-negative-consequences-of-disability-simulations
#12
Michelle R Nario-Redmond, Dobromir Gospodinov, Angela Cobb
OBJECTIVE: To investigate the impact of disability simulations on mood, self-ascribed disability stereotypes, attitudes about interacting with disabled individuals, and behavioral intentions for improving campus accessibility. DESIGN: Experiment 1 evaluated disability-awareness simulations by randomly assigning undergraduates (N = 60) with and without disabilities to stations simulating either dyslexia, hearing or mobility impairments. Experiment 2 extended the field study into the lab where undergraduates (N = 50) with and without disabilities each completed low vision, hearing impairment, and dyslexia simulations...
March 13, 2017: Rehabilitation Psychology
https://www.readbyqxmd.com/read/28286543/a-psychometric-tool-for-a-virtual-reality-rehabilitation-approach-for-dyslexia
#13
Elisa Pedroli, Patrizia Padula, Andrea Guala, Maria Teresa Meardi, Giuseppe Riva, Giovanni Albani
Dyslexia is a chronic problem that affects the life of subjects and often influences their life choices. The standard rehabilitation methods all use a classic paper and pencil training format but these exercises are boring and demanding for children who may have difficulty in completing the treatments. It is important to develop a new rehabilitation program that would help children in a funny and engaging way. A Wii-based game was developed to demonstrate that a short treatment with an action video game, rather than phonological or orthographic training, may improve the reading abilities in dyslexic children...
2017: Computational and Mathematical Methods in Medicine
https://www.readbyqxmd.com/read/28285044/mirrors-are-hard-to-break-a-critical-review-and-behavioral-evidence-on-mirror-image-processing-in-developmental-dyslexia
#14
Tânia Fernandes, Isabel Leite
The relation between reversal errors (e.g., d for b, Я for R) and developmental dyslexia has been elusive. In this study, we investigated the roles of reading level, visual category, and orientation processing in this relation. Children with developmental dyslexia, chronological-age-matched controls, and reading-level-matched controls performed two "same-different" matching tasks on reversible (e.g., b) and nonreversible (e.g., e) letters and on geometric shapes (e.g., ). In the orientation-based task, orientation processing was explicitly required; in the shape-based task, orientation processing would be automatic inasmuch as it was task irrelevant and would hinder successful performance...
March 9, 2017: Journal of Experimental Child Psychology
https://www.readbyqxmd.com/read/28282655/delayed-early-vocabulary-development-in-children-at-family-risk-of-dyslexia
#15
Sietske van Viersen, Elise H de Bree, Mathilde Verdam, Evelien Krikhaar, Ben Maassen, Aryan van der Leij, Peter F de Jong
Purpose: This study aimed to gain more insight into the relation between vocabulary and reading acquisition by examining early growth trajectories in the vocabulary of children at family risk (FR) of dyslexia longitudinally. Method: The sample included 212 children from the Dutch Dyslexia Program with and without an FR. Parents reported on their children's receptive and expressive vocabulary size at ages 17, 23, 29, and 35 months using the Dutch MacArthur Communicative Development Inventories...
March 10, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28270778/individualized-early-prediction-of-familial-risk-of-dyslexia-a-study-of-infant-vocabulary-development
#16
Ao Chen, Frank Wijnen, Charlotte Koster, Hugo Schnack
We examined early vocabulary development in children at familial risk (FR) of dyslexia and typically developing (TD) children between 17 and 35 months of age. We trained a support vector machine to classify TD and FR using these vocabulary data at the individual level. The Dutch version of the McArthur-Bates Communicative Development Inventory (Words and Sentences) (N-CDI) was used to measure vocabulary development. We analyzed group-level differences for both total vocabulary as well as lexical classes: common nouns, predicates, and closed class words...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28257585/increased-response-to-altered-auditory-feedback-in-dyslexia-a-weaker-sensorimotor-magnet-implied-in-the-phonological-deficit
#17
Mark R van den Bunt, Margriet A Groen, Takayuki Ito, Ana A Francisco, Vincent L Gracco, Ken R Pugh, Ludo Verhoeven
Purpose: The purpose of this study was to examine whether developmental dyslexia (DD) is characterized by deficiencies in speech sensory and motor feedforward and feedback mechanisms, which are involved in the modulation of phonological representations. Method: A total of 42 adult native speakers of Dutch (22 adults with DD; 20 participants who were typically reading controls) were asked to produce /bep/ while the first formant (F1) of the /e/ was not altered (baseline), increased (ramp), held at maximal perturbation (hold), and not altered again (after-effect)...
March 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28256107/peripheral-and-central-contribution-to-the-difficulty-of-speech-in-noise-perception-in-dyslexic-children
#18
Axelle Calcus, Paul Deltenre, Cécile Colin, Régine Kolinsky
Noise typically induces both peripheral and central masking of an auditory target. Whereas the idea that a deficit of speech in noise perception is inherent to dyslexia is still debated, most studies have actually focused on the peripheral contribution to the dyslexics' difficulties of perceiving speech in noise. Here, we investigated the respective contribution of both peripheral and central noise in three groups of children: dyslexic, chronological age matched controls (CA), and reading-level matched controls (RL)...
March 2, 2017: Developmental Science
https://www.readbyqxmd.com/read/28256101/the-procedural-learning-deficit-hypothesis-of-language-learning-disorders-we-see-some-problems
#19
Gillian West, Miguel A Vadillo, David R Shanks, Charles Hulme
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old children. Measures of verbal explicit learning were correlated with measures of attainment. In contrast, no relationships between measures of implicit learning and attainment were found...
March 2, 2017: Developmental Science
https://www.readbyqxmd.com/read/28255950/the-impact-of-multisensory-instruction-on-learning-letter-names-and-sounds-word-reading-and-spelling
#20
Nora W Schlesinger, Shelley Gray
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children's lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions...
March 2, 2017: Annals of Dyslexia
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