Symptoms Of Dyslexia Research Articles

THE USE OF PICTURE MEDIA SERIES AS LEARNING MEDIA FOR DYSLEXIA SYMPTOMS STUDENTS

This research aims to determine the effectiveness of using serial image media as a learning medium to help dyslexia symptoms students' reading abilities. The sample of this study consisted of 2 dyslexia symptoms students in class II-1 MIN 11 Banda Aceh. This research method has used pre-experimental with a one group pre-test-post-test design. Data were collected through treatment procedures by using serial image media. Then, the techniques of analysis are using normality tests and hypothesis testing. The research results show that the use of serial image media can improve effectively the reading ability of dyslexia Symptoms students and learning activities besides reading motivation of dyslexia students have increased either. So it can be concluded from the research results that Ha is accepted and Ho is rejected, in other words there is a difference in the level of reading ability before and after the use of serial image media in dyslexic students at MIN 11 Banda Aceh.Key Word: Pictures Series

Entrepreneurial mental health in the wake of COVID-19 in China with an emphasis on attention deficit hyperactivity disorder (ADHD) and dyslexia analysis

The COVID-19 pandemic has precipitated a global mental health crisis, with a particularly pronounced impact on the entrepreneurial sector. This paper presents a comparative analysis of mental health challenges among entrepreneurs in China during the pandemic, with a specific focus on attention deficit hyperactivity disorder (ADHD) and Dyslexia. The study assesses the prevalence of ADHD and dyslexia symptoms among established and emerging entrepreneurs in China, finding notable occurrences within this group. The research also examines the self-care practices of these entrepreneurs, shedding light on their approaches during the pandemic period. The findings highlight a complex interplay between mental health issues and entrepreneurial activities, suggesting that certain ADHD and dyslexia traits may offer unexpected benefits in the entrepreneurial realm. These insights are critical for developing supportive frameworks that leverage the strengths of neurodiverse entrepreneurs while mitigating associated challenges, especially in a post-pandemic economic landscape. The study concludes with policy and practice recommendations to bolster the wellbeing and resilience of entrepreneurs facing the multifaceted impacts of the pandemic.

Dyslexia deep clustering using webcam-based eye tracking

Dyslexia is a neurodevelopmental impairment that causes difficulties in reading and can have significant academic, social, and economic impacts. In Morocco, Dyslexia accounts for 37% of children's school failures. Early detection of dyslexia is crucial to help children reach their academic potential and prevent low self-esteem. To address this issue, a dyslexia screening tool using webcam-based eye tracking was developed for the Arabic language. The tool was tested on a dataset of 61 students from three primary schools in southern Morocco, and the results showed that using Arabic dyslexic-friendly typefaces improved reading performance, particularly for those with low reading performance. Deep clustering was used to reduce the dimensionality of the dataset, and the subjects were gathered using unsupervised k-means based on AutoEncoder output. The three clusters produced showed a significant difference in many dyslexia traits, such as the number and duration of fixations, as well as the saccade period. These findings suggest that webcam-based eye-tracking techniques have the potential to be used as an initial dyslexia diagnosis tool to assess if a child exhibits some of the typical symptoms of dyslexia and whether they should seek a professional full dyslexia diagnosis.

DESKRIPSI GANGGUAN DISLEKSIA PADA SISWA SEKOLAH DASAR KECAMATAN SEGEDONG

Students who have learning difficulties are different from children who have learning problems. learning difficulties in this study focused on impaired children's ability to distinguish letters and write numbers. One of the learning difficulties experienced by students is dyslexia. The purpose of this study was to determine student learning difficulties (dyslexia) of elementary school students in Segedong District. The method used in this research is descriptive method. The stages of the method in this study were in the form of instrument design, interview data collection, observation and data analysis. Based on the results of the study there were 10 students who had symptoms of dyslexia out of a total of 133 students or 7.5% of students who had dyslexia. Most symptoms

Comparing the Effectiveness of Neurofeedback, Neuropsychology, and Phonological Awareness Methods in Improving Dyslexia Symptoms of Students: A Network Meta-analysis

Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

Comparing the Effectiveness of Neurofeedback, Neuropsychology, and Phonological Awareness Methods in Improving Dyslexia Symptoms of Students: A Network Meta-analysis

Context: There is evidence of the positive effect of neurofeedback, neuropsychology, and phonological awareness interventions on improving dyslexia symptoms. However, no agreement exists on the effectiveness of these interventions and the most efficient intervention. Objectives: This research aimed to compare the effectiveness of interventions based on neurofeedback, neuropsychology, and phonological awareness in improving dyslexia symptoms in students with the network meta-analysis method to determine the most efficient intervention. Evidence Acquisition: A network meta-analysis was conducted to identify studies on neurofeedback, neuropsychology, and phonological awareness interventions. A systematic review was done using Scopus, PubMed, Magiran, SID, and Civilica databases to find studies related to the research objectives, which led to the analysis of 49 studies with 1,741 participants and 15 types of interventions compared to controls. Individual interventions were classified into neurofeedback, neuropsychology, and phonological awareness. The studies were evaluated in terms of the risk of bias. The data were analyzed using the frequency approach through R and R studio software to compare the direct and indirect evidence of the effectiveness of the interventions. Results: Neurofeedback, neuropsychology, and phonological awareness interventions were effective in improving dyslexia symptoms compared to controls. The perceptual-motor method, among individual interventions, and neuropsychological interventions, among group interventions, were ranked as "interventions with greater effectiveness" in reducing dyslexia symptoms. Subgroup analysis was also performed to find the sources of heterogeneity and inconsistency. Conclusions: To the perceptual-motor method and neuropsychology intervention group were ranked as the best interventions.. However, most of these studies were conducted in Iran, and further studies in different cultural fields and countries can help clarify the issue.

A Study on the Perception of Learning Coaches about Dyslexia

The purpose of this study was to examine the perceptions about dyslexia of the learning coaches working at the basic education support center, and to identify what personal variables affected those perceptions. In K-Province, 122 learning coaches at 7 centers were surveyed about their perceptions of the causes, symptoms, diagnosis, and treatment of dyslexia. Descriptive statistics and a regression analysis were used to examine the accuracy level of learning coaches' perceptions of dyslexia, and what individual variables affected those accuracy level. The results showed that learning coaches had an inaccurate perception of the cause, diagnosis, and treatment of dyslexia, except for the symptoms of dyslexia (correct answer rate of 58.2%). Second, among the individual variables of learning coaches, teaching experience, training experience, and course completion about dyslexia had a positive effect on their perceptions of dyslexia, while self-confidence in teaching students with dyslexia had a negative effect on their perceptions. The results of this study also indicated that training about dyslexia for learning coaches should be continuously provided because the training experience had the most positive effects on their accurate perceptions of dyslexia.

The Effectiveness of Using Kinect-Based Dyslexia Therapy in Improving Reading Ability in Dyslexic Children: A Linguistic Study

Dyslexia is a learning disorder characterized by difficult in reading, writing, or spelling. People especially children with dyslexia have difficult to identify spoken words and converting them into letters or sentences. The aims of this study are 1) to find out the early symptoms of dyslexia in children, 2) to reveal the effectiveness of using video game media (kinect-based dyslexia therapy media) in improving reading skills in dyslexic children. This research used quantitative method. This research is an experimental longitudinal because there is an intensive observation of the subject within a certain period of time. The result of this study is to reduce the dyslexia children as much as possible to read by using the intervention “Kinect-Based Dyslexia Therapy” (LexiPal). Strong evidence of the success of the LexiPal intervention can be seen through the experimental method (calculated the difference in the position of the treatment group and the control group at the end of the experiment). Calculations are carried out through simple statistical calculations.

Disruption of Functional Brain Networks Underlies the Handwriting Deficit in Children With Developmental Dyslexia.

Developmental dyslexia (DD) is a neurological-based learning disorder that affects 5-17.5% of children. Handwriting difficulty is a prevailing symptom of dyslexia, but its neural mechanisms remain elusive. Using functional magnetic resonance imaging (fMRI), this study examined functional brain networks associated with handwriting in a copying task in Chinese children with DD (n = 17) and age-matched children (n = 36). We found that dyslexics showed reduced network connectivity between the sensory-motor network (SMN) and the visual network (VN), and between the default mode network (DMN) and the ventral attention network (VAN) during handwriting, but not during drawing geometric figures. Moreover, the connectivity strength of the networks showing group differences was correlated with handwriting speed, reading and working memory, suggesting that the handwriting deficit in DD is linked with disruption of a large-scale brain network supporting motoric, linguistic and executive control processes. Taken together, this study demonstrates the alternations of functional brain networks that underly the handwriting deficit in Chinese dyslexia, providing a new clue for the neural basis of DD.

The Content Validation of Malaysian Dyslexia Accommodating Screening Test (MYDAST) Through the Application of Fuzzy Delphi Method (FDM)

This study aims to examine the content validity of malaysian dyslexia accommodating screening test (mydast) which was developed for english language teachers to identify dyslexia symptoms among their pupils. Fuzzy delphi method by Murray, Pipino, & Gigch (1985) was applied in the process of validation. This study used the survey design with a printed questionnaire distributed to 15 experts in related field selected through purposive sampling technique. Eight of them were professional experts at public universities and another seven were lay experts from various related professions such as clinical psychologist, english language teachers, and teachers of pupils with dyslexia. 230 items from 15 constructs were validated based on phonological processing deficit hypothesis (Snowling, 1998). The findings show that expert consensus on the items in all the constructs are at a good level except for the ‘rhyming’, ‘digit span’ and ‘reverse digit span’ constructs together with 45 items that must be omitted from mydast. Also, it was found that 24 items must be revised. The overall findings of the experts’ consensus agreement exceed 75%, the overall value of the threshold (d) < 0.2 and ?-cut value exceeds 0.5. This suggests that mydast could be promoted as a psychometric test to identify dyslexia symptoms among pupils by english language teachers.

Established and Nascent Entrepreneurs: Comparing the Mental Health, Self-Care Behaviours and Wellbeing in Singapore.

Mental health problems currently affect a quarter of the world's population. Recent research in western societies has started to examine the relationship between entrepreneurship and mental health problems such as Attention Deficit Hyperactivity Disorder (ADHD) and dyslexia. However, little has been done to categorize entrepreneurs into different types and investigate how their levels of mental health and well-being correspond to these types. This study divided entrepreneurs into established and nascent categories and examined this topic in Singapore. By distributing two sets of surveys, a total of 834 responses were collected, with 346 responses from established entrepreneurs and 488 responses from nascent ones. The results showed that the nascent entrepreneurs' levels of well-being were found to be much lower than those of the established entrepreneurs. Furthermore, entrepreneurs with ADHD or dyslexia symptoms generally had a much lower level of life satisfaction, compared with those without. However, the self-care behaviours observed in this sample differed somewhat from observations made in western societies, which might be explained by the different cultures and habits in Singaporean society. The findings not only highlight the need for relevant organizations to support nascent entrepreneurs but serve to remind veteran entrepreneurs to practice more healthy self-care behaviours.

Public misconceptions about dyslexia: The role of intuitive psychology.

Despite advances in its scientific understanding, dyslexia is still associated with rampant public misconceptions. Here, we trace these misconceptions to the interaction between two intuitive psychological principles: Dualism and Essentialism. We hypothesize that people essentialize dyslexia symptoms that they anchor in the body. Experiment 1 shows that, when dyslexia is associated with visual confusions (b/d reversals)-symptoms that are naturally viewed as embodied (in the eyes), laypeople consider dyslexia as more severe, immutable, biological, and heritable, compared to when dyslexia is linked to difficulties with phonological decoding (a symptom seen as less strongly embodied). Experiments 2-3 show that the embodiment of symptoms plays a causal role in promoting essentialist thinking. Experiment 2 shows that, when participants are provided evidence that the symptoms of dyslexia are embodied (i.e., they "show up" in a brain scan), people are more likely to consider dyslexia as heritable compared to when the same symptoms are diagnosed behaviorally (without any explicit evidence for the body). Finally, Experiment 3 shows that reasoning about the severity of dyslexia symptoms can be modulated by manipulating people's attitudes about the mind/body links, generally. These results show how public attitudes towards psychological disorders arise from the very principles that make the mind tick.

Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.

A Mini Review: Visual and Auditory Perception in Dyslexia

Dyslexia is a reading disorder defined as the consequences of sensory impairment which can be quite tricky in diagnosis, as many symptoms of dyslexia tend to overlap with learning disabilities such as specific language Impairment (SLI), dysgraphia, dyscalculia, and a few others. However, as research keeps on progressing, a consensus has been made suggesting that dyslexia is commonly attributed to the impairment of auditory and visual perception. This review paper intends to discuss the detailed progression of research focusing on auditory and visual perception among dyslexics.

Maladaptive compensation of right fusiform gyrus in developmental dyslexia: A hub-based white matter network analysis

Cognitive theories have been proposed to clarify the causes and symptoms of dyslexia. However, correlations between local network parameters of white matter connectivity and literacy skills remain poorly known. An unbiased hypothesis-free approach was adopted to examine the correlations between literacy symptoms (reading and spelling) and hub-based white matter networks' connectivity parameters [nodal degree fractional anisotropy (FA) values] of 90 brain regions based on Anatomical Atlas Labels (AAL) in a group of French children with dyslexia aged 9–14 years. Results revealed that the higher the right fusiform gyrus's (FFG) nodal degree FA values, the lower the reading accuracy for words and pseudowords in dyslexic children. The results indicate that the severity of word/pseudoword reading symptoms in dyslexia relates to a white matter network centered around the right FFG. The negative correlation between right FFG network connectivity and reading accuracy, in particular pseudoword reading accuracy, suggests that right FFG represents a maladaptive compensation towards a general orthography-to-phonology decoding ability in developmental dyslexia.

The study of phonological awareness strategy effect on reading skills development of dyslexic boys

Introduction: Reading skill is one of the most important skills in elementary school so that its disorder affects the learning of other subjects. Aim: This paper aimed to study the effect of phonological awareness method intervention on improving dyslexic students' reading. Method: The research type was quasi-experimental. The population of this study included all boys in the Second grade of elementary school from Roshtkhar and Khaf city in the academic year 2015-2016. Based on a checklist of 27 items for dyslexia symptoms, report card, and health assessment card of the first year of elementary school, 10 of them who were diagnosed with dyslexia, were randomly selected. Then these students were randomly divided into the experimental group with phonological awareness method intervention and control group. After phonological awareness instructional intervention, a post-test was performed on both groups and the data from pre-test and post-test were analyzed using SPSS version 19 with an independent t-test. Results: The results of the independent t-test to compare the difference of scores between the two groups showed that there was a significant difference between improvement mean in the phonological awareness instructional group (9.78) and control group (2.67) at significance level (p&lt;0.0005). Which indicates the effect of phonological awareness treatment intervention on improving students' reading. Conclusion: Phonological awareness method has developed the reading skills of students by increasing the range of accuracy and attention, enhancing reading speed and comprehension. For improving the reading of dyslexic students, using phonological awareness method is suggested.

The co‐occurrence of neurodevelopmental problems in dyslexia

The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eight-fold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.

Mobile Applications, An Emerging Powerful Tool for Dyslexia Screening and Intervention: A Systematic Literature Review

&lt;p&gt;Nowadays, mobile applications seem to play a vital role in both dyslexia screening and intervention, accumulating numerous assets and comforts in according to dyslexics’ needs and learning pace. Initial detection of students’ disabilities, followed by a corresponding intervention program were the best combination of actions in an attempt to any problem be confronted effectively. In our today’s society, mobile apps have been considered as an alternative approach for the success of these well-known key steps, as well. The aim of this literature review is to propose a great number of screening and treatment mobile applications for dyslexia. During the last decades these have been developed or have been implemented, focused on different aspects of dyslexia symptoms (reading, writing, mathematical difficulties, memory etc.) The studies are categorized into two sections, based on the purpose for which mobile applications are used at a time. The first part reflects a mobile app as a detection tool, while the second part presents it as intervention tool.&lt;/p&gt;

Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis.

An individual diagnosed with dyslexia in childhood typically remains dyslexic throughout his/her life. However, the cognitive profile of adults with dyslexia has been less explored than that of children. This meta-analytic study is intended to clarify three questions: (1) To what extent, and in what manner, do adults with reading difficulties (dyslexia) differ from typical adult readers in measures of reading and writing competence and related cognitive skills?; (2) To what extent do speed measures pose a greater challenge than accuracy measures in an adult population that has already had years of print exposure?; and (3) To what extent does orthographic transparency modulate the reading profile of adults with dyslexia? A total of 178 studies comparing adults with dyslexia and matched controls were reviewed. The results showed that adults with dyslexia exhibited poor performance on almost all reading and writing tasks expressed by very large effect sizes (range 1.735≤ d ≤2.034), except for reading comprehension (d = 0.729). Deficits in reading- and writing-related variables are also present but with a lower expression (range 0.591≤ d ≤1.295). These difficulties are exacerbated for speed measures, especially for word and pseudoword reading, phonological awareness and orthographic knowledge. Orthographic transparency proved to be a significant moderator of dyslexic deficits in word and pseudoword reading, reading comprehension, spelling and phonological awareness, with the expression of the deficits being weaker on transparent-as opposed to intermediate and opaque-orthographies. Overall, the meta-analysis shows that reading and writing difficulties persist in adulthood and are more pronounced in speed measures. Moreover, symptoms are more severe for reading and writing than they are for measures tapping into the cognitive processes underlying reading skills. Orthographic transparency has a significant effect on the manifestation of dyslexia, with dyslexia symptoms being less marked on transparent orthographies. In addition, phonological awareness seems to be a minor problem in adulthood, especially for transparent orthographies.

Review: Mass Screening framework for children with dyslexia using IOT and computing analysis

Dyslexia is a medical disorder due to which children have difficulties in learning and reproducing the learnt concepts. In this context children are mostly considered to be not interested or negligent towards their studies. According to dyslexia association of India 10-15 % of children enrolled in schools suffer from some type of Dyslexia. Awareness on Learning difficulties and detection is a complicated. As detection of LD requires diverse features it requires proper guidance and intervention. The issues with explicit learning difficulties in kids have been a reason for worry to parents and educators. Its challenging for the teachers and educationalists to differentiate students with LD and other students. This paper mainly analysis of the paper titled “Diagnosis of Dyslexia using Computing Analysis“, Electroencephalogram (EEG) as a tool is used for understanding of brain process and related functions, Number of factors related to Dyslexia and “Power spectral density” is extracted using Gibson test for brain skills. And to identify differences in brain processing using EEG Technology in kids with dyslexia and non-dyslexic. Data sets are generated classifying Dyslexic and non dyslexic and were analysed using the K-means, Fuzzy and ANN classifiers. then the results obtained from these classifiers differentiate between the three different groups (dyslexic, non-dyslexic and disordered). And the next paper “Spatial Blockchain-based Secure Mass Screening Framework for Children with Dyslexia”, this paper was mainly focused in detection of symptoms of dyslexia at an age of 8-11 years, so that children can be assisted with various assisting tools and take technologic support so that children can take part in regular schools. This paper is based on Mobile Edge Computing, cloud computing.