Specific Learning Disabilities Research Articles

Scoping Review of Music Interventions Aimed at Improving Reading Skills in Children with Specific Learning Disorders in Reading.

An emerging body of research utilizes music in the treatment of children with specific learning disorders in reading. However, greater understanding of music interventions is necessary for efficient application of music to address children's specific reading needs. Therefore, this scoping review aimed to identify the key musical concepts used to improve reading skills. Intervention studies were identified through online searches of databases and hand searching of primary journals in music therapy, and 12 studies met the inclusion criteria. For the 12 studies, auditory processing, phonological processing, and temporal processing were the underlying mechanisms identified in the interventions. Most of the interventions presented rhythmic activities for the purpose of improving reading accuracy. The results of this study highlight the lack of specific descriptions for the musical elements used within music interventions targeting reading skills. In addition, due to the diversity of the terms used to describe the music interventions, it was difficult to compare the effectiveness of these interventions on reading accuracy, comprehension skills, and fluency. Therefore, future studies are needed to articulate clear rationales for how musical elements can be used in music interventions to treat specific reading disabilities in children.

Abuse and Neglect of Children With Specific Learning Disorders in Türkiye: A Case-Control Study.

Although it is often stated that children with special needs are at risk of being abused and neglected, research conducted on the abuse of children with specific learning disorders (SLDs) is limited. This case-control study aims to compare exposure to neglect and abuse among children diagnosed with SLDs (case group) and children with typical development (control group). The study included children aged 6 to 12 years who were referred to the Child and Adolescent Psychiatry Outpatient Clinic and Pediatric Clinic of a hospital in Türkiye. The data collection process included 196 participants and lasted for 7 months in 2020. Based on the analysis of the data collected with the Schedule for Affective Disorders and Schizophrenia for School Age Children-Present and Lifetime Turkish Version (K-SADS-PL-T) and the Abuse Assessment Questionnaire, we determined that children with SLDs were physically and emotionally abused more than the children of the control group. In addition, they witnessed violence between their parents more than the control group. Physical abuse, emotional abuse and witnessing family violence were identified as significant predictors for SLD. The presence of SLDs is a significant risk factor for children to be exposed to abuse even in the absence of ADHD as a comorbidity.

Collaborative Planning: The Critical Foundation for Successful Math Interventions

In this article, we illustrate how mathematics and special education teachers can collaboratively plan together to differentiate mathematics instruction for students with exceptionalities. We describe a structured, collaborative planning protocol that is the first phase of a Mathematics-Specific Consultation for Students with Exceptionalities (MSC-SE). Using the exemplar triad of a third-grade mathematics teacher, a special education resource teacher, and a third-grade student diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD) and Specific Learning Disabilities (SLD), we show what this planning looks like for the specific content area of fractions. We highlight how these teachers, in collaboration with the student, work together purposefully to understand what her strengths are, why she is having difficulty, and what mathematics-related supports she needs. Within this context, we discuss how the two teachers develop a mathematics instructional hypothesis that provides them a focused and informed foundation for developing an individualized instruction/intervention plan for their student.

Which Are the Needs of People with Learning Disorders for Inclusive Museums? Design of OLOS®—An Innovative Audio-Visual Technology

This paper proposes an innovative methodology for enhancing museum accessibility and inclusivity for visitors with specific learning disorders (SLDs) using audio-visual interfaces based on patented technology. The approach involves analyzing user preferences and dyslexic students’ self-assessments through two questionnaires. This study gathered 126 responses from both SLD-certified individuals and those without intellectual disabilities for the first questionnaire and over 1300 responses exclusively from SLD-certified individuals for the second. Results suggest practical solutions such as new visual effects, gamification methods, and user-friendly informational materials linked to an AI system. These findings serve as guidelines for developing technology to improve museum accessibility, particularly for individuals with SLDs.

Understanding Typing Skill in Students With Developmental Disorders

Abstract Purpose of Review Typing is an important skill for education and beyond and is often recommended for those with developmental coordination disorder (DCD) and/or specific learning disorder (SLD) when handwriting is a challenge. This review outlines a model of typing to demonstrate the language, perceptual, and motor components involved. It then summarises selected research on typing skill in DCD and SLD. The purpose of the review is to identify current knowledge of typing skill in these groups to enhance understanding and inform future work on assessment, accommodations, and intervention. Recent Findings Thirteen relevant studies, published between 2008 and 2024, were identified. These vary widely in the types of disorder/difficulties studied, participant age, and language. They also include a range of tasks (alphabet writing, writing to dictation, copywriting, compositional writing) and employ different measures of typing. Taken together, they examine aspects of the typed ‘product’ (speed and accuracy), the ‘process’ of typing (efficiency, gaze, and finger movements), and student ‘perceptions’ of typing. Despite the varied groups studied and methods employed, findings are consistent. Most studies report that in groups with developmental disorders, typing is poorer than handwriting, and typing is poorer compared to typically developing peers. Summary The findings have important implications for research and practice. They indicate the need for further research on typing in specific diagnostic groups. They also emphasise the need for practical tools to assess typing performance across a range of tasks. This will aid the identification of typing difficulties and help plan appropriate accommodations and/or intervention.

Ambulatory pediatricians: how to bridge the gaps in diagnosis and care coordination for neurodevelopmental disorders in France

Introduction and aimsThe organization of healthcare pathways for neurodevelopmental disorders (NDD) relies on different levels of expertise depending on the complexity of these disorders. NDDs affect between 8% and 15% of children. Historically, national recommendations and healthcare planning measures were initially devoted to autism spectrum disorders and were gradually extended to Attention deficit hyperactivity disorder (ADHD) and specific learning and development disorders. Private doctors play an increasing role in these pathways at different levels of care due to difficulties in organization, particularly in the health and social sector. The aim of this work was to evaluate the contribution of second-line private doctors in the diagnosis and care of children affected by NDD.MethodsA first series of surveys in 2016 evaluated the level of commitment of primary care pediatricians; this online national survey was repeated in 2023 among 1,430 members of the French Association of Ambulatory Pediatrics (Association Française de Pédiatrie Ambulatoire: AFPA) to assess their training, current and future involvement, and activity in NDD care. Analysis was performed by the main author using Epi-Info software.ResultsThe study identified in 2023 214 second-line private doctors (14% of all pediatricians in activity), of which 185 agreed to appear in a directory published the same year by the AFPA to facilitate referrals from other professionals. Sex ratio of responders is usual for paediatricians: 79.5%/20.5% (F/M), with a distribution among ages showing a slight increase of the age range between age 51–60 (30.5%). Our data indicate that in France in 2022, second-line private doctors made 48%–53% of NDD diagnoses, 24%–26.4% of follow-up consultations and declare to be accountable for 21% of initial prescriptions for Methylphenidate. Among these second-line doctors, 40% had completed a post-university degree on NDD, 74.3% had completed professional development training (PDT) and 85.2% had completed either or both types of training. Most doctors participating in the survey wanted to improve their level of practice, suggesting that in five years, the number of second-line private doctors will increase by 20% to 244 despite 24 planned retirements within the same period. This data probably underestimates the role of private doctors in NDD diagnosis, follow-up, and initial Methylphenidate prescriptions given the unfavourable working conditions (no financial compensation for long appointments, difficulty accessing paramedical and psychological assessments).ConclusionsOur data confirms that diagnosis and care coordination in the various presentations of NDD may rely on different types of practices and specializations: medical and social professionals, mental health professionals, but also a growing body of medical doctors involved in developmental and behavioural pediatrics. This data and reflection will be helpful for organizing healthcare in France or in other countries. Main study limitation relies in the self-declaration of MD's involvement in NDD and could not evaluate the activity of employed MD's from the social and medico social sector, nor be based on the national databases for prescription. It remains however the first attempt of characterization of medical activity at the national level in France for NDD.

The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction

Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.

Intellectual Development and the Core-Selective Evaluation Process: Gaining Insight and Understanding of Students with Specific Learning Disabilities

AbstractThe specific learning disabilities (SLD) identification literature is replete with competing narratives concerning the advantages and disadvantages of various techniques and methods. Until a widely accepted and empirically proven SLD identification methodology is universally supported, evaluators should seek to improve the existing alternatives. This article describes the value of using norm-referenced testing of intellectual development to comprehensively identify specific learning disabilities (SLD) as advocated by the Core-Selective Evaluation Process (C-SEP). To this end, we will define intellectual development and describe practices such as integrated data analysis and task demand analysis.

Giftedness and Twice-Exceptionality in Children Suspected of ADHD or Specific Learning Disorders: A Retrospective Study

The expression “twice-exceptionality” has been used to describe conditions in which giftedness and specific disorders coexist. Our study offers a retrospective analysis of clinical reports of gifted children evaluated for suspected specific learning disorders (SLD) or attention-deficit/hyperactivity disorder (ADHD). The initial sample included 456 school-aged children referred to our clinic for suspected SLD and/or ADHD over a two-year interval. The inclusion criteria were: a General Ability Index score above 120 in the cognitive assessment; age 6–18 years; and not satisfying diagnostic criteria for autism spectrum disorder. Forty children were selected for the study. We grouped patients according to the final diagnosis: neurodevelopmental disorder (SLD and/or ADHD) (n = 15), psychopathological disorder (n = 8), mixed neurodevelopmental and psychopathological (n = 13), no emerging disorder (n = 4). The study included 36 (90%) males. Mean age was 9.3 years (SD 1.62). Mean Full-Scale Intelligence Quotient was 121.7 (SD 7.77), mean General Ability Index was 130.2 (SD 6.79). Furthermore, the cognitive assessment of the different groups highlighted a non-homogeneous profile in all groups, with lower scores on working memory and processing speed indexes. Our results support the hypothesis that difficulties in gifted children’s adaptation to scholastic and social settings could be misinterpreted as a manifestation of a clear disease.

Adding to the Evidence Base: Effects of I-Connect in a Secondary Special Education Rural Classroom

The purpose of this study was to examine the effects of a technology-based self-monitoring application, I-Connect, to enhance the on-task behavior of five secondary students (ages 15–16) with autism spectrum disorder, intellectual disability, and specific learning disability during Biology instruction in a rural special education classroom. We used an A-B-A-B withdrawal design with a generalization condition. The primary dependent variable was percent of intervals with on-task behavior as measured by momentary time sampling procedures. Results indicated overall higher levels of on-task behavior for all students when using I-Connect to monitor their behavior. However, there were also high percentages of overlapping data, and student satisfaction with the application was relatively low. Students used I-Connect in an employability seminar offered at their school as a means to generalize to a different setting. We provide implications for practice in rural settings and suggestions for future research related to I-Connect. We also provide recommendations for enhancing the social validity of technology-based self-monitoring for secondary students with disabilities.

Unravelling Neurodevelopment: A Comprehensive Neuroimaging Exploration of Paediatric Disorders in a Tertiary Care Setting

Background: Paediatric neurodevelopmental disorders, including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), intellectual disability (ID), and specific learning disabilities (SLD), present a growing healthcare challenge globally. This study, conducted at a tertiary care hospital in India, aims to explore the utility of neuroimaging techniques in understanding the structural and functional abnormalities associated with these disorders, considering the unique demographic and healthcare landscape of India. Methods: A multidisciplinary team collaborated in a cross-sectional observational study involving paediatric patients diagnosed with neurodevelopmental disorders. State-of-the-art magnetic resonance imaging (MRI) and functional MRI (fMRI) were employed. Participants underwent clinical assessments, and neuroimaging data were analyzed for structural and functional abnormalities. Advanced techniques such as diffusion tensor imaging (DTI) were utilized to explore microstructural changes in white matter tracts. Results: Distinct neuroimaging patterns were observed in different neurodevelopmental disorders. Structural abnormalities were prominent in ASD and ID, with nuanced variations in gray and white matter volumes. Functional connectivity abnormalities in ADHD were highlighted, emphasizing the involvement of attention and executive function networks. DTI revealed microstructural changes in white matter tracts, particularly in the prefrontal-striatal circuitry in ADHD and disruptions in interhemispheric communication in ASD. Conclusion: Our study contributes valuable insights into the neurobiological underpinnings of paediatric neurodevelopmental disorders, emphasizing the importance of neuroimaging for tailored diagnostic and therapeutic approaches.

Detecting the Training Needs of Primary Education Teachers On Learning Disabilities

For students to learn adequately depends, among other things, on keeping teachers’ knowledge up to date. Thus the continuous training of teachers is essential, both for new teachers and those with more experience. The aim of this study was to detect the training needs on Specific Learning Disabilities (SLDs) of active primary-education teachers. Through a descriptive design, this work analyses the responses of 75 teachers to the questionnaire designed for this study have revealed limited knowledge about SLDs, due to factors such as the lack of specific training during their degree or scant continuous training programmes. They therefore show the necessity for greater training in this area of special educational needs. We weigh up the educational implications of our results and propose procedures for action.

The Link Between Executive Functions and Spelling (French vs Arabic) in Bilingual Children from Grade 2 to Grade 4, for a Better Rehabilitation of Specific Learning Disorders

Challenged with the peculiarities of school learning in Lebanon and the orthographic complexities specific to French and Arabic, children face conditions requiring additional cognitive effort. Our objective is to study the link between executive functions (EF) (inhibition, working memory (WM), flexibility and planning) and spelling, in 180 bilingual children with typical development (TD) and with specific learning disorders (SLD), in Grades 2, 3, and 4. EF were assessed through the following tests: Image matching, Corsi, Numbers Backward, Opposite worlds, Categorization (Animal sorting), and LABY 5-12 tests. Spelling was assessed in both languages through sentence dictation. Our results show that all EF are more involved in Arabic than in French, being correlated with accuracy and speed of spelling in the entire population. This study clarifies the cognitive components underlying French and Arabic spelling, which are languages with many unique features, for better management of written language disorders.

COULD EARLY LITERACY SCORES AFFECT THE DIAGNOSIS OF SPECIFIC LEARNING DISORDER IN CHILDREN AT RISK

Background and objectives: The aim of this study was to evaluate the early literacy skills of pre-school children at risk of Specific Learning Disorder (SLD) by comparing Test of Early Literacy (TEL) scores between three groups including the siblings of children with SLD, children with speech disorder and healthy controls.
 Methods: Children between the age of 60-72 months were recruited. The total number of participants was 81. A sociodemographic Data Form, the Colored Progressive Matrices Test (CPM) and TEL were applied to all participants. 
 Results: A significant difference was determined between the performance of the three groups in all sub-tests of TEL. The children with speech disorder displayed the worst score in all sub-tests except vocabulary; this was followed by the siblings of children with SLD while the control group displayed the highest scores. 
 Conclusion: The current study is the first investigating the TEL scores of pre-school children using a transparent language like Turkish at risk of SLD. The risky group with a language disorder showed the worst performance in almost all subtests examined. It is critical to start interventions early, assuming that this group will be at highest risk in the future.

Teleneuropsychology intervention in phonological awareness for children with specific learning disorder with reading and mathematical difficulties

Specific learning disorder (SLD) is a neurodevelopmental disorder that affects 5–15% of school-aged children worldwide. Often, difficulties in reading (SLD-RD) and mathematics (SLD-MD) occur together. Deficits in phonological awareness (PA) have been identified as the common factor between the two difficulties. Intervention in PA has been shown to be effective in SLD-RD; however, it is not clear whether it is also effective in SLD-MD. Neuropsychological intervention is usually conducted face-to-face, but when the patient is in a remote location or during extraordinary situations such as the COVID-19 pandemic, tele neuropsychology (TeleNP) may be a suitable alternative. The objective of this study was to evaluate the efficacy of a telerehabilitation program for PA to improve math skills in children with SLD-RD/SLD-MD. The study had an N-of-1 SCED design, and included six children aged 10–12 years with SLD-RD/SLD-MD. After four baseline measurements with an arithmetic verification paradigm, they were treated with TeleNP-PA. The effect on each participant was evaluated using visual analysis and the reliable change index. After the intervention, all participants showed improvement in arithmetic tasks, suggesting that the PA intervention had a positive influence on these skills.

Use of recommendation models to provide support to dyslexic students

Dyslexia is the most widespread specific learning disorder and significantly impair different cognitive domains. This, in turn, negatively affects dyslexic students during their learning path. Therefore, specific support must be given to these students. In addition, such a support must be highly personalized, since the problems generated by the disorder can be very different from one to another. In this work, we explored the possibility of using AI to suggest the most suitable supporting tools for dyslexic students, so as to provide a targeted help that can be of real utility. To do this, we relied on recommendation algorithms, which are a branch of machine learning, that aim to detect personal preferences and provide the most suitable suggestions. We hence implemented and trained three collaborative-filtering recommendation models, namely an item-based, a user-based and a weighted-hybrid model, and studied their performance on a large database of 1237 students’ information, collected with a self-evaluating questionnaire regarding all the most used supporting strategies and digital tools. Each recommendation model was tested with three different similarity metrics, namely Pearson correlation, Euclidean distance and Cosine similarity. The obtained results showed that a recommendation system is highly effective in suggesting the optimal help tools/strategies for everyone, with an error less then 12%. As a further evidence of the effectiveness of the implemented system, its precision was 0.85 and its recall was 0.83. The best performing filter was the hybrid one, when Pearson’s correlation is used to measure the distance among users and/or items. In addition, in a final testing performed on 50 students, dyslexic students who used the recommendation algorithm increased their academic scores of almost 1 point in a 1 to 10 scale, showing higher learning performance compared to students who did not use it. This demonstrates that the proposed approach is successful and can be used as a new and effective methodology to support students with dyslexia.

The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD

AbstractProcessing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific Learning Disabilities (SLD) remains unclear, especially in a nonalphabetic language, such as Chinese. This study investigated the effects of working memory and processing speed on the relationships between state anxiety and academic performance of university students with and without SLD in Chinese. A sample of 223 s-year undergraduate students was recruited from universities in southern Taiwan; 123 were typical learners, while the remaining 100 were identified as having SLD. We found distinct profiles in the relationships between state anxiety, working memory, processing speed, and academic performance. The interaction between state anxiety and working memory was also predictive of the academic performance of university students with SLD, highlighting the negative impact of state anxiety on those students who performed poorly in working memory tasks. Our findings emphasize the importance of cognitive and psychological factors in contributing to the learning of students with SLD. Furthermore, the effects of working memory and state anxiety on academic performance, particularly in students with SLD, could inform the design of teaching materials and procedures, especially regarding the levels of difficulty and volumes of learning.

DILLo: an Italian lexical database for speech-language pathologists

AbstractA novel lexical resource for treating speech impairments from childhood to senility: DILLo—Database Italiano del Lessico per Logopedisti (i.e., Italian Database for Speech-Language Pathologists) is presented. DILLo is a free online web application that allows extraction of filtered wordlists for flexible rehabilitative purposes. Its major aim is to provide Italian speech-language pathologists (SLPs) with a resource that takes advantage of Information and Communication Technologies for language in a healthcare setting. DILLo’s design adopts an integrated approach that envisages fruitful cooperation between clinical and linguistic professionals. The 7690 Italian words in the database have been selected based on phonological, phonotactic, and morphological properties, and their frequency of use. These linguistic features are encoded in the tool, which includes the orthographic and phonological transcriptions, and the phonotactic structure of each word. Moreover, most of the entries are associated with their respective ARASAAC pictogram, providing an additional and inclusive tool for treating speech impairments. The user-friendly interface is structured to allow for different and adaptable search options. DILLo allows Speech-Language Pathologists (SLPs) to obtain a rich, tailored, and varied selection of suitable linguistic stimuli. It can be used to customize the treatment of many impairments, e.g., Speech Sound Disorders, Childhood Apraxia of Speech, Specific Learning Disabilities, aphasia, dysarthria, dysphonia, and the auditory training that follows cochlear implantations.

Slowness in writing numbers in words and in digits among children with a specific learning disorder (SLD) and typically developing (TD)

ABSTRACT Instruction Children with a Specific Learning Disorder (SLD) write linguistic material more slowly than children with typically developing (TD). However, it is not known whether the same difficulties are present when they write numbers. The goal of the present study was to fill this gap and to compare TD’s and SLD’s speed in writing numbers both in words and in digits. Methods Therefore, we examined the ability to write numbers in words and digits (numerals) in a sample of sixth- to eighth-grade children diagnosed with SLD. We assessed 32 children with SLD (17 males and 15 females) and a control group of students with TD matched for sex, age, and grade with two writing speed tasks: writing numbers in words and in digits. The two tasks were administered both in normal condition (N) and in articulatory suppression condition (AS). Results We found that 6th to 8th graders with a SLD were slower than TD children when writing numbers, both in words and in digits, and their slowness was similar in the two cases. However, when the tasks were carried out under a condition of articulatory suppression, the SLD group exhibited a conspicuous impairment, only when writing numbers in words. A similar pattern of performance was observed also in the case of writing errors. Conclusion We concluded that children with SLD have a general speed problem that may affect writing of different materials but also a specific problem related to the processing of phonological information during writing.

Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities

Effect of Repeated Reading on Reading Fluency for Adults with Specific Learning Disabilities