Prevalence Of Dyslexia Research Articles

A comprehensive interdisciplinary approach to dyslexia diagnosis and correction

Relevance. Currently, despite the active development of medical technologies, the prevalence of dyslexia still remains at a significantly high level. Within the framework of this article, we propose to consider a comprehensive interdisciplinary approach aimed at solving the identified problem. Purpose: to substantiate the ef fectiveness and feasibility of using this approach in working with children of primary school age in identifying and correcting dyslexia. Methods: The study was conducted using sociological, statistical, comparative, experimental, descriptive, and analytical methods, as well as the method of expert assessments and observation. Research plan and content. During the period from January 15 to March 2, 2023, the authors of the article, together with other 27 specialists, conducted a comprehensive diag nostic examination of children aged 7 to 11 years with disorders in the development of memory, speech, mental calculation skills, and (or) writing in order to identify signs of dyslexia, as well as other developmental features and diseases. Results. Improvements in the correction of dyslexia using a comprehensive interdisciplinary approach within the framework of the authors» «Wizards and Fairies» program were achieved in 92 % of cases, of which a pronounced ef fect was achieved in 47 % (the key reason for seeking specialist help was resolved), and a partial effect — in 45 % of cases. Conclusions. When identifying signs of possible dyslexia in children, it is recommended to use a comprehensive interdisciplinary approach. During the study, this approach showed its high effectiveness: almost all children who participated in the authors» program experienced positive changes in their health, general academic performance, quality and speed of writing, reading and (or) arithmetic by the end of the program.

Dyslexia associated gene KIAA0319 regulates cell cycle during human neuroepithelial cell development.

Dyslexia, also known as reading disability, is defined as difficulty processing written language in individuals with normal intellectual capacity and educational opportunity. The prevalence of dyslexia is between 5 and 17%, and the heritability ranges from 44 to 75%. Genetic linkage analysis and association studies have identified several genes and regulatory elements linked to dyslexia and reading ability. However, their functions and molecular mechanisms are not well understood. Prominent among these is KIAA0319, encoded in the DYX2 locus of human chromosome 6p22. The association of KIAA0319 with reading performance has been replicated in independent studies and different languages. Rodent models suggest that kiaa0319 is involved in neuronal migration, but its role throughout the cortical development is largely unknown. In order to define the function of KIAA0319 in human cortical development, we applied the neural developmental model of a human embryonic stem cell. We knocked down KIAA0319 expression in hESCs and performed the cortical neuroectodermal differentiation. We found that neuroepithelial cell differentiation is one of the first stages of hESC differentiation that are affected by KIAA0319 knocked down could affect radial migration and thus differentiation into diverse neural populations at the cortical layers.

Prevalence and Pattern of Learning Disability in India

Introduction: Specific learning disorder (SLD) is a much common concept widely discussed nowadays. Specifically, it is a neurodevelopmental disorder found in children and adults. According to the Diagnostic and Statistical Manual of Mental Disorder (DSM)-V, SLD stands for a group of disorders that impedes the ability to learn or to use the requisite academic skills. It comprises impairment in reading, writing, and mathematical ability. Aim of the Review: This systematic review aimed to identify the prevalence and pattern of learning disability among children of India. Methods: This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and is also registered under PROSPERO vide CRD Number: CRD42021286224. The literature search was done using Boolean operators in databases such as PubMed, ProQuest, Cochrane, ScienceDirect, Google Scholar, and websites such as ResearchGate, Academia, and so on. The literature search was focused on Indian studies conducted between 2000 and 2020 (20 years). The initial search identified 122 articles across the databases. Following the screening process and removing the duplicate files, 20 articles were included in the review. According to the predetermined protocol, the researcher independently searched, reviewed, collected, extracted, and evaluated the requisite data and relevant information from each research article. Each individual research article was assessed for its quality using the “critical appraisal tool for use in systematic reviews addressing questions of prevalence.” In the current review, considering the heterogeneity between the studies with regard to sample selection, geographical location, and instrument used for data collection, a random-effect model was adopted. The statistical evaluations were done through OpenMeta (Analyst). Results and Discussion: The prevalence of learning disability among Indian children ranges from 2.16% to 30.77% across the studies. The pooled prevalence of LD among children and adolescents is estimated to be 10.70% (95% confidence interval [CI]: 7.10% to 14.3%), and the median age was 6–12 years. The prevalence of dyslexia among children and adolescents is estimated to be 6.20% (95% CI: 4.40% to 7.90%; I 2 = 97.01% P < 0.001), while the prevalence of dysgraphia is estimated to be 6.30% (95% CI: 3.60% to 9%; I 2 = 97.83% P < 0.001). Moreover, the prevalence of dyscalculia is much lower and it is estimated to be 4.90% (95% CI: 2.60% to 7.20%; I 2 = 97.59% P < 0.001). The finding of this review is consistent with another review by the National Survey of Children's Health, USA, which estimated the lifelong prevalence of learning disability to be 9.7% in children (USA) from 3 to 17 years of age. Conclusion: The finding of the review explains that learning disability affects quite a large number of Indian Children. The information from the current review may set a benchmark to assess the disease burden of the country and it will be a reference for resource planning and health-care policymaking.

Training second-grade dyslexic students using a computerized program in Asyut, Egypt

BackgroundDyslexia is characterized by difficulties in spelling and reading. The aim of this study is to identify domains of cognitive strength and weakness of students with dyslexia and to study the effect of an especially designed computerized training program on their reading abilities. This study was conducted on 2nd-grade primary school students in Asyut city, Egypt (n = 560). Identification of students with dyslexia was done using Arabic Reading Achievement test and a newly constructed computerized Arabic Cognitive Abilities diagnostic battery for Reading (CADB-R). Training was applied using a newly constructed Computerized Cognitive abilities training battery for reading (CATB-R).ResultsThe prevalence of dyslexia was 13.9% (N = 52/373), and it was higher among girls (15.8%) than boys (11.7%). After application of the training program, there was a significant increase in post-training mean scores of CADB-R score in their total and all sub-items.ConclusionsAll struggling readers should be included in well-tailored research-based rehabilitation programs.Clinical trial registration Training Second-grade Dyslexic Students Using a Computerized Program in Assiut, Egypt (Dyslexia), NCT04642859, 12 November 2020. URL: https://register.clinicaltrials.gov/prs/app/action/Status?uid=U000495F&ts=10&sid=S000AD3G&cx=20acrp

Do dyslexia and stuttering share a processing deficit?

This study assessed the prevalence of childhood stuttering in adults with dyslexia (AWD) and the prevalence of dyslexia in adults who stutter (AWS). In addition, the linguistic profiles of 50 AWD, 30 AWS and 84 neurotypical adults were measured. We found that 17 out of 50 AWD (34 %) reported stuttering during childhood compared to 1 % of the neurotypical population. This was moderated by the severity of dyslexia: People with mild dyslexia showed a lower prevalence rate (15 %) of childhood stuttering than those with severe dyslexia (47 %). In addition, we observed that 50 % of the AWS (n = 30) fulfilled the diagnostic criteria of dyslexia, even though they had never been diagnosed as dyslexic. Compared to neurotypical adults, phonological working memory, awareness, and retrieval were similarly reduced in AWS and AWD. The findings supports the view that stuttering and dyslexia may share a phonological deficit.

Scale for developmental dyslexia screening: evidence of validity and reliability.

To investigate the empirical validity and reliability of a screener for risk of developmental dyslexia (DD) by elementary school teachers. The scale was tested with 12 teachers who answered questions about their students (95 students total, all in the third year of elementary school); the students, in turn, performed reading and writing tasks which were used to investigate the association between screening scores and performance. The following analyses were carried out: (1) factor analysis; (2) internal consistency; (3) relationship between each scale item and the construct of interest, as measured by item response theory (IRT); (4) correlation of each scale item with external variables (reading and writing tests); and (5) the temporal stability of teachers' evaluations. The analyses showed: (1) one factor was extracted; (2) strong internal consistency - the items in the scale are good indicators for screening of this construct; (3) items were monotonic (IRT), i.e., item variability is associated with one construct; (4) moderate Spearman correlation (11/17 items); (5) temporal stability - the result of screening did not vary over time. This study shows evidence of validity and reliability of the proposed scale in its intended use of screening for developmental dyslexia. The percentage of children at risk for developmental dyslexia, according to the scale, was approximately 9%, which is in agreement with the international literature on the prevalence of dyslexia.

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China.

The epidemiological studies of Chinese developmental dyslexia (DD) in China are still limited. In addition, literacy assessment has seldom been performed for children with dyslexia, due to lack of uniform assessment tools. This study was aimed at investigating the prevalence rate of children with dyslexia, and to evaluate their Chinese reading ability. A total of 2955 students aged 7–12 years were enrolled by randomized cluster sampling. The study was divided into three stages. In stage I, all participating students were asked to finish the Combined Raven Test (CRT) and Chinese Vocabulary Test and Assessment Scale. In stage II, the Chinese teachers and parents of the children with suspected dyslexia were interviewed by psychiatrists, and finished the Dyslexia Checklist for Chinese Children (DCCC). In stage III, these children were evaluated by child psychiatrists for the diagnosis with or without dyslexia, according to the fifth edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and their Chinese literacy was further evaluated by using the Chinese Reading Ability Test (CRAT). The prevalence rate of children with dyslexia was 5.4% in Shantou city, 8.4% in boys and 2.3% in girls, with a gender ratio of 3.7:1.0. Children with dyslexia scored lower in all the five subscales of the CRAT tests. including phonological awareness, morphological awareness, rapid automatized naming, orthographic awareness, and reading ability than the control group (all p < 0.001). This study suggested that the prevalence rate of Chinese dyslexia in Shantou city is roughly equivalent to that previously reported in China. Children with dyslexia have a relatively lower Chinese reading ability in all assessments.

Dyslexia and cognitive impairment in adult patients with myotonic dystrophy type 1: a clinical prospective analysis

BackgroundCognitive impairments in patients with myotonic dystrophy type 1 (DM1) have often been described, however, there are only few studies differentiating between partial performance disorders and mental retardation in common. This study focused on the evaluation of reading performance and the frequency of dyslexia in adult DM1 patients.MethodsWe performed a prospective cohort study including genetically confirmed adult DM1 patients registered in the DM registry of Germany or the internal database of the Friedrich-Baur-Institute, Munich, Germany. For the assessment of the patients’ reading and spelling performance, we used the standardized and validated test ‚Salzburger Lese- und Rechtschreibtest‘ (SLRT II). The ‚CFT-20 R Grundintelligenztest Skala 2‘ in revised ("R") version (CFT 20-R), determining the intelligence level, was appropriate to differentiate between dyslexia and general mental retardation. The diagnosis of dyslexia, the combined reading and spelling disorder, was based on the guidelines for diagnosis and therapy of children and adolescents with dyslexia 2015 (S3-guideline) providing (1) the criterion of the divergence from age level and (2) the criterion of IQ-divergence.ResultsFifty-seven DM1 patients participated in our study. Evaluating the reading performance, 16 patients fulfilled the divergence criteria of the age level and 2 patients the IQ-divergence criteria. In total, the diagnosis of a reading disorder was given in 18 DM1 patients (31.6 %). In 11 out of these 18 patients with a reading disorder, a relevant impairment of spelling performance was observed with at least three spelling errors. As there are no normative values for adults in spelling performance, we assume a combined reading disorder and dyslexia, in those 11 DM1 patients (19.3 %). Regarding the separate analyses of the test procedures, in the SLRT II the performance was below average in 40.4 % of all patients for ‘word reading’ and in 61.4 % of all patients for ‘pseudoword reading’. There was a significant positive correlation between the CTG expansion size and a reading disorder (p=0.027). The average IQ of 17 examined DM1 patients was in the lower normal range (86.1 ± 19.1). 54.5 % of patients with reading disorder had a normal IQ.ConclusionThe calculated prevalence of dyslexia in the DM1 study cohort was 19.3 % and thus considerably increased compared to the normal German population. As dyslexia is not equivalent to a general cognitive impairment, it is important not to miss dyslexic features in cognitive inconspicuous DM1 patients. Case-by-case one should consider a differential diagnostic approach, as individualized therapies can be offered to support dyslexic patients in their performance.

The Prevalence of Dyslexia: A New Approach to Its Estimation

How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is not consistent with or expected based on their other performances. In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. Using model-based meta-analysis and simulation, three main results were found. First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.

Assessing Dyslexia at Six Year of Age.

In recent years, there has been an increase in the prevalence of dyslexia at early ages in different countries and regions. This increase has serious consequences within school and family settings, due to the poor academic performance that characterizes people with dyslexia and the socio-emotional problems they sometimes display. One of the most frequent problems in the identification of the dyslexia is the lack of a common diagnostic protocol that encompasses specific criteria for the assessment of any child. The Learning Disabilities and Development Disorders research group at the University of Malaga has developed a protocol for the early detection of dyslexia. The protocol is based on the diagnostic and response to intervention models. Consequently, it takes into account diagnostic criteria agreed upon by some associations and committees of experts, as well as certain specific cognitive and language determinants that characterize people who present with dyslexia following adequate instruction, according to recent research. The action protocol is developed over several stages, and we propose the use of structured interviews with parents and teachers alongside standardized tests for the evaluation of intelligence, reading and writing, as well as the risk factors that determine the appearance of the problem. This action protocol provides a model for the detection of dyslexia, which seeks to distinguish it from other comorbid problems and identify its characteristics and determinants, in order to offer effective intervention and/or prevention from an early age.

The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study

BackgroundDevelopmental dyslexia is one of the most common neurobehavioral disorders affecting children, but prevalence data on this condition are poor. The objective of the present study is to determine the prevalence of dyslexia in Italy in an unselected school population, using clearly defined diagnostic criteria and methods.MethodsCross-sectional study carried out in nine Italian Regions: two located in Northern Italy (Friuli Venezia Giulia and Veneto), three in Central Italy (Marche, Lazio and Umbria) and four in Southern Italy (Abruzzo, Molise, Puglia and Sardegna). Three consecutive levels of screening were carried out: the first two at school, to screen the population and identify children with suspect dyslexia; the last in centers with multi-professional staff specialized in learning disabilities to confirm the diagnosis. The key outcome measure is the prevalence of dyslexia, defined as the ratio between the number of children confirmed positive at the third level of screening and the total number of children enrolled in the study.ResultsWe finally recruited 11094 children aged 8–10 years, of which 9964 constituted the final working sample after applying exclusion criteria and including only children who received parents’ consent to participate. The prevalence of dyslexia in the whole sample was 3.5% (95% CI 3.2–3.9%), with little differences between Northern, Central and Southern Italy (respectively 3.6%, 3.2% and 3.7%). In almost two out of three children with dyslexia the disorder had not been previously diagnosed.ConclusionsThis study confirms that in primary school children at the age of 8–10 years in Italy dyslexia is widely underestimated. Reliable data on dyslexia prevalence are needed to allocate necessary human and financial resources both to Health Services and Schools, ensuring timely support to children and families.

Assessing the quality of the OPQ’s Guidelines for the Evaluation of Dyslexia in Children using the Appraisal of Guidelines for Research and Evaluation (AGREE) II: A brief report.

Children with dyslexia have difficulties processing language in the areas of reading, writing, and spelling (Lyon, Shaywitz, & Shaywitz, 2003). The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; American Psychiatric Association, 2013) classifies dyslexia as a specific learning disability and considers it to be a type of neurodevelopmental disorder. The Diagnostic and Statistical Manual of Mental Disorders, fifth edition, reports that the prevalence of dyslexia in school-age children is between 3% and 5%, whereas other studies found the prevalence to be between 5% and 15% (Daniel et al., 2006). It is estimated that 80-90% of learning difficulties present themselves in the school system (Leach, Scarborough, & Rescorla, 2003; Lerner, 1989; Lyon et al., 2001). Psychologists in both school and clinical settings may benefit from high-quality professional practice guidelines because they are expected to provide scientifically based recommendations to guide service delivery.The Quebec Order of Psychologists (OPQ), a prolific producer of practice guidelines, published the Guidelines for the evaluation of dyslexia in children (Lignes directrices pour l'evaluation de la dyslexie chez les enfants) in 2014. The production of this guideline began in 2009 with the participation of multiple experts. This 48-page document provides background information on dyslexia and describes so-called best practices for the evaluation of the condition, including the administration of tests. The guideline's stated objectives are to do the following: (a) to encourage rigorous methods that reflect the most up-to-date research; (b) to propose a standardized methodology based on diagnostic consensus; and (c) to identify the specific needs of children affected by dyslexia for support and accommodation (Ordre des psychologues du Quebec [OPQ], 2014).Although such objectives are both important and laudable, the availability of practice guidelines alone does not automatically lead to improved practices or health outcomes (Bergman, 1999; Cabana et al., 1999; Sackett, Rosenberg, Gray, Haynes, & Richardson, 1996; Ward & Grieco, 1996). The potential benefit of a guideline is only as good as the quality of the guideline itself (Burgers, Cluzeau, Hanna, Hunt, & Grol, 2003; Gordon & Cooper, 2010), and appropriate methodologies and rigorous strategies in the guideline development process are important for the successful dissemination and implementation of the clinical recommendations contained in the guideline (Alonso-Coello et al., 2010; Ansari & Rashidian, 2012; Blozik et al., 2012; Cahill & Heyland, 2010; Davis & Taylor-Vaisey, 1997; Grol, 2001; Norris, Holmer, Ogden, & Burda, 2011; Steinert, Richter, & Bergk, 2010). Unfortunately, in recent years, there has been a large volume of guidelines published in which the methodologies used to design the guidelines were inadequately described within the guideline or in related documents made available to professionals and service users (e.g., Rosenfeld, Shiffman, & Robertson, 2013; Stamoulos, Reyes, Trepanier, & Drapeau, 2014). For example, a description of the methods used to gather evidence and formulate recommendations, and whether the guideline was externally reviewed by experts prior to its publication, are considered minimal standards for the proLyane duction of quality guidelines (Brouwers et al., 2010; Burgers, Cluzeau, Hanna, Hunt, & Grol, 2003).The quality of practice guidelines has indeed been closely scrutinized over the past 15 years, especially in the United States and Europe, with reports of high variability in quality, many of which were cited as poor (Graham, Beardall, Carter, Tetroe, & Davies, 2003; Ruszczynski, Horvath, Dziechciarz, & Szajewska, 2016; Shaneyfelt, Mayo-Smith, & Rothwangl, 1999; Stamoulos, Reyes, Trepanier, & Drapeau, 2014). These studies raise concerns about the quality of the guidelines that are available to practitioners, about the value of the advice and recommendations they contain, and ultimately about the quality of the services received by patients and clients. …

Prevalence of Dyslexia among School Children in Western Rajasthan, Jaipur

Prevalence of Dyslexia among School Children in Western Rajasthan, Jaipur

Prevalence of dyslexia among school children in Mysore

Background: Dyslexia is defined as difficulty in learning to read and spell despite adequate education, intelligence, socio cultural opportunities and without any obvious sensory deficits. Objective: 1) To estimate the prevalence of dyslexia among school children. 2) To study the factors associated with dyslexia. Materials and Methods: A cross-sectional study conducted in 4 randomly selected government schools of Mysore for a period of two months from August 2013 to September 2013. Data was collected by using a pretested dyslexia screening questionnaire. Result: Out of 400 students overall prevalence of dyslexia was found to be 13.67%. When compared with gender, prevalence of dyslexia was 19.00 % among males and 8.50% among females. About 66.70% dyslexics gave a family history of dyslexia. History of difficulty with spellings was seen among 54.80% of dyslexics. About 61.70% experienced difficulty in copying from the blackboard, 56.30% were confused following instructions while playing games. It was noticed that about 64.30% dyslexics were left handed. It was found that 64.30% dyslexics were unable to count backwards from 100 down to 0 and about 77.80% dyslexics were observed reversing numbers or digits. Eighty percent of dyslexics had difficulty in following directions like left and right. On observing their handwriting 59.60% dyslexics had illegible handwriting. Conclusion: This study suggests that the prevalence of dyslexia is on a higher side which suggests that more prevalence studies is required to develop remedial education and policy interventions in the educational system to improve the school performance of such children.

A screening on Specific Learning Disorders in an Italian speaking high genetic homogeneity area

The aim of the present research is to investigate the prevalence of Specific Learning Disorders (SLD) in Ogliastra, an area of the island of Sardinia, Italy. Having experienced centuries of isolation, Ogliastra has become a high genetic homogeneity area, and is considered particularly interesting for studies on different kinds of pathologies.Here we are going to describe the results of a screening carried out throughout 2 consecutive years in 49 second grade classes (24 considered in the first year and 25 in the second year of the study) of the Ogliastra region. A total of 610 pupils (average age 7.54 years; 293 female, 317 male) corresponding to 68.69% of all pupils who were attending second grade in the area, took part in the study.The tool used for the screening was “RSR-DSA. Questionnaire for the detection of learning difficulties and disorders”, which allowed the identification of 83 subjects at risk (13.61% of the whole sample involved in the study). These subjects took part in an enhancement training program of about 6 months. After the program, pupils underwent assessment for reading, writing and calculation abilities, as well as cognitive assessment.According to the results of the assessment, the prevalence of SLDs is 6.06%. For what concerns dyslexia, 4.75% of the total sample manifested this disorder either in isolation or in comorbidity with other disorders. According to the first national epidemiological investigation carried out in Italy, the prevalence of dyslexia is 3.1–3.2%, which is lower than the prevalence obtained in the present study.Given the genetic basis of SLDs, this result, together with the presence of several cases of SLD in isolation (17.14%) and with a 3:1 ratio of males to females diagnosed with a SLD, was to be expected in a sample coming from a high genetic homogeneity area.

Dyslexia Prevalence in Forensic Psychiatric Patients: Dependence on Criteria and Background Factors

Research on dyslexia in forensic psychiatric patients is limited, and therefore one aim of this study was to assess the prevalence of dyslexia in a sample of forensic psychiatric patients by using different criteria. Another aim was to investigate how phonological-processing skills in these patients might be related to disadvantageous background factors and poor reading habits. Forensic psychiatric patients performed reading, writing and intelligence tests, as well as a battery of phonological processing tasks. They were also interviewed about reading habits and literacy conditions in their childhood homes. Data regarding the patients’ dyslexia diagnoses and backgrounds were collected from forensic psychiatric investigations and patient records. The results showed that 11–53% of the patients met the discrepancy criteria for dyslexia, whereas 50% fulfilled the phonological core deficit criterion. Neither disadvantageous background factors nor reading habits were related to phonological-processing skills.

The association between childhood physical abuse and dyslexia: findings from a population-based study.

The objective of this study was to determine the relationship between a history of dyslexia and childhood physical abuse in a large population-based epidemiological sample. It was hypothesized that the prevalence of dyslexia would be significantly higher in individuals who reported a childhood history of physical abuse in comparison to those who did not report such a history. A secondary analysis examined data from respondents 18 years and older from the Saskatchewan and Manitoba sample of the 2005 Canadian Community Health Survey (CCHS). There were 13,640 respondents ages 18 and older. Due to missing data, the final sample size was 13,054 respondents. One third (34.8%) of respondents who reported they had been physically abused during their childhood or adolescence also reported being diagnosed with dyslexia in comparison with 7.2% of those who did not report being physically abused (p < .001). Initial adjustments for sociodemographic variables produced an odds ratio (OR) for dyslexia that was more than 7 times higher (OR = 7.09; 95% confidence interval [CI] = [4.42, 11.35]) for those who had reported being physically abused in comparison with their peers who did not report such a history; with additional adjustments for other adverse childhood experiences, these odds decreased only slightly to 6.09 times higher (95% CI = [3.58, 10.35]). Further research is needed to understand the mechanism linking physical abuse and dyslexia.

Manifestations of Dyslexia and Dyscalculia

This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage. It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan.

Prevalence and Gender Ratio of Dyslexia in Greek Adolescents and Its Association with Parental History and Brain Injury

Dyslexia is the most common and carefully studied of the learning disabilities in school-age children. It is characterized by a marked impairment in the development of reading skills, and affects a large number of people. The prevalence of dyslexia shows considerable cross-national variation. Additionally, a plethora of research studies have indicated that there are more boys than girls with reading difficulties. The aim of this study was to identify the frequency and gender ratio of dyslexia in a sample of Greek adolescents and their siblings. 598 secondary school students (Mean age 13.33, SD = 1.49) who attended mainstream public schools participated in this study. The prevalence of dyslexia in this study was estimated at 5.52%, a finding consistent with the data from other countries with “pure” orthographies. Statistical analysis revealed significant differences in the prevalence of dyslexia between gender (7.6% male, 3.8% female), which means that boys were twice as likely to be identified as dyslexic than their female peers. Additionally, statistically significant differences were observed between dyslexics who had a parent suffering from dyslexia (15.1%), compared to normal readers (1.8%), but no differences were observed between the two groups as for the frequency of brain injuries. Overall, our findings are in accordance with the results of previous national studies indicating the universal existence and the biological basis of this developmental disability.

Evaluation of Aspects of Binocular Vision in Children With Dyslexia

Background: Prevalence of dyslexia is 5%–10% of the population. Opinions differ on how binocular function affects dyslexia. The aim of the present study was to evaluate the binocular function in dyslexic children and compare it with a group of age-matched control children.Methods: The study was performed at Ängkärrskolan and at Kungsholmen elementary schools in Stockholm, Sweden. Sixty-three children with dyslexia and 60 control children between fourth and ninth grade participated. Monocular and binocular visual acuity, refractive error, best corrected visual acuity at distance and near, near point of convergence, amplitude of accommodation, stereopsis, phorias, and fusional reserves were evaluated in all of the children.Results: The results show that there was no difference in the visual functions tested except for the amplitude of accommodation, which was found to be reduced both monocularly and binocularly in the dyslexic children.Conclusion: This study showed that only the amplitude of accommodation seems to differ in children with dyslexia as compared with the control children; however, the ability to accommodate was still good and is unlikely to hamper reading and learning ability. The results therefore support that the recent findings of binocular deficits in dyslexic children are a result of the phonological deficit of dyslexia and not an underlying cause of dyslexia.