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Rapid naming dyslexia

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https://www.readbyqxmd.com/read/29323179/neither-action-nor-phonological-video-games-make-dyslexic-children-read-better
#1
Magdalena Łuniewska, Katarzyna Chyl, Agnieszka Dębska, Agnieszka Kacprzak, Joanna Plewko, Marcin Szczerbiński, Jakub Szewczyk, Anna Grabowska, Katarzyna Jednoróg
The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention. In our study, we tested how two forms of training: based on AVG and on phonological non-action video games (PNAVG), affect reading in a group of fifty-four Polish children with dyslexia...
January 11, 2018: Scientific Reports
https://www.readbyqxmd.com/read/29163285/effects-of-phonological-training-on-the-reading-and-reading-related-abilities-of-hong-kong-children-with-dyslexia
#2
Li-Chih Wang
This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29163246/screening-protocol-for-early-identification-of-brazilian-children-at-risk-for-dyslexia
#3
Giseli D Germano, Alexandra B P de C César, Simone A Capellini
Early identification of students at risk of dyslexia has been an educational challenge in the past years. This research had two main goals. First, we aimed to develop a screening protocol for early identification of Brazilian children at risk for dyslexia; second, we aimed to identify the predictive variables of this protocol using Principal Component Analysis. The major step involved in developing this protocol was the selection of variables, which were chosen based on the literature review and linguistic criteria...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/29157996/longitudinal-interactions-between-brain-and-cognitive-measures-on-reading-development-from-6-months-to-14-years
#4
Kaisa Lohvansuu, Jarmo A Hämäläinen, Leena Ervast, Heikki Lyytinen, Paavo H T Leppänen
Dyslexia is a neurobiological disorder impairing learning to read. Brain responses of infants at genetic risk for dyslexia are abnormal already at birth, and associations from infant speech perception to preschool cognitive skills and reading in early school years have been documented, but there are no studies showing predicting power until adolescence. Here we show that in at-risk infants, brain activation to pseudowords at left hemisphere predicts 44% of reading speed at 14 years, and even improves the prediction after taking into account neurocognitive preschool measures of letter naming, phonology, and verbal short-term memory...
November 17, 2017: Neuropsychologia
https://www.readbyqxmd.com/read/29153326/altered-structural-connectivity-of-the-left-visual-thalamus-in-developmental-dyslexia
#5
Christa Müller-Axt, Alfred Anwander, Katharina von Kriegstein
Developmental dyslexia is a highly prevalent reading disorder affecting about 5%-10% of children [1]. It is characterized by slow and/or inaccurate word recognition skills as well as by poor spelling and decoding abilities [2]. Partly due to technical challenges with investigating subcortical sensory structures, current research on dyslexia in humans by and large focuses on the cerebral cortex [3-7]. These studies found that dyslexia is typically associated with functional and structural alterations of a distributed left-hemispheric cerebral cortex network (e...
December 4, 2017: Current Biology: CB
https://www.readbyqxmd.com/read/29062600/l1-and-l2-reading-skills-in-dutch-adolescents-with-a-familial-risk-of-dyslexia
#6
Ellie R H van Setten, Wim Tops, Britt E Hakvoort, Aryan van der Leij, Natasha M Maurits, Ben A M Maassen
BACKGROUND: The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of dyslexia in the first language (L1) and the effect of dyslexia on the second language (L2), which has, in this case, a lower orthographic transparency...
2017: PeerJ
https://www.readbyqxmd.com/read/29040923/six-factors-of-adult-dyslexia-assessed-by-cognitive-tests-and-self-report-questions-very-high-predictive-validity
#7
Peter Tamboer, Harrie C M Vorst, Peter F de Jong
The Multiple Diagnostic Digital Dyslexia Test for Adults (MDDDT-A) consists of 12 newly developed tests and self-report questions in the Dutch language. Predictive validity and construct validity were investigated and compared with validity of a standard test battery of dyslexia (STB) in a sample of 154 students. There are three main results. First, various analyses of principal components showed that six or more factors of dyslexia can be distinguished (rapid naming, spelling, reading, short-term memory, confusion, phonology, attention, complexity)...
October 14, 2017: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/28932019/towards-identifying-dyslexia-in-standard-indonesian-the-development-of-a-reading-assessment-battery
#8
Bernard A J Jap, Elisabeth Borleffs, Ben A M Maassen
With its transparent orthography, Standard Indonesian is spoken by over 160 million inhabitants and is the primary language of instruction in education and the government in Indonesia. An assessment battery of reading and reading-related skills was developed as a starting point for the diagnosis of dyslexia in beginner learners. Founded on the International Dyslexia Association's definition of dyslexia, the test battery comprises nine empirically motivated reading and reading-related tasks assessing word reading, pseudoword reading, arithmetic, rapid automatized naming, phoneme deletion, forward and backward digit span, verbal fluency, orthographic choice (spelling), and writing...
2017: Reading and Writing
https://www.readbyqxmd.com/read/28834383/visual-motion-and-rapid-auditory-processing-are-solid-endophenotypes-of-developmental-dyslexia
#9
Sara Mascheretti, Simone Gori, Vittoria Trezzi, Milena Ruffino, Andrea Facoetti, Cecilia Marino
Although a genetic component is known to have an important role in the etiology of developmental dyslexia, we are far from understanding the molecular etiopathogenetic pathways. Reduced measures of neurobiological functioning related to reading (dis)ability, i.e., endophenotypes, are promising targets for gene finding and the elucidation of the underlying mechanisms. In a sample of 100 nuclear families with developmental dyslexia (229 offspring) and 83 unrelated typical readers, we tested whether a set of well-established, cognitive phenotypes related to developmental dyslexia (i...
August 17, 2017: Genes, Brain, and Behavior
https://www.readbyqxmd.com/read/28812316/literacy-acquisition-influences-children-s-rapid-automatized-naming
#10
Robin L Peterson, Anne B Arnett, Bruce F Pennington, Brian Byrne, Stefan Samuelsson, Richard K Olson
Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross-lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre-kindergarten through grade 4...
August 15, 2017: Developmental Science
https://www.readbyqxmd.com/read/28800632/radar-a-novel-fast-screening-method-for-reading-difficulties-with-special-focus-on-dyslexia
#11
Ioannis Smyrnakis, Vassilios Andreadakis, Vassilios Selimis, Michail Kalaitzakis, Theodora Bachourou, Georgios Kaloutsakis, George D Kymionis, Stelios Smirnakis, Ioannis M Aslanides
Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words...
2017: PloS One
https://www.readbyqxmd.com/read/28744953/a-three-year-longitudinal-study-of-reading-and-spelling-difficulty-in-chinese-developmental-dyslexia-the-matter-of-morphological-awareness
#12
Xiuhong Tong, Catherine McBride, Jason Chor Ming Lo, Hua Shu
In the present study, we used a three-time point longitudinal design to investigate the associations of morphological awareness to word reading and spelling in a small group of those with and without dyslexia taken from a larger sample of 164 Hong Kong Chinese children who remained in a longitudinal study across ages 6, 7 and 8. Among those 164 children, 15 had been diagnosed as having dyslexia by professional psychologists, and 15 other children manifested average reading ability and had been randomly selected from the sample for comparison...
July 25, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28621157/predicting-individual-differences-in-reading-and-spelling-skill-with-artificial-script-based-letter-speech-sound-training
#13
Sebastián Aravena, Jurgen Tijms, Patrick Snellings, Maurits W van der Molen
In this study, we examined the learning of letter-speech sound correspondences within an artificial script and performed an experimental analysis of letter-speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter-speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28074887/association-analysis-of-dyslexia-candidate-genes-in-a-dutch-longitudinal-sample
#14
Amaia Carrion-Castillo, Ben Maassen, Barbara Franke, Angelien Heister, Marlies Naber, Aryan van der Leij, Clyde Francks, Simon E Fisher
Dyslexia is a common specific learning disability with a substantive genetic component. Several candidate genes have been proposed to be implicated in dyslexia susceptibility, such as DYX1C1, ROBO1, KIAA0319, and DCDC2. Associations with variants in these genes have also been reported with a variety of psychometric measures tapping into the underlying processes that might be impaired in dyslexic people. In this study, we first conducted a literature review to select single nucleotide polymorphisms (SNPs) in dyslexia candidate genes that had been repeatedly implicated across studies...
April 2017: European Journal of Human Genetics: EJHG
https://www.readbyqxmd.com/read/27942706/the-role-of-categorical-speech-perception-and-phonological-processing-in-familial-risk-children-with-and-without-dyslexia
#15
Britt Hakvoort, Elise de Bree, Aryan van der Leij, Ben Maassen, Ellie van Setten, Natasha Maurits, Titia L van Zuijen
Purpose: This study assessed whether a categorical speech perception (CP) deficit is associated with dyslexia or familial risk for dyslexia, by exploring a possible cascading relation from speech perception to phonology to reading and by identifying whether speech perception distinguishes familial risk (FR) children with dyslexia (FRD) from those without dyslexia (FRND). Method: Data were collected from 9-year-old FRD (n = 37) and FRND (n = 41) children and age-matched controls (n = 49) on CP identification and discrimination and on the phonological processing measures rapid automatized naming, phoneme awareness, and nonword repetition...
December 1, 2016: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/27747988/longitudinal-stability-of-pre-reading-skill-profiles-of-kindergarten-children-implications-for-early-screening-and-theories-of-reading
#16
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...
September 2017: Developmental Science
https://www.readbyqxmd.com/read/27496059/reading-disorders-and-dyslexia
#17
Charles Hulme, Margaret J Snowling
PURPOSE OF REVIEW: We review current knowledge about the nature of reading development and disorders, distinguishing between the processes involved in learning to decode print, and the processes involved in reading comprehension. RECENT FINDINGS: Children with decoding difficulties/dyslexia experience deficits in phoneme awareness, letter-sound knowledge and rapid automatized naming in the preschool years and beyond. These phonological/language difficulties appear to be proximal causes of the problems in learning to decode print in dyslexia...
December 2016: Current Opinion in Pediatrics
https://www.readbyqxmd.com/read/27465208/responsiveness-to-intervention-in-children-with-dyslexia
#18
Elisabeth A T Tilanus, Eliane Segers, Ludo Verhoeven
We examined the responsiveness to a 12-week phonics intervention in 54 s-grade Dutch children with dyslexia, and compared their reading and spelling gains to a control group of 61 typical readers. The intervention aimed to train grapheme-phoneme correspondences (GPCs), and word reading and spelling by using phonics instruction. We examined the accuracy and efficiency of grapheme-phoneme correspondences, decoding words and pseudowords, as well as the accuracy of spelling words before and after the intervention...
August 2016: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/27110928/developmental-trajectories-for-children-with-dyslexia-and-low-iq-poor-readers
#19
Sarah E A Kuppen, Usha Goswami
Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly...
May 2016: Developmental Psychology
https://www.readbyqxmd.com/read/27100778/association-of-dcdc2-polymorphisms-with-normal-variations-in-reading-abilities-in-a-chinese-population
#20
Yuping Zhang, Jun Li, Shuang Song, Twila Tardif, Margit Burmeister, Sandra M Villafuerte, Mengmeng Su, Catherine McBride, Hua Shu
The doublecortin domain-containing 2 (DCDC2) gene, which is located on chromosome 6p22.1, has been widely suggested to be a candidate gene for dyslexia, but its role in typical reading development over time remains to be clarified. In the present study, we explored the role of DCDC2 in contributing to the individual differences in reading development from ages 6 to 11 years by analysing data from 284 unrelated children who were participating in the Chinese Longitudinal Study of Reading Development (CLSRD). The associations of eight single nucleotide polymorphisms (SNPs) in DCDC2 with the latent intercept and slope of children's reading scores were examined in the first step...
2016: PloS One
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