Characteristics Of Dyslexia Research Articles

Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa

Primary school learners with characteristics of dyslexia: auto-ethnographic approach to the effectiveness of the screening, identification, assessment, and support policy in South Africa

근원적 인지 메커니즘을 통한 난독증 탐구

Objectives The purpose of this paper is to identify dyslexia among various types of learning disabilities, explain its manifestation mechanism, and demonstrate it clinically.
 Methods This paper shows that through the fundamental cognitive mechanism, not only can the characteristics of dyslexia be understood in the most fundamental, essential, and holistic way, but also a better understanding of how dyslexia is fundamentally manifested. For clinical proof, non-verbal intelligence test (K-CTONI-2), Korean version of Children's Visual Perception Development Test (K-DTVP-3), the Korean Reading Test (KOLRA), and speech hearing test were administered to 7 elementary school students who continued to experience difficulties despite receiving reading education.
 Results Dyslexia begins with an excessively imbalanced structure of the brain's large visual and small auditory cognitive spaces. Due to the imbalance between the two cognitive spaces, visual acuity and visual memory appear strong, while auditory acuity and auditory memory appear weak, resulting in auditory internal attention deficit, which is the most important cognitive condition for language development. Auditory internal attention deficit in turn interferes with auditory information processing, resulting in serious difficulties in written language development and various symptoms observed in dyslexic children. The test results showed a low auditory function score compared to a high visual function score.
 Conclusions Dyslexia occurs due to functional defects in hierarchical cognitive processes such as auditory sensation, memory, and thought processing caused by an imbalance between the brain's small auditory cognitive space and large visual cognitive space. This paper presents directions for effective dyslexia treatment based on research results.

Teachers’ experiences of using the screening, identification, assessment and support strategy to support learners who present with characteristics of dyslexia

Background: Education White Paper 6 (EWP6) and screening, identification, assessment and support (SIAS) promote inclusive education for all learners, including those who present with learning difficulties and are vulnerable to exclusion. The article reports on the experiences of teachers using the SIAS strategy to support learners who present with characteristics of dyslexia at a primary school in Gauteng.Aim: The study sought to explore the experiences of teachers using the SIAS tool to support learners who present with characteristics of dyslexia at a primary school in Gauteng, South Africa.Setting: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Method: Three foundation, four intermediate, and two learning support educators participated in the study. The full service primary school has learners with mild learning difficulties.Results: Teachers experienced limited success in the implementation of the SIAS tool requiring further professional development.Conclusion: The need for teacher training in the use of effective support strategies to assist learners who present with characteristics of dyslexia, is advocated for Teacher development for the effective implementation of the SIAS tool is recommended.

Understanding The Definition and Characteristics of Dyslexia

Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.

External evaluations for dyslexia: do the data support parent concerns?

A grassroots movement of parents who fear that their children's reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in the assessment of reading disabilities. These children were receiving instruction and intervention in reading across the tiers of instructional support in general and special education within their schools. On average, the children demonstrated equivalent deficits in print literacy skills on norm-referenced assessments regardless of the intensity of their reading support, and the majority of children who were only receiving tier 1 instruction exhibited characteristics of dyslexia. Moreover, 69% of children only receiving tier 1 instruction, and all remaining children, performed below benchmark expectations on a curriculum-based measure of oral reading fluency. While these data are not an evaluation of the implementation of the state's dyslexia laws or the statewide implementation of RTI, they provide data characterizing the real struggles and lack of identification of children whose parents seek an external evaluation of their children's reading skills. However, they are set in the context of a state in which 66% of public-school children cannot read proficiently by the end of the third grade. The reading struggles highlighted in this clinic referral sample are unexceptional in the larger state context.

Preservice educators' and noneducators' knowledge and perceptions of responsibility about dyslexia.

More individuals are affected by dyslexia than any other learning disability. The success of students with dyslexia receiving early identification and evidence-based interventions is dependent upon the knowledge and skills of the school practitioners responsible for their academic programmes. This study investigated knowledge of dyslexia and perceptions of responsibility by administering the Knowledge and Insights of Dyslexia Survey (KIDS) to 243 university students. Survey responses of students (n) majoring in degrees in education (education majors [EM], n = 154) were compared with the responses of students majoring in degrees in architecture (noneducation majors [NEM], n = 89). In addition, the results were further examined between students majoring in General Education, Special Education, and School Psychology. Results indicated no significant differences in knowledge existed between EM and NEM or within EM. Of the topics investigated, participants knew the least about the treatment of dyslexia and demonstrated confusion about the components of appropriate instruction. Analysis of participant definitions revealed pervasive confusion about the characteristics of dyslexia with most believing myths that those with dyslexia "see and read backwards." Additionally, EM rated themselves as being moderately responsible for educating students with dyslexia and believed special educators hold the greatest level of responsibility.

Unrecognised Dyslexia Features by First Language Teachers in Libya

In inclusive education classrooms, teachers’ knowledge of the disabilities of their students is an important aspect in language teaching. Of these disabilities is dyslexia. Little research has been conducted about teachers’ awareness of dyslexia but almost none about the knowledge of the themes or the specific characteristics of dyslexics. The researcher has noticed that some first language teachers (Arabic) seem not aware of some crucial characteristics of dyslexia. To find out about which of these characteristics are not clear for first language teachers the researcher explored 14 first language (Arabic) teachers’ knowledge of the characteristics of this disability through a matrix questionnaire. Findings of this study add to literature in that they highlight the general themes and the specific areas of dyslexics’ characteristics that first language teachers are not aware of. Although the participants claimed their knowledge of dyslexia, the results revealed that most of them are not aware of some major characteristics of it. In addition to highlighting the unrecognised characteristics of dyslexics, the results emphasise previous studies conclusions such as (Lin 2009; Aladwani & Shaye Spring 2012; Thompson 2013; Jusufi 2014; Tillotson Summer 2011). These findings call for immediate actions from stakeholders in education to develop training programs for teachers about dyslexia. Moreover, teachers need to be introduced to the appropriate methodologies to deal with such cases in classroom. More research is needed in this context to find out about the possible causes underlie this misconception and unawareness of dyslexia.

The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children With the Characteristics of Dyslexia

Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni’s (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention (n = 9) and Delayed Intervention (n = 6) groups. Functional imaging studies focused on analyzing activations in the left hemisphere (LH) superior temporal gyrus, the inferior frontal gyrus, and the LH inferior occipito-temporal/fusiform area (visual-word form area [VWFA]). Analysis of intervention data showed that 6 of the 9 Intervention group participants (67%) achieved levels of automatic processing and increased their reading rate by an average of 20 words per minute after participating in the FlashWord intervention. Analyses of fMRI group activation maps and mean activation levels in regions of interest document processing changes in VWFA activations that could be related to the increase in reading speed and confirm these locations as essential to developing fluency.

A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians With Dyslexia

Many of the characteristics of dyslexia—such as difficulties with decoding written symbols, phonemic awareness, physical coordination, and readable handwriting—may adversely affect music learning. Despite challenges, individuals with dyslexia can succeed in music. The purpose of this study was to examine the perceptions of five professional musicians with dyslexia as they reflect on their experiences learning music. Answers to the following research questions were sought: (a) What are the perceived abilities and challenges that the participants believe they have developed in music because of their diagnoses of dyslexia? (b) What strategies have the participants used to overcome the challenges associated with dyslexia? and (c) What recommendations did the participants have for adults to assist students with dyslexia who are enrolled in school music programs? The findings in this study included support for multisensory teaching, isolating musical components, learning of jazz and popular music, using technology, and small group instruction.

An Efficient Feature Extraction Approach with Improved ANFIS Model for Detection of Dyslexia from Eye Movements

There is lakhs and millions of children suffered from the Learning Disability (LD) Dyslexia problem across the world. Based on the characteristics of dyslexia, the detection or identification of dyslexia students becomes one of the main significant issues in now a day. The eye movement signals of each child are recorded and detection methods are applied to recorded signals. So the eye movement’s signal plays majors important role in dyslexia detection. So the analysis of eye movements has become one of the most important problems in Learning Disability. All of the existing work only focuses on identification of children suffering from dyslexia only without measuring eye movement signals results. Up to now still none of the work analyzes eye movements signals based on their word length. The goal of this study was to analysis the eye movement’s signals using word net tool. Then Multivariate autoregressive model (MAR) is proposed for feature extraction. Finally proposed an Improved Adaptive Neuro-Fuzzy Inference System (ANFIS) which combines particle swarm optimization for dyslexia detection. Video Oculo Graphic (VOG) is used to measure the Eye movement’s signals of children through single reading and four non reading tasks. Experimentation confirmed that the proposed ANFIS-PSO model has good detection results than ANFIS and ANN model in terms of parameters like sensitivity, specificity, detection accuracy and p-value.

Characteristics of dyslexia and dysgraphia in a Chinese patient with semantic dementia

We describe a 44-year-old Chinese-speaking patient with semantic dementia (SD), who demonstrates dyslexia and dysgraphia. The man was administered a series of neuropsychological inspections, including general language tests and reading and writing examinations. The patient demonstrated surface dyslexia when reading single Chinese characters aloud. While most writing errors demonstrated by the patient were orthographically similar errors and noncharacter responses, such as pictograph, logographeme, and stroke errors, rather than phonologically plausible errors that were homophonous or different only in tone from the targets. We suggest that the type of acquired dysgraphia demonstrated by Chinese-speaking SD patients is determined by the unique features of the Chinese writing system.

Locating dyslexic performance: text, identity and creativity

Historically, dyslexia research has focused on the literacy aspects of dyslexia on children, and more recent definitions of dyslexia have included the cognitive processing aspects of verbal language, memory and organisation. However, these neuro-cognitive accounts largely conceptualise dyslexia as a neurological dysfunction, with only a small body of work using phenomenology and social disability theory to focus on the individual perceptions of dyslexic learners. This article explores the experiences of adult dyslexic actors through the lens of Mearleu-Ponty's phenomenology of embodiment, discussing their lived experience of both verbal and written language, and the impact of dyslexia on their identity and creative process. Drawing on these experiences and also on neuro-cognitive accounts of dyslexic strengths, the article suggests that dyslexic learners have a different intentional relationship to verbal language which is created as a result of a dynamic brain–body–world interaction. It firstly outlines the behavioural characteristics of dyslexia and then discusses the potential role of reading and performance in constructing positive dyslexic experiences and identities. It goes on to describe some of the perceived strengths of dyslexia and the ways in which these might impact on performance.

Changing concepts of dyslexia: nature, treatment and comorbidity

Changing concepts of dyslexia: nature, treatment and comorbidity

The Effect of Word Accent Production on Reading Performance in Japanese Young Children

Various studies have shown that dyslexics have difficulty in the perception and production of suprasegmental aspects. Word accent is considered to be a part of suprasegmental phonology. It is reported that both the children with a familial risk of dyslexia and those diagnosed with dyslexia showed more difficulty with word stress production in Dutch. In addition, the characteristics of dyslexia have been said to be similar to those in early reading. As a result, it is expected that children in early stages of reading would also have difficulty in word accent production. However, there have been few studies on the effect of word accent production on reading performance in Japanese, a language with a pitch accent. The purpose of the present study was to investigate whether Japanese children with poor reading skills would show more difficulty with the production of word accent than those with proficient reading skills. The participants were 49 children from the ages of 5;0 to 6;7. The stimuli were nonfamiliar threesyllable words. A reading task and a word accent production task were used. In the reading task, children were asked to read each word as fast as possible. In the word accent production task, identical stimulus words were presented with three types of accent patterns: nonaccented, firstsyllable accented, and second-syllable accented. The participants were required to repeat them aloud. The results were as follows: In the reading task, the participants were divided into two groups; the letter-by-letter group and the fluent group. In the word accent production task, the mean number of words repeated correctly in the letter-by-letter group was lower than that of the fluent group for all types of accent patterns. In addition, a significant difference was observed between not only the nonaccented words and the first-syllable accented words, but also between the firstsyllable accented and the second-syllable accented for the letter-by-letter group. Meanwhile, for the fluent group, no significant difference was observed between the nonaccented and first-syllable accented words. These results suggest that the letter-by-letter group experience more difficulty with word accent production and are more strongly affected by the accent patterns than the fluent group.

Dyslexia in Chinese language: An overview of research and practice

Dyslexia appears to be the most prevalent disability of students with special educational needs in many mainstream classes, affecting around 9.7% of the school population in Hong Kong. The education of these students is therefore of great concern to the community. In the present paper research into dyslexia in the Chinese language is briefly reviewed, with emphasis on the cognitive characteristics of dyslexia and its manifestations, in the hope that understanding the profiles of students with dyslexia may help to lay a solid foundation for assessment, curriculum development and intervention. Recent progress in the study of the cognitive deficits of Chinese-speaking readers with dyslexia in Hong Kong and the development of assessment and intervention framework for early identification and intervention is presented. These developments shed light on dyslexia in the Chinese language and provide grounds for further work on research and practice.

Aspectos prosódicos temporais da leitura de escolares com dislexia do desenvolvimento

OBJETIVO: Analisar, do ponto de vista fonético, por meio de medidas acústicas e perceptivas, os aspectos prosódicos temporais presentes na leitura em voz alta de escolares com e sem dislexia, a fim de identificar diferenças de desempenho entre os dois tipos de leitores que possam apontar para características peculiares da dislexia. MÉTODOS: Gravação da leitura de um texto por 40 escolares (entre nove e 14 anos, cursando da 3ª à 5ª série), sendo 10 disléxicos (grupo clínico) e 30 escolares sem queixas de alterações de aprendizagem (grupo não-clínico). Os dados foram analisados perceptivamente e acusticamente, utilizando-se o programa WinPitch. As seguintes medidas foram realizadas: duração e localização das pausas, tempo total de elocução, taxa de elocução, tempo de articulação e taxa de articulação. RESULTADOS: Em comparação com o grupo não-clínico, o grupo clínico apresentou maior número de pausas e pausas mais longas; os valores obtidos para as taxas de elocução e de articulação indicaram respectivamente menor velocidade de leitura e uma lentidão na produção de cada gesto articulatório. CONCLUSÃO: As dificuldades identificadas no processamento da leitura pelas crianças com dislexia dificultam a organização prosódica na leitura de um texto.

Are dyslexia and dyscalculia associated with Rolandic epilepsy? A short report on ten Italian patients

Rolandic epilepsy (RE) is the most common childhood epilepsy syndrome with a good, long-term outcome. Nevertheless, some studies indicate that children with RE have more scholastic and neuropsychological problems than controls. The purpose of this study was to describe neuropsychological findings in a small group of Italian children with RE, focusing on dyslexia and dyscalculia. Possible correlations between these findings and the age-at-onset of seizures, duration of active epilepsy, frequency, type and localization of epileptic discharges were examined. Children affected by RE, aged nine to eleven years were selected from patients admitted to the outpatient service of our Clinic. They underwent cognitive evaluation, specific evaluation for dyslexia and dyscalculia, and awake and sleep EEG recordings. We found two patients out of the ten with dyscalculia, one of whom also had characteristics of dyslexia. This small study suggests that dyscalculia and dyslexia might be more frequent than expected in children with RE. No significant correlations between this finding and EEG, seizure-frequency or age-at-onset of epilepsy were found in our patients.

Characteristics of dyslexia in a Dutch family.

This study investigates the characteristics of 19 members of a Dutch family. Nine of them, recognized as dyslexic in their early years, are compared with six non-dyslexic members, whereas four form a non-classified category. From their personal histories, it is clear that the dyslexics had a long and troublesome educational career, while the non-dyslexics did not. However, probably because the dyslexic members had considerable intellectual resources and talents in mathematics and technical skills, most succeeded in getting degrees of a reasonably high standard and jobs that more or less matched their talents. In cognitive terms, differences in non-word processing, independent of response mode (reading, spelling, oral repetition), and in speeded word reading suggest stable deficits in phonological processing and in task-specific automatization. The spelling of words was fairly accurate, possibly because compensatory strategies were used, also indicated by remarks of the dyslexic members. Outside the reading and spelling area, only small and non-significant differences appeared in tasks tapping verbal short-term memory, rapid naming and working memory. However, the predicted discrepancy between the conceptual and the sequential factor of the Wechsler intelligence test was shown by most dyslexics. Two of the four non-classified members of the family, who could not be classified as dyslexic because no early diagnosis was made, but had experienced learning problems at school, showed more or less the same characteristics, but were less successful at school and in society. In the discussion, the use of a family control group in studies with a large age range is recommended.

Automatization Aspects of Dyslexia

A study is presented in which three characteristics of dyslexia were examined: (a) speed limitations in word identification, (b) sensitivity to increasing task demands, and (c) orthographic compensation. Ten students with dyslexia (10 years old) were compared to 10 chronological-age controls and 20 reading-age controls on their performance in reading. Response latencies of the students with dyslexia were slower when familiar words, letter clusters, and nonwords had to be named. A larger word-frequency effect and a larger word-length effect in the these students indicates that they have difficulty with increasing task demands. In addition, a subword-frequency effect was found to be larger in the students with dyslexia. These differences among the three groups of students are interpreted in terms of automatization. Furthermore, it is suggested that students with dyslexia may have a preference for large orthographic units, which is used as a compensatory tool in reading.

Evidence for and characteristics of Dyslexia among Japanese children

In an attempt to determine the extent of developmental dyslexia in Japan, an oral reading test and a modified Bangor Dyslexia Test were administered to 125 fourth graders (69 boys and 56 girls). In this sample, four boys and four girls (6%) qualified as dyslexic, challenging the wide-spread belief that dyslexia is largely absent among Japanese children. Here we describe some characteristics of these Japanese dyslexics.