Early Identification Of Dyslexia Research Articles

Early Identification of Dyslexia: Benefits, Challenges, and the Importance of Parental Awareness

Adults and children can both develop dyslexia, a chronic condition that presents numerous challenges in their social and academic environments. Children with dyslexia often struggle in school, which can lead to feelings of frustration and low self-worth, potentially impacting their long-term well-being. It is crucial for parents to be aware of dyslexia and how it affects their children in order to ensure their sustainable growth. Keep in mind that there is no universal or single method for learning, as every individual is unique and learns, thinks, and behaves differently. This understanding can help dyslexic children lead better lives and overcome the stigma associated with dyslexia. It's common for both parents and children to be hesitant to seek assistance due to the stigma surrounding dyslexia, which can hinder the child's educational progress. This paper aims to provide an overview of the benefits and challenges of early dyslexia identification. Dyslexic children often struggle with developing reliable and efficient phonemic decoding abilities, which makes acquiring a lexicon of sight words a slower process than it is for the average reader. Several factors can impact a child's ability to read, which are discussed in this paper. However, early recognition and treatment of inadequate phonologic awareness are crucial in preventing reading problems in children who are at risk of dyslexia.

Machine learning and deep learning performance in classifying dyslexic children’s electroencephalogram during writing

<span lang="EN-US">Dyslexia is a form of learning disability that causes a child to have difficulties in writing alphabets, reading words, and doing mathematics. Early identification of dyslexia is important to provide early intervention to improve learning disabilities. This study was carried out to differentiate EEG signals of poor dyslexic, capable dyslexic, and normal children during writing using machine learning and deep learning. three machine learning algorithms were studied: k-nearest neighbors (KNN), support vector machine (SVM), and extreme learning machine (ELM) with input features from coefficients of beta and theta band power extracted using discrete wavelet transform (DWT). As for the deep learning (DL) algorithm, long short-term memory (LSTM) architecture was employed. The kernel parameters of the classifiers were optimized to achieve high classification accuracy. Results showed that db8 achieved the greatest classification accuracy for all classifiers. Support vector machine with radial basis function kernel yields the highest accuracy which is 88% than other classifiers. The support vector machine with radial basis function kernel with db8 could be employed in determining the dyslexic children’s levels objectively during writing.</span>

Early Identification of Dyslexia: Understanding the Issues.

The purpose of this tutorial is to provide an overview of the benefits and challenges associated with the early identification of dyslexia. The literature on the early identification of dyslexia is reviewed. Theoretical arguments and research evidence are summarized. An overview of response to intervention as a method of early identification is provided, and the benefits and challenges associated with it are discussed. Finally, the role of speech-language pathologists in the early identification process is addressed. Early identification of dyslexia is crucial to ensure that children are able to maximize their educational potential, and speech-language pathologists are well placed to play a role in this process. However, early identification alone is not sufficient-difficulties with reading may persist or become apparent later in schooling. Therefore, continuing progress monitoring and access to suitable intervention programs are essential.

Saccade adaptation deficits in developmental dyslexia suggest disruption of cerebellar-dependent learning

BackgroundEstimates of the prevalence of developmental dyslexia in the general population range from 5% to as many as 10%. Symptoms include reading, writing, and language deficits, but the severity and mix of symptoms can vary widely across individuals. In at least some people with dyslexia, the structure and function of the cerebellum may be disordered. Saccadic adaptation requires proper function of the cerebellum and brainstem circuitry and might provide a simple, noninvasive assay for early identification and sub-phenotyping in populations of children who may have dyslexia.MethodsChildren between the ages of 7 and 15 served as participants in this experiment. Fifteen had been diagnosed with developmental dyslexia and an additional 15 were typically developing children. Five of the participants diagnosed with dyslexia were also diagnosed with an attention deficit hyperactivity disroder and were excluded from further analyses. Participants performed in a saccadic adaptation task in which visual errors were introduced at the end of saccadic eye movements. The amplitudes of primary saccades were measured and plotted as a function of the order in which they occurred. Lines of best fit were calculated. Significant changes in the amplitude of primary saccades were identified.Results12/15 typically developing children had significant adaptation of saccade amplitude in this experiment. 1/10 participants with dyslexia appropriately altered saccade amplitudes to reduce the visual error introduced in the saccade adaptation paradigm.ConclusionsProper cerebellar function is required for saccadic adaptation, but in at least some children with dyslexia, cerebellar structure and function may be disordered. Consistent with this hypothesis, the data presented in this report clearly illustrate a difference in the ability of children with dyslexia to adapt saccade amplitudes in response to imposed visual errors. Saccadic adaptation might provide a noninvasive assay for early identification of dyslexia. Future work will determine whether reduced saccadic adaptation is pervasive in dyslexia or whether this identifies a sub-phenotype within the larger population of people identified with reading and language deficits.

The psychophysiology of reading

Early identification of dyslexia would be fundamental to prevent the negative consequences of delayed treatment in the social, psychological and occupational domains. Movement-related potentials of dyslexic children are characterized by inadequate ability to program movements and reduced capacity to evaluate their performance and to correct their errors. Reading-related potentials recorded during different reading conditions elicit a series of positive and negative components with specific functional meaning and with a characteristic spatial–temporal pattern. These reading-related potentials, when analyzed with sLORETA, show significantly different patterns of activation when comparing self-paced reading aloud to passive viewing of single letters. Comparison of fMRI and sLORETA during both tasks showed that the cortical region with the widest inter-modality similarities is the middle-superior temporal lobe during self-paced reading aloud. Neuropsychological studies have shown the existence of clinical subtypes of dyslexia; these studies have been confirmed by the results of ICA applied to the EEG. Dyslexia can be defined as a disorder of programming and integrating ideokinetic elements, associated with a deficiency in the fast processing and integration of sensory information, with reduced efficiency of error systems analysis. Each of these phenomena occurs at different levels of the central nervous system and at different times.

Intervenção precoce em escolares de risco para a dislexia: revisão da literatura

TEMA: intervenção precoce em escolares de risco para a dislexia. OBJETIVO: este estudo tem por objetivo geral mapear os artigos publicados sobre intervenção com escolares de risco para dislexia e, como objetivos específicos, analisar descritivamente aspectos específicos dos textos. CONCLUSÃO: as publicações na área em relação ao tema não são constantes, porém, os artigos científicos analisados evidenciam a preocupação dos pesquisadores em elaborar, desenvolver e validar instrumentos de avaliações e intervenções que contribuam para a identificação precoce da dislexia.

Early identification of dyslexia and the use of computer game-based practice to support reading acquisition

The validity of early predictive measures of delayed reading acquisition is summarized on the basis of the Jyväskylä Longitudinal study of Dyslexia (JLD). These results show that children in need of support can be identified years before school age. After a brief review of the literature on computer-based interventions, pilot data is reported on the effects of our computer game ‘Literate’ that has been specially developed for preventive training with children who are at risk of failing to acquire reading skill at a normal rate.

The early identification of dyslexia: children with English as an additional language.

It is generally accepted that dyslexia should be identified early for interventions to have maximum effect. However, when children speak English as an additional language (EAL), diagnosis is more complex and there is concern that these children tend to be under-identified. This paper reports a longitudinal study following the development of phonological awareness skills in relation to progress in learning to read with a cohort of British Asian children learning EAL and their monolingual peers. It also sought to determine the usefulness of a measure of phonological skills for the identification of dyslexic-type difficulties in children learning EAL. Analysis revealed that both cohorts achieved similar levels of reading accuracy in school Years 2, 4 and 6, with higher levels of reading comprehension for the monolingual children and faster reading fluency for children learning EAL in each school year. There was a similar pattern of relationships between the reading measures and measures of phonological awareness for both groups of children. However, monolingual children achieved higher levels of rhyme detection and alliteration fluency whilst the children learning EAL achieved faster number naming times. Overall, a phonological assessment battery was useful in identifying reading accuracy related difficulties in both groups of children. However, concerns are raised about the sensitivity of such measures following the introduction of the Literacy Hour.

Dyslexia as a Phonological Deficit: Evidence and Implications

In recent years, limitations of the discrepancy definition of specific reading difficulties have led researchers to propose that dyslexia is best described as a core phonological deficit. With studies of the normal development of reading as a backdrop, this paper reviews the phonological processing deficit hypothesis of dyslexia. The extant evidence suggests that phonological difficulties in dyslexia persist throughout development from the preschool years into adulthood, despite compensation of reading deficits. Moreover, individual differences in the behavioural manifestation of dyslexia are consistent with differences in the severity of underlying phonological difficulties. Implications for the early identification of dyslexia and for interventions to prevent reading failure are discussed.

Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children

A group of speech-language impaired children was administered a battery of standardized language tests and measures of phonological processing in kindergarten. Performance on these language measures was then compared to reading ability in first grade. Results indicated that children with semantic-syntactic language deficits had more difficulties in reading than did children with primarily speech articulation impairments. In addition, phonological processing measures were found to be good predictors of reading achievement. Results are discussed in terms of their implications for the early identification of developmental dyslexia.