keyword
MENU ▼
Read by QxMD icon Read
search

Dyslexia memory

keyword
https://www.readbyqxmd.com/read/28725022/action-video-games-improve-reading-abilities-and-visual-to-auditory-attentional-shifting-in-english-speaking-children-with-dyslexia
#1
Sandro Franceschini, Piergiorgio Trevisan, Luca Ronconi, Sara Bertoni, Susan Colmar, Kit Double, Andrea Facoetti, Simone Gori
Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality...
July 19, 2017: Scientific Reports
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
#2
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/28654032/assessing-working-memory-in-children-the-comprehensive-assessment-battery-for-children-working-memory-cabc-wm
#3
Kathryn Cabbage, Shara Brinkley, Shelley Gray, Mary Alt, Nelson Cowan, Samuel Green, Trudy Kuo, Tiffany P Hogan
The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia(1)(,)(2) and language impairment(3)(,)(4), but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children...
June 12, 2017: Journal of Visualized Experiments: JoVE
https://www.readbyqxmd.com/read/28611610/music-games-potential-application-and-considerations-for-rhythmic-training
#4
REVIEW
Valentin Bégel, Ines Di Loreto, Antoine Seilles, Simone Dalla Bella
Rhythmic skills are natural and widespread in the general population. The majority can track the beat of music and move along with it. These abilities are meaningful from a cognitive standpoint given their tight links with prominent motor and cognitive functions such as language and memory. When rhythmic skills are challenged by brain damage or neurodevelopmental disorders, remediation strategies based on rhythm can be considered. For example, rhythmic training can be used to improve motor performance (e.g...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28579056/-computerized-oculomotor-training-in-dyslexia-a-randomized-crossover-clinical-trial-in-pediatric-population
#5
H Peyre, C-L Gérard, I Dupong Vanderhorst, S Larger, C Lemoussu, J Vesta, E Bui Quoc, N Gouleme, R Delorme, M P Bucci
OBJECTIVE: Several studies have reported abnormal oculomotor capacities leading to reading/writing difficulties among dyslexic children. However, no randomized clinical trial has been conducted to determine whether oculomotor training improves reading/writing skills of these children. The present study aims to evaluate the efficacy of computer-based oculomotor training among dyslexic children. METHOD: Crossover randomized trial with enrollment from January 12, 2015 to July 24, 2015, and follow-up to February 4, 2016...
June 1, 2017: L'Encéphale
https://www.readbyqxmd.com/read/28555097/training-on-movement-figure-ground-discrimination-remediates-low-level-visual-timing-deficits-in-the-dorsal-stream-improving-high-level-cognitive-functioning-including-attention-reading-fluency-and-working-memory
#6
Teri Lawton, John Shelley-Tremblay
The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28532302/the-effects-of-the-constancy-of-location-and-order-in-working-memory-visual-phonological-binding-of-children-with-dyslexia
#7
Enrico Toffalini, Elisa Tomasi, Donatella Albano, Cesare Cornoldi
It has been suggested that children with dyslexia have difficulties in visual-phonological working memory (WM) binding, supporting the hypothesis that this ability is crucial in the formation of associations between written forms and phonological codes required by reading. However, research on this topic is currently scarce and has not clarified to what extent binding may be supported by spatial and temporal information. The present study examined visual-phonological WM binding performance in a group of children with dyslexia compared to a control group of typically developing children matched for age, gender, and grade...
May 22, 2017: Child Neuropsychology: a Journal on Normal and Abnormal Development in Childhood and Adolescence
https://www.readbyqxmd.com/read/28497530/short-term-memory-in-childhood-dyslexia-deficient-serial-order-in-multiple-modalities
#8
Nelson Cowan, Tiffany P Hogan, Mary Alt, Samuel Green, Kathryn L Cabbage, Shara Brinkley, Shelley Gray
In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (non-word), lexical (digit), spatial (location) and visual (shape) items were included. For the latter three modalities, we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies...
August 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28486125/can-you-spell-dyslexia-without-sli-comparing-the-cognitive-profiles-of-dyslexia-and-specific-language-impairment-and-their-roles-in-learning
#9
Tracy Packiam Alloway, Furtuna Tewolde, Dakota Skipper, David Hijar
The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance - working memory and IQ. We recruited three groups of children - those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math...
June 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28470910/word-decoding-development-during-phonics-instruction-in-children-at-risk-for-dyslexia
#10
Moniek M H Schaars, Eliane Segers, Ludo Verhoeven
In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten...
May 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28424400/-brodmann-areas-39-and-40-human-parietal-association-area-and-higher-cortical-function
#11
Yasuhisa Sakurai
The anatomy and function of the angular gyrus (Brodmann Area 39) and supramarginal gyrus (Brodmann Area 40) are described here. Both gyri constitute the inferior part of the parietal lobe. Association fibers from the angular gyrus project to the dorsolateral prefrontal cortex via the superior longitudinal fasciculus (SLF) II/arcuate fasciculus (AF), whereas those from the supramarginal gyrus project to the ventrolateral prefrontal cortex via SLF III/AF. Damage to the left angular gyrus causes kanji agraphia (lexical agraphia) and mild anomia, whereas damage to the left supramarginal gyrus causes kana alexia (phonological dyslexia) and kana agraphia (phonological agraphia)...
April 2017: Brain and Nerve, Shinkei Kenkyū No Shinpo
https://www.readbyqxmd.com/read/28306348/differences-in-dyslexic-students-before-and-after-a-remediation-program-a-clinical-neuropsychological-and-event-related-potential-study
#12
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/28199175/sequential-prediction-of-literacy-achievement-for-specific-learning-disabilities-contrasting-in-impaired-levels-of-language-in-grades-4-to-9
#13
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/28115055/dyslexics-faster-decay-of-implicit-memory-for-sounds-and-words-is-manifested-in-their-shorter-neural-adaptation
#14
Sagi Jaffe-Dax, Or Frenkel, Merav Ahissar
Dyslexia is a prevalent reading disability whose underlying mechanisms are still disputed. We studied the neural mechanisms underlying dyslexia using a simple frequency-discrimination task. Though participants were asked to compare the two tones in each trial, implicit memory of previous trials affected their responses. We hypothesized that implicit memory decays faster among dyslexics. We tested this by increasing the temporal intervals between consecutive trials, and by measuring the behavioral impact and ERP responses from the auditory cortex...
January 24, 2017: ELife
https://www.readbyqxmd.com/read/28114605/auditory-stimulus-processing-and-task-learning-are-adequate-in-dyslexia-but-benefits-from-regularities-are-reduced
#15
Luba Daikhin, Ofri Raviv, Merav Ahissar
Purpose: The reading deficit for people with dyslexia is typically associated with linguistic, memory, and perceptual-discrimination difficulties, whose relation to reading impairment is disputed. We proposed that automatic detection and usage of serial sound regularities for individuals with dyslexia is impaired (anchoring deficit hypothesis), leading to the formation of less reliable sound predictions. Agus, Carrión-Castillo, Pressnitzer, and Ramus, (2014) reported seemingly contradictory evidence by showing similar performance by participants with and without dyslexia in a demanding auditory task that contained task-relevant regularities...
February 1, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28089431/adults-with-developmental-dyslexia-show-selective-impairments-in-time-based-and-self-initiated-prospective-memory-self-report-and-clinical-evidence
#16
James H Smith-Spark, Adam P Zięcik, Christopher Sterling
BACKGROUND: Prospective memory (PM; memory for delayed intentions) would seem to be impaired in dyslexia but evidence is currently limited in scope. AIMS: There is a need, therefore, firstly, to explore PM under controlled conditions using a broader range of PM tasks than used previously and, secondly, to determine whether objectively measured and self-reported PM problems can be found in the same individuals with dyslexia. METHODS AND PROCEDURES: The responses of 30 adults with dyslexia were compared with those of 30 IQ-matched adults without dyslexia on a self-report and a clinical measure of PM...
March 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/27866493/dietary-dha-and-health-cognitive-function-ageing
#17
Carlos Cardoso, Cláudia Afonso, Narcisa M Bandarra
DHA is a key nutritional n-3 PUFA and needs to be supplied by the human diet. DHA is found in significant amounts in the retinal and neuronal cell membranes due to its high fluidity. Indeed, DHA is selectively concentrated in the synaptic and retinal membranes. DHA is deemed to display anti-inflammatory properties and to reduce the risk of CVD. Consumption of larger amounts of DHA appears to reduce the risk of depression, bipolar disorder, schizophrenia and mood disorders. Conversely, it has been shown that loss of DHA from the nerve cell membrane leads to dysfunction of the central nervous system in the form of anxiety, irritability, susceptibility to stress, dyslexia, impaired memory and cognitive functions, and extended reaction times...
December 2016: Nutrition Research Reviews
https://www.readbyqxmd.com/read/27753210/prosodic-similarity-effects-in-short-term-memory-in-developmental-dyslexia
#18
Usha Goswami, Lisa Barnes, Natasha Mead, Alan James Power, Victoria Leong
Children with developmental dyslexia are characterized by phonological difficulties across languages. Classically, this 'phonological deficit' in dyslexia has been investigated with tasks using single-syllable words. Recently, however, several studies have demonstrated difficulties in prosodic awareness in dyslexia. Potential prosodic effects in short-term memory have not yet been investigated. Here we create a new instrument based on three-syllable words that vary in stress patterns, to investigate whether prosodic similarity (the same prosodic pattern of stressed and unstressed syllables) exerts systematic effects on short-term memory...
November 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/27752247/the-nature-of-verbal-short-term-impairment-in-dyslexia-the-importance-of-serial-order
#19
REVIEW
Steve Majerus, Nelson Cowan
Verbal short-term memory (STM) impairment is one of the most consistent associated deficits observed in developmental reading disorders such as dyslexia. Few studies have addressed the nature of this STM impairment, especially as regards the ability to temporarily store serial order information. This question is important as studies in typically developing children have shown that serial order STM abilities are predictors of oral and written language development. Associated serial order STM deficits in dyslexia may therefore further increase the learning difficulties in these populations...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27747988/longitudinal-stability-of-pre-reading-skill-profiles-of-kindergarten-children-implications-for-early-screening-and-theories-of-reading
#20
Ola Ozernov-Palchik, Elizabeth S Norton, Georgios Sideridis, Sara D Beach, Maryanne Wolf, John D E Gabrieli, Nadine Gaab
Research suggests that early identification of developmental dyslexia is important for mitigating the negative effects of dyslexia, including reduced educational attainment and increased socioemotional difficulties. The strongest pre-literacy predictors of dyslexia are rapid automatized naming (RAN), phonological awareness (PA), letter knowledge, and verbal short-term memory. The relationship among these constructs has been debated, and several theories have emerged to explain the unique role of each in reading ability/disability...
October 17, 2016: Developmental Science
keyword
keyword
72129
1
2
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read
×

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"