Understanding Of Dyslexia Research Articles

User Interface Design for Dyslexia Children Learning Application using Design Thinking Approach

The ability to read and count is essential to be mastered by every student to foster future academic and professional success. However, students with dyslexia have limited ability to read and count. Using learning apps can help children with dyslexia develop reading and counting skills. User interface design is an essential aspect of application development. The research aims to develop a user interface design for learning applications for dyslexic children. User interface design development methods use design thinking approaches that have levels of empathy, define, ideate, prototype, and test. The development of user interface design of learning applications also involves gamification and multi-sensory to help improve students’ understanding of dyslexia when using applications. Evaluation of user interface design using the System Usability Scale (SUS) method yields a total average value of 82. This shows that the user interface design of learning applications for students with dyslexia is acceptable and suitable for users.

Dyslexia, the Amsterdam Way.

The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill).

Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases

Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.

Understandings and Misunderstandings About Dyslexia: Introduction to the Special Issue

AbstractThe purpose of this special issue was to provide a forum for contemporary research and thoughtful discourse about dyslexia. Scholars from several disciplines contributed articles that advance our understanding of dyslexia with regard to early identification, genetic and neural bases, assessment, instruction and intervention and educators' perspectives. In this article, we introduce the special issue, discuss current evidence and highlight persistent misunderstandings associated with dyslexia.

Giving Students a Voice: Dyslexia and Language Learning Experiences from Childhood to Adulthood in Greece

This paper investigates the language learning experiences of Greek students in primary, secondary and tertiary education. Data were gathered from interviews with four students currently enrolled in higher education programs. The interviews focused on their language experiences and struggles from childhood to adulthood, teachers, peer relations and family. Data were analyzed using IPA. Findings indicate participants’ negative language learning experiences underwent changes in the course of their learning history. Their perceived struggles were more intense in primary school, yet they also had to negotiate a range of L1 and L2 obstacles in secondary and tertiary education. Teachers from the private sector emerged as the decisive factor in participants’ ability to overcome dyslexia-related difficulties and cope with the fierce competition of the Greek nationwide university entrance exams. Private sector teachers were also identified as the main factor for overcoming dyslexia-related difficulties in EFL. It is hoped that offering an account of their experiences will facilitate our understanding of dyslexia and the potential for inclusion for Greek dyslexic students across educational levels.

Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces.

Background: Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. Materials and Methods: Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. Results: Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability; the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. Conclusions: While only a small sample size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.

Dyslexia in the 21st century.

Within the past decade tremendous advances have occurred in our understanding of dyslexia. Reliable data now validate the definition of dyslexia as an unexpected difficulty in reading in an individual who has the ability to be a much better reader. That dyslexia is unexpected is now codified in US federal law (PL 115-391). Replicated studies using functional brain imaging have documented a neural signature for dyslexia. Epidemiologic, longitudinal data now demonstrate that dyslexia is highly prevalent, affecting 20% of the population, affecting boys and girls equally. These data further demonstrate that the achievement gap between dyslexic and typical readers is now evident as early as first grade and persists. Evidence-based, efficient, inexpensive screening tools now offer the possibility of universal screening to identify children at risk for dyslexia as early as first grade. Specialized schools which focus on dyslexic students provide welcoming communities, ensuring that dyslexic children will not only survive but thrive. Taken together, these findings indicate that we must act and act now to ensure that this 21st century knowledge of dyslexia is disseminated to educators, policy makers, and most of all to parents of dyslexic children.

It’s Time to Be Scientific About Dyslexia

AbstractTha author argues that despite the vast proliferation of scientific research, our understanding of dyslexia is marked by serious weaknesses of conceptualization, definition, and operationalization that are not only unscientific but also result in impoverished practice in schools, social inequity in both understanding and provision for many struggling readers, and ultimately, reduced life chances for millions of students worldwide. Key to this problem is the inconsistency of the use of the term dyslexia in both scientific research and clinical and educational practice. Four different, common conceptions of dyslexia are outlined, and the implications that each of these have for work with struggling readers are discussed. Whereas it is often claimed that scientific understandings, derived from genetics, neuroscience, and cognitive science, enable clinicians to validly identify, from within a larger group of poor readers, those individuals with dyslexia, the author shows this to be not only misleading but also potentially deleterious to broader inclusive practice. The author argues that the seemingly scientifically based construction of the dyslexic individual, often buoyed by vested interests, typically favors more socially privileged students and often undermines attempts to identify and help all of those who struggle to learn to read. Common responses by proponents to challenges to the dyslexia construct are outlined and discussed. In conclusion, the author argues that scientists, researchers, clinicians, and educators have a responsibility to address and confront the real‐world consequences of much science but little wisdom in the field of reading disability.

Dyslexia and Georgia Senate Bill 48

The interest in and understanding of dyslexia has become increasingly important in educational fields and the legislative process in the United States. This article provides information on what dyslexia is, the history of research on dyslexia, dyslexia laws across the US, and Georgia’s Dyslexia Law: Senate Bill 48 and its impact on educational entities.

“A” for Attitude—Attitudes towards Dyslexia in Higher Education

This paper makes the case for the importance of an empathetic approach to understanding dyslexia, in educational establishments, especially in Higher Education. An awareness of the implications that having dyslexia and how this affects both study skills (concentration, organisation, revision and so forth) and presentation skills (completion of assignments within academic language and structures and without grammar, punctation and spelling errors) is accentuated in this article.This research employs meta-ethnography, the Critical Appraisal Skills Programme (CASP) and a grounded theory overlay to thematic critical analysis. In so doing, UK literature of both quantitative and qualitative format was examined through specifying inclusion criteria and using a filtering approach.The justification for this work is to challenge any institutional or individual indirect discriminatory practice towards students with dyslexia.Conclusions indicate the need for enhanced institutional understanding of dyslexia and associated provision for individual dyslexic learners within Higher Education in its entirety. For example, access to digitalised resources, individual tutorials, assistive technology and adjusted expectations in marking criteria (as not to penalise for issues concomitant with dyslexia).

Recently identified university students navigate dyslexia

PurposeThe purpose of this paper is to capture students’ understandings of dyslexia as a component of identity. Specifically, the journey that students embarked on in order to contribute to self-understanding of learning and how dyslexia contributes to these experiences was examined.Design/methodology/approachThis qualitative case study explored concepts of social identity theory, how students understood their dyslexia and whether or not labelling theory informed students’ identities through an arts-based phenomenological lens. Eight university students participated in a brief survey, a semi-structured interview and created artefacts representing their dyslexia, which facilitated dialogue about their individual experiences in a higher education context.FindingsInterpretive phenomenological analysis revealed that student participants associated strongly with the identity of dyslexia; however they did not consider themselves to be part of a dyslexic group. They also discussed different routes that informed their decisions to undergo diagnostic assessments for dyslexia. Students did not report dyslexia identity as a label. Nonetheless, the students expressed that creating an artefact supported them to better understand and communicate their dyslexia.Originality/valueAlthough visual methods are increasingly prevalent in educational research, they are not typical in the field of dyslexia in higher education. This research therefore engaged students in active self-reflection which provided valuable insight into the nature and diversity of the experiences that can emerge from identification of dyslexia at university.

Is coaching an effective adjustment for dyslexic adults?

Our primary purpose in this paper is to (a) outline the heretofore limited investigation and understanding of dyslexia in adults and (b) assess the impact of coaching as reasonable adjustment for this significant proportion of the working population, who receive little attention in the coaching, work performance and indeed disability literature. A Social Cognitive Learning Theory-based coaching intervention was implemented with 95 dyslexic coachees who, along with 41 line managers, provided independent ratings of work performance both before and after the coaching was conducted. Analysis of the coaching topics revealed a higher prevalence of working memory, organisational skills and time management than literacy difficulties. Paired samples t-tests revealed significant differences between the time intervals and large effect sizes (coachees: t (92) = 19.35, p < .001, d = 1.94; line managers: t (40) = 10.72, p < .001, d = 0.85) indicating that work performance improved over time. The study supports the definition of dyslexia as a life-long, cognitive condition; the group comparisons demonstrated that coaching can address occupational performance deficits in executive functions as well as literacy.

Magnetic resonance imaging findings for dyslexia: a review.

Developmental dyslexia is a brain disorder that is associated with a disability to read, which affects both the behavior and the learning abilities of children. Recent advances in MRI techniques have enabled imaging of different brain structures and correlating the results to clinical findings. The goal of this paper is to cover these imaging studies in order to provide a better understanding of dyslexia and its associated brain abnormalities. In addition, this survey covers the noninvasive MRI-based diagnostics methods that can offer early detection of dyslexia. We focus on three MRI techniques: structural MRI, functional MRI, and diffusion tensor imaging. Structural MRI reveals dyslexia-associated volumetric and shape-based abnormalities in different brain structures (e.g., reduced grey matter volumes, decreased cerebral white matter gyrifications, increased corpus callosum size, and abnormal asymmetry of the cerebellum and planum temporale structures). Functional MRI reports abnormal activation patterns in dyslexia during reading operations (e.g., aggregated studies observed under-activations in the left hemisphere fusiform and supramarginal. gyri and over-activation in the left cerebellum in dyslexic subjects compared with controls). Finally, diffusion tensor imaging reveals abnormal orientations in areas within the white matter micro-structures of dyslexic brains (e.g., aggregated studies reported a reduction of the fraction anisotropy values in bilateral areas within the white matter). Herein, we will discuss all of these MRI findings focusing on various aspects of implemented methodologies, testing databases, as well as the reported findings. Finally, the paper addresses the correlation between the MRI findings in the literature, various aspects of research challenges, and future trends in this active research field.

Lay Knowledge of Dyslexia

This study looks at the extent to which lay people believe many myths associated with dyslexia. It examined attitudes and beliefs about the causes, manifestations and treatments for dyslexia in a British population sample. A community sample of 380 participants (158 Male; 212 Female) completed a 62-item questionnaire on their attitudes to, and beliefs about, dyslexia. The statements were derived from various “dyslexia facts and myths” websites set up to help people understand dyslexia; academic research papers; and in-depth exploratory interviews with non-specialist people regarding their understanding of dyslexia. Item analysis showed participants were poorly informed about many aspects of dyslexia. Factor analysis returned a structure of latent attitudes in five factors (Characteristics, Biological and Social Causes, Treatment and Prevention). Regression analysis revealed that participant political orientation and education (formal and informal acquaintances with dyslexia sufferers) were the best predictors of attitudes concerning the behavioural manifestations, aetiology and treatments of dyslexia. Limitations and implications of this research were considered.

Practitioners’ perceptions of dyslexia and approaches towards teaching learners with dyslexia in adult literacy classes

Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes.

Dyslexia: An overview

Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background. Dyslexia is the most common type of learning disorder. Reading difficulties affect a child’s academic achievement. As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist. This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed. (S Afr Optom 2011 70(2) 89-98)

Balance and reading are separate symptoms of dyslexia

Research into dyslexia has been characterized by controversy, but the issue of balance and whether or not it should be seen as causal in dyslexia has been one of the most heatedly debated issues in recent years. The consensus of research into balance and dyslexia over a 20-year period has been that balance deficits may be identified in around 50% of a sample of children with dyslexia and around 20% of a sample of adults with dyslexia. It has also been argued that any evidence of balance deficits may be attributed to comorbid attention deficit in the participants with dyslexia studied. However, recent evidence from the Sheffield group has established that deficits may be found in adults if the level of difficulty is manipulated in dual task paradigms1 and has demonstrated that balance difficulties are found in children and adults with dyslexia with age-appropriate tests even when attention-deficit–hyperactivity disorder is controlled for.2 Balance deficits have been linked to the cerebellum in the cerebellar deficit hypothesis of dyslexia,3 which argues that both balance and reading deficits in dyslexia may be explained by differences in processing, based on cerebellar dysfunction. This is an explanatory theory which provides an independent explanation of the other major theories of dyslexia, in particular the phonological deficit and double-deficit theories of dyslexia. The cerebellar hypothesis itself has generated further controversy, in particular as to whether the cerebellum is a causal factor in dyslexia or whether it should be seen as simply an ‘innocent bystander’. The basis for these disputes rests on a simple misunderstanding and confusion between reading deficits and dyslexia. The cerebellar deficit claims only that the language-related regions of the cerebellum are affected in dyslexia. These are generally considered to be lobule VI and VIIB in the neocerebellum – well away from the motor and balance regions in the cerebellum. Other cerebellar regions may also be affected, but this is not necessary. The ontogenetic causal chain for dyslexia,3 which outlines development from birth to 8 years, makes it clear that balance deficits are not directly linked to reading deficits, because they involve a separate route in the causal chain. The cerebellar deficit hypothesis would therefore predict a higher incidence of balance difficulties in dyslexia, but that these would not necessarily be directly correlated with reading difficulties. The balance difficulties are best seen as symptoms of dyslexia which may be identified before children fail to learn to read, and which are therefore particularly useful in screening tests for dyslexia, such as the Dyslexia Early Screening Test.4 This is precisely the pattern which is identified in the family study by Viholainen et al.5 The incidence of balance deficits in children with family risk for dyslexia is significantly higher than controls, but reading deficits are more highly significant in this group. This study provides further confirmation of the importance of family studies in our understanding of dyslexia. More recent research has suggested that it may be fruitful to subsume the cerebellar deficit hypothesis within a ‘neural systems’ framework that attempts to capture disorders of learning at the level of the systems that work together, rather than the specific brain structures.6 This framework suggests that for dyslexia the neural system involved is the language-specific procedural learning system. The framework provides a natural explanation for the comorbidities found in dyslexia and it may have the potential to reunite the developmental disabilities.

Time demands of caring for children with cerebral palsy: what are the implications for maternal mental health?

to read, and which are therefore particularly useful in screening tests for dyslexia, such as the Dyslexia Early Screening Test. This is precisely the pattern which is identified in the family study by Viholainen et al. The incidence of balance deficits in children with family risk for dyslexia is significantly higher than controls, but reading deficits are more highly significant in this group. This study provides further confirmation of the importance of family studies in our understanding of dyslexia. More recent research has suggested that it may be fruitful to subsume the cerebellar deficit hypothesis within a ‘neural systems’ framework that attempts to capture disorders of learning at the level of the systems that work together, rather than the specific brain structures. This framework suggests that for dyslexia the neural system involved is the languagespecific procedural learning system. The framework provides a natural explanation for the comorbidities found in dyslexia and it may have the potential to reunite the developmental disabilities.

The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia

Developmental dyslexia is a severe reading disorder, which is characterized by dysfluent reading and impaired automaticity of visual word processing. Adults with dyslexia show functional deficits in several brain regions including the so-called “Visual Word Form Area” (VWFA), which is implicated in visual word processing and located within the larger left occipitotemporal VWF-System. The present study examines functional connections of the left occipitotemporal VWF-System with other major language areas in children with dyslexia. Functional connectivity MRI was used to assess connectivity of the VWF-System in 18 children with dyslexia and 24 age-matched controls (age 9.7–12.5years) using five neighboring left occipitotemporal regions of interest (ROIs) during a continuous reading task requiring phonological and orthographic processing. First, the results revealed a focal origin of connectivity from the VWF-System, in that mainly the VWFA was functionally connected with typical left frontal and parietal language areas in control children. Adjacent posterior and anterior VWF-System ROIs did not show such connectivity, confirming the special role that the VWFA plays in word processing. Second, we detected a significant disruption of functional connectivity between the VWFA and left inferior frontal and left inferior parietal language areas in the children with dyslexia. The current findings add to our understanding of dyslexia by showing that functional disconnection of the left occipitotemporal system is limited to the small VWFA region crucial for automatic visual word processing, and emerges early during reading acquisition in children with dyslexia, along with deficits in orthographic and phonological processing of visual word forms.

The relationship between visual crowding and letter confusability: Towards an understanding of dyslexia in posterior cortical atrophy

Visual crowding is a form of masking in which target identification is hindered by excessive feature integration from other stimuli in the vicinity. It has previously been suggested that excessive visual crowding constitutes one specific form of early-visual-processing deficit, which may be observed in individuals with posterior cortical atrophy (PCA). This study investigated whether excessive visual crowding plays a significant role in the acquired dyslexia of two PCA patients, whose reading was characterized by visual paralexias. The patients were administered a series of letter, flanked letter, and word recognition tasks, and the effects of letter spacing and letter confusability upon response accuracy and latency were measured. In both patients, the results showed (a) evidence of excessive visual crowding, (b) a significant interaction between letter spacing and confusability on flanked letter identification tasks, and (c) effects of letter confusability affecting flanked but not unflanked letter identification. However, only mild improvements in reading accuracy were achieved in the experimental manipulations of interletter spacing within words because these manipulations had a dual effect: Increasing spacing improved individual letter identification but damaged whole-word form and/or parallel letter processing. We consider the implications of these results for the characterization of dyslexia in PCA, the design of reading rehabilitation strategies, and the relationship between visual crowding and letter confusability. In particular, we argue that the reading deficits observed in our patients cannot be accounted for solely in terms of a very low signal-to-noise ratio for letter identification, and that an additional crowding deficit is implicated in which excessive integration of fundamental letter features leads to the formation of incorrect letter percepts.