Dyslexia
Dyslexia, Acquired
Reading
Articulation Disorders
Phonetics
Language Tests
Agraphia
Auditory Perceptual Disorders
Nervous System Physiological Processes
Language Disorders
Speech Perception
Dichotic Listening Tests
Learning Disorders
Handwriting
Linguistics
Neuronal Migration Disorders
Intelligence Tests
Vocabulary
Occipital Lobe
Intact verbal description of letters with diminished awareness of their forms. (1/35)
Visual processing and its conscious awareness can be dissociated. To examine the extent of dissociation between ability to read characters or words and to be consciously aware of their forms, reading ability and conscious awareness for characters were examined using a tachistoscope in an alexic patient. A right handed woman with 14 years of education presented with incomplete right hemianopia, alexia with kanji (ideogram) agraphia, anomia, and amnesia. Brain MRI disclosed cerebral infarction limited to the left lower bank of the calcarine fissure, lingual and parahippocampal gyri, and an old infarction in the right medial frontal lobe. Tachistoscopic examination disclosed that she could read characters aloud in the right lower hemifield when she was not clearly aware of their forms and only noted their presence vaguely. Although her performance in reading kanji was better in the left than the right field, she could read kana (phonogram) characters and Arabic numerals equally well in both fields. By contrast, she claimed that she saw only a flash of light in 61% of trials and noticed vague forms of stimuli in 36% of trials. She never recognised a form of a letter in the right lower field precisely. She performed judgment tasks better in the left than right lower hemifield where she had to judge whether two kana characters were the same or different. Although dissociation between performance of visual recognition tasks and conscious awareness of the visual experience was found in patients with blindsight or residual vision, reading (verbal identification) of characters without clear awareness of their forms has not been reported in clinical cases. Diminished awareness of forms in our patient may reflect incomplete input to the extrastriate cortex. (+info)Visual word recognition in the left and right hemispheres: anatomical and functional correlates of peripheral alexias. (2/35)
According to a simple anatomical and functional model of word reading, letters displayed in one hemifield are first analysed through a cascade of contralateral retinotopic areas, which compute increasingly abstract representations. Eventually, an invariant representation of letter identities is created in the visual word form area (VWFA), reproducibly located within the left occipito-temporal sulcus. The VWFA then projects to structures involved in phonological or lexico-semantic processing. This model yields detailed predictions on the reading impairments that may follow left occipitotemporal lesions. Those predictions were confronted to behavioural, anatomical and functional MRI data gathered in normals and in patients suffering from left posterior cerebral artery infarcts. In normal subjects, alphabetic stimuli activated both the VWFA and the right-hemispheric symmetrical region (R-VWFA) relative to fixation, but only the VWFA showed a preference for alphabetic strings over simple chequerboards. The comparison of normalized brain lesions with reading-induced activations showed that the critical lesion site for the classical syndrome of pure alexia can be tightly localized to the VWFA. Reading impairments resulting from deafferentation of an intact VWFA from right- or left-hemispheric input were dissected using the same methods, shedding light on the connectivity of the VWFA. Finally, the putative role of right-hemispheric processing in the letter-by-letter reading strategy was clarified. In a letter-by-letter reader, the R-VWFA assumed some of the functional properties normally specific to the VWFA. These data corroborate our initial model of normal word perception and underline that an alternative right-hemispheric pathway can underlie functional recovery from alexia. (+info)Reading aloud in jargonaphasia: an unusual dissociation in speech output. (3/35)
A patient is described who showed several dissociations between oral and written language processing after bilateral retrorolandic vascular lesion. Dissociation was firstly between abolished auditory comprehension and preserved written comprehension and then involved confrontation naming, clearly superior in the written modality. The third striking dissociation involved oral output; spontaneous speech, although fluent and well articulated, consisted of neologistic jargon, while reading aloud was clearly superior though not perfect. Data are discussed with reference to a cognitive model of word processing. The pattern of dissociation in word production may be due to a failure in retrieving the phonological word form from the semantic system. (+info)Spatial frequency sensitivity differences between adults of good and poor reading ability. (4/35)
PURPOSE: To determine whether normal adults of good and poor reading ability exhibit different patterns of sensitivity to spatial frequency, as previously found between dyslexic and nondyslexic control subjects. METHODS: The visual acuity, spatial frequency sensitivity, and reading ability of 96 normal, nondyslexic adults was assessed. Participants were ranked according to reading ability. The top 50% were classified as good readers and the bottom 50% as poor readers. RESULTS: Despite no differences in visual acuity, good and poor readers showed different patterns of spatial frequency sensitivity. In particular, compared with good readers, poor readers showed reduced sensitivity to spatial frequencies between 2 and 6 cyc/deg, and no differences in sensitivity were found at lower or higher spatial frequencies. CONCLUSIONS: The findings indicate that spatial frequency sensitivity differences found previously between dyslexic and nondyslexic controls can extend to the normal (nondyslexic) adult population. (+info)Pure alexia and right hemiachromatopsia in posterior dementia. (5/35)
A 66 year old, right handed woman presented with pure alexia and right hemiachromatopsia (PARH) in the context of a posterior dementia. PARH was accompanied by prosopagnosia, 2-D object agnosia, and environmental agnosia. Visual fields were normal to confrontation testing. The pathological anatomy of PARH involves circumscribed damage to the lingual and fusiform gyri and paraventricular white matter of the left occipital cortex, two contiguous cortical regions functionally specialised for processing colour and word form information, respectively. (+info)Direct intracranial, FMRI, and lesion evidence for the causal role of left inferotemporal cortex in reading. (6/35)
Models of the "visual word form system" postulate that a left occipitotemporal region implements the automatic visual word recognition required for efficient reading. This theory was assessed in a patient in whom reading was explored with behavioral measures, fMRI, and intracranial local field potentials. Prior to surgery, when reading was normal, fMRI revealed a normal mosaic of ventral visual selectivity for words, faces, houses, and tools. Intracranial recordings demonstrated that the left occipitotemporal cortex responded with a short latency to conscious but also to subliminal words. Surgery removed a small portion of word-responsive occipitotemporal cortex overlapping with the word-specific fMRI activation. The patient developed a marked reading deficit, while recognition of other visual categories remained intact. Furthermore, in the post-surgery fMRI map of visual cortex, only word-specific activations disappeared. Altogether, these results provide direct evidence for the causal role of the left occipitotemporal cortex in the recognition of visual words. (+info)The role of left perisylvian cortical regions in spelling. (7/35)
In order to examine the role of left perisylvian cortex in spelling, 13 individuals with lesions in this area were administered a comprehensive spelling battery. Their spelling of regular words, irregular words, and nonwords was compared with that of individuals with extrasylvian damage involving left inferior temporo-occipital cortex and normal controls. Perisylvian patients demonstrated a lexicality effect, with nonwords spelled worse than real words. This pattern contrasts with the deficit in irregular word spelling, or regularity effect, observed in extrasylvian patients. These findings confirm that damage to left perisylvian cortex results in impaired phonological processing required for sublexical spelling. Further, degraded phonological input to orthographic selection typically results in additional deficits in real word spelling. (+info)Sequential processing deficits of reading disabled persons is independent of inter-stimulus interval. (8/35)
Developmental dyslexia is a language-based learning disability with frequently associated non-linguistic sensory deficits that have been the basis of various perception-based theories. It remains an open question whether the underlying deficit in dyslexia is a low level impairment that causes speech and orthographic perception deficits that in turn impedes higher phonological and reading processes, or a high level impairment that affects both perceptual and reading related skills. We investigated by means of contrast detection thresholds two low-level theories of developmental dyslexia, the magnocellular and the fast temporal processing hypotheses, as well as a more recent suggestion that dyslexics have difficulties in sequential comparison tasks that can be attributed to a higher-order deficit. It was found that dyslexics had significantly higher thresholds only on a sequential, but not a spatial, detection task, and that this impairment was found to be independent of the inter-stimulus interval. We also found that the poor performance of dyslexics on the temporal task was dependent on the size of the required memory trace of the image rather than on the number of images. Our findings do not support the magnocellular theory and challenge the fast temporal deficit hypothesis. We suggest that dyslexics may have a higher order, dual mechanism impairment. We also discuss the clinical implications of our findings. (+info)Dyslexia is a neurodevelopmental disorder that impairs an individual's ability to read, write, and spell, despite having normal intelligence and adequate education. It is characterized by difficulties with accurate and fluent word recognition, poor decoding and spelling abilities, and often accompanied by problems with reading comprehension and reduced reading experience. Dyslexia is not a result of low intelligence, lack of motivation, or poor instruction, but rather a specific learning disability that affects the way the brain processes written language. It is typically diagnosed in children, although it can go unnoticed until adulthood, and there are effective interventions and accommodations to help individuals with dyslexia overcome their challenges and achieve academic and professional success.
Acquired dyslexia, also known as "alexia" or "word blindness," is a medical condition that affects an individual's ability to understand written language despite having normal intelligence and education. It is characterized by a sudden loss of the ability to read, following damage to specific areas of the brain responsible for visual processing and language comprehension, such as the left occipitotemporal cortex.
Unlike developmental dyslexia, which is present from birth or early childhood, acquired dyslexia occurs later in life due to brain injury, stroke, infection, tumor, or other neurological conditions that damage the language and visual processing areas of the brain. Individuals with acquired dyslexia may have difficulty recognizing words, letters, or symbols, despite having intact hearing and speaking abilities.
Treatment for acquired dyslexia typically involves rehabilitation and compensation strategies to help the individual regain their reading skills or develop alternative ways to process written language. Speech-language therapy, occupational therapy, and assistive technology may be used as part of a comprehensive treatment plan.
I'm sorry for any confusion, but "reading" is not a term that has a specific medical definition. Reading is the activity or process of deciphering and understanding written words or text. It is a fundamental skill in language acquisition and communication, and is not typically used in a medical context unless there is a concern related to reading difficulties or disorders, such as dyslexia. If you have any questions related to medical terminology or health concerns, I'd be happy to try to help answer those for you!
Articulation disorders are speech sound disorders that involve difficulties producing sounds correctly and forming clear, understandable speech. These disorders can affect the way sounds are produced, the order in which they're pronounced, or both. Articulation disorders can be developmental, occurring as a child learns to speak, or acquired, resulting from injury, illness, or disease.
People with articulation disorders may have trouble pronouncing specific sounds (e.g., lisping), omitting sounds, substituting one sound for another, or distorting sounds. These issues can make it difficult for others to understand their speech and can lead to frustration, social difficulties, and communication challenges in daily life.
Speech-language pathologists typically diagnose and treat articulation disorders using various techniques, including auditory discrimination exercises, phonetic placement activities, and oral-motor exercises to improve muscle strength and control. Early intervention is essential for optimal treatment outcomes and to minimize the potential impact on a child's academic, social, and emotional development.
Phonetics is not typically considered a medical term, but rather a branch of linguistics that deals with the sounds of human speech. It involves the study of how these sounds are produced, transmitted, and received, as well as how they are used to convey meaning in different languages. However, there can be some overlap between phonetics and certain areas of medical research, such as speech-language pathology or audiology, which may study the production, perception, and disorders of speech sounds for diagnostic or therapeutic purposes.
A language test is not a medical term per se, but it is commonly used in the field of speech-language pathology, which is a medical discipline. A language test, in this context, refers to an assessment tool used by speech-language pathologists to evaluate an individual's language abilities. These tests typically measure various aspects of language, including vocabulary, grammar, syntax, semantics, and pragmatics.
Language tests can be standardized or non-standardized and may be administered individually or in a group setting. The results of these tests help speech-language pathologists diagnose language disorders, develop treatment plans, and monitor progress over time. It is important to note that language testing should be conducted by a qualified professional who has experience in administering and interpreting language assessments.
Agraphia is a neurological disorder that affects the ability to write, either by hand or through mechanical means like typing. It is often caused by damage to specific areas of the brain involved in language and writing skills, such as the left parietal lobe. Agraphia can manifest as difficulty with spelling, forming letters or words, organizing thoughts on paper, or expressing ideas in writing. Depending on the severity and location of the brain injury, agraphia may occur in isolation or alongside other language or cognitive impairments.
Auditory perceptual disorders, also known as auditory processing disorders (APD), refer to a group of hearing-related problems in which the ears are able to hear sounds normally, but the brain has difficulty interpreting or making sense of those sounds. This means that individuals with APD have difficulty recognizing and discriminating speech sounds, especially in noisy environments. They may also have trouble identifying where sounds are coming from, distinguishing between similar sounds, and understanding spoken language when it is rapid or complex.
APD can lead to difficulties in academic performance, communication, and social interactions. It is important to note that APD is not a hearing loss, but rather a problem with how the brain processes auditory information. Diagnosis of APD typically involves a series of tests administered by an audiologist, and treatment may include specialized therapy and/or assistive listening devices.
"Remedial teaching" is not a term that has a specific medical definition. However, it is a term commonly used in the field of education to refer to specialized instruction or tutoring designed to help students who are experiencing difficulties in mastering certain skills or concepts. This type of teaching is often provided in addition to regular classroom instruction and may be individualized or small group in nature. The goal of remedial teaching is to bring the student's skill level up to par with their peers, so that they can succeed in the regular education curriculum.
It is important to note that while remedial teaching is not a medical term, it can be used as an intervention for students who have learning difficulties or disabilities, which may be identified through a psychoeducational assessment conducted by a school psychologist or other qualified professional. In some cases, remedial teaching may be recommended as part of a student's Individualized Education Program (IEP) or 504 plan, which are documents that outline the accommodations and services that students with disabilities are entitled to receive in order to ensure their access to a free and appropriate education.
The term "nervous system physiological processes" refers to the various functional activities and mechanisms that occur within the nervous system, which is responsible for controlling and coordinating bodily functions. These processes include:
1. Electrical impulse transmission: The nervous system transmits electrical signals called action potentials through neurons to transmit information between different parts of the body.
2. Neurotransmitter release and reception: Neurons communicate with each other and with other cells by releasing neurotransmitters, which are chemical messengers that bind to receptors on target cells.
3. Sensory perception: Specialized sensory neurons detect changes in the external environment (e.g., light, sound, temperature, touch) or internal environment (e.g., blood pressure, pH, glucose levels) and transmit this information to the brain for processing.
4. Motor control: The nervous system controls voluntary and involuntary movements by sending signals from the brain to muscles and glands.
5. Homeostasis: The nervous system helps maintain internal homeostasis by regulating vital functions such as heart rate, respiratory rate, body temperature, and fluid balance.
6. Cognition: The nervous system is involved in higher cognitive functions such as learning, memory, attention, perception, and language.
7. Emotional regulation: The nervous system plays a crucial role in emotional processing and regulation through its connections with the limbic system and hypothalamus.
8. Sleep-wake cycle: The nervous system regulates the sleep-wake cycle through the interaction of various neurotransmitters and brain regions.
These physiological processes are essential for normal bodily function and are tightly regulated to ensure optimal performance. Dysfunction in any aspect of the nervous system can lead to a wide range of neurological and psychiatric disorders.
Language disorders, also known as communication disorders, refer to a group of conditions that affect an individual's ability to understand or produce spoken, written, or other symbolic language. These disorders can be receptive (difficulty understanding language), expressive (difficulty producing language), or mixed (a combination of both).
Language disorders can manifest as difficulties with grammar, vocabulary, sentence structure, and coherence in communication. They can also affect social communication skills such as taking turns in conversation, understanding nonverbal cues, and interpreting tone of voice.
Language disorders can be developmental, meaning they are present from birth or early childhood, or acquired, meaning they develop later in life due to injury, illness, or trauma. Examples of acquired language disorders include aphasia, which can result from stroke or brain injury, and dysarthria, which can result from neurological conditions affecting speech muscles.
Language disorders can have significant impacts on an individual's academic, social, and vocational functioning, making it important to diagnose and treat them as early as possible. Treatment typically involves speech-language therapy to help individuals develop and improve their language skills.
Speech perception is the process by which the brain interprets and understands spoken language. It involves recognizing and discriminating speech sounds (phonemes), organizing them into words, and attaching meaning to those words in order to comprehend spoken language. This process requires the integration of auditory information with prior knowledge and context. Factors such as hearing ability, cognitive function, and language experience can all impact speech perception.
Dichotic listening tests are a type of psychological and neurological assessment that measures the ability to process two different auditory stimuli presented simultaneously to each ear. In these tests, different speech sounds, tones, or other sounds are played at the same time, one to each ear, through headphones. The participant is then asked to repeat or identify the stimuli heard in each ear.
The test is designed to evaluate the functioning of the brain's hemispheres and their specialization for processing different types of information. Typically, the right ear is more efficient at sending information to the left hemisphere, which is specialized for language processing in most people. Therefore, speech sounds presented to the right ear are often identified more accurately than those presented to the left ear.
Dichotic listening tests can be used in various fields, including neuropsychology, audiology, and cognitive science, to assess brain function, laterality, attention, memory, and language processing abilities. These tests can also help identify any neurological impairments or deficits caused by injuries, diseases, or developmental disorders.
A learning disorder is a neurodevelopmental disorder that affects an individual's ability to acquire, process, and use information in one or more academic areas despite normal intelligence and adequate instruction. It can manifest as difficulties with reading (dyslexia), writing (dysgraphia), mathematics (dyscalculia), or other academic skills. Learning disorders are not the result of low intelligence, lack of motivation, or environmental factors alone, but rather reflect a significant discrepancy between an individual's cognitive abilities and their academic achievement. They can significantly impact a person's ability to perform in school, at work, and in daily life, making it important to diagnose and manage these disorders effectively.
I'm sorry for any confusion, but "handwriting" is not a term that has a specific medical definition. Handwriting refers to the personal style or manner in which a person writes by hand. It can vary from person to person and can be influenced by factors such as an individual's fine motor skills, cultural background, and personal preferences.
However, in a broader context, there are certain medical conditions that can affect handwriting, such as neurological disorders (like stroke, Parkinson's disease, or cerebral palsy) or orthopedic issues (like arthritis or fractures). In these cases, healthcare professionals might assess a person's handwriting as part of the diagnostic process or to monitor the progression or treatment response of a condition. But again, handwriting itself is not a medical term with a specific definition.
I'm sorry for any confusion, but "linguistics" is not a term that has a medical definition. Lingustics is the scientific study of language and its structure. It involves analysing language form, language meaning, and language in context.
If you have any questions related to healthcare or medicine, I'd be happy to try to help answer them!
Neuronal migration disorders (NMDs) are a group of genetic conditions that affect the development and migration of neurons (nerve cells) in the brain during embryonic development. These disorders result from abnormalities in the genetic code that control the movement and organization of neurons as they migrate to their proper positions in the brain.
NMDs can cause a wide range of neurological symptoms, depending on which areas of the brain are affected and the severity of the disorder. Symptoms may include intellectual disability, developmental delay, seizures, motor abnormalities, vision or hearing problems, and behavioral issues. Some NMDs may also be associated with structural brain abnormalities that can be seen on imaging studies.
Examples of neuronal migration disorders include lissencephaly, pachygyria, heterotopias, and agyria. These conditions are typically diagnosed through a combination of clinical evaluation, genetic testing, and neuroimaging studies. Treatment for NMDs is generally supportive and may involve medications, therapies, and surgical interventions to manage symptoms and improve quality of life.
In the context of medicine, particularly in neurolinguistics and speech-language pathology, language is defined as a complex system of communication that involves the use of symbols (such as words, signs, or gestures) to express and exchange information. It includes various components such as phonology (sound systems), morphology (word structures), syntax (sentence structure), semantics (meaning), and pragmatics (social rules of use). Language allows individuals to convey their thoughts, feelings, and intentions, and to understand the communication of others. Disorders of language can result from damage to specific areas of the brain, leading to impairments in comprehension, production, or both.
Intelligence tests are standardized procedures used to assess various aspects of an individual's cognitive abilities, such as their problem-solving skills, logical reasoning, verbal comprehension, and spatial relations. These tests provide a quantitative measurement of intelligence, often reported as an Intelligence Quotient (IQ) score. It is important to note that intelligence is a multifaceted concept, and intelligence tests measure only certain aspects of it. They should not be considered the sole determinant of an individual's overall intellectual capabilities or potential.
I'm sorry for any confusion, but "vocabulary" is a term related to language and communication, rather than medicine or healthcare. It refers to the words and phrases that a person knows and uses in their communication. If you have any questions related to medical terminology or health-related topics, I would be happy to help with those!
The occipital lobe is the portion of the cerebral cortex that lies at the back of the brain (posteriorly) and is primarily involved in visual processing. It contains areas that are responsible for the interpretation and integration of visual stimuli, including color, form, movement, and recognition of objects. The occipital lobe is divided into several regions, such as the primary visual cortex (V1), secondary visual cortex (V2 to V5), and the visual association cortex, which work together to process different aspects of visual information. Damage to the occipital lobe can lead to various visual deficits, including blindness or partial loss of vision, known as a visual field cut.
Auditory perception refers to the process by which the brain interprets and makes sense of the sounds we hear. It involves the recognition and interpretation of different frequencies, intensities, and patterns of sound waves that reach our ears through the process of hearing. This allows us to identify and distinguish various sounds such as speech, music, and environmental noises.
The auditory system includes the outer ear, middle ear, inner ear, and the auditory nerve, which transmits electrical signals to the brain's auditory cortex for processing and interpretation. Auditory perception is a complex process that involves multiple areas of the brain working together to identify and make sense of sounds in our environment.
Disorders or impairments in auditory perception can result in difficulties with hearing, understanding speech, and identifying environmental sounds, which can significantly impact communication, learning, and daily functioning.
Deep dyslexia
Phonological dyslexia
Dyslexia
Management of dyslexia
Pure alexia
Dual-route hypothesis to reading aloud
Semantic dyslexia
History of dyslexia research
Orthographies and dyslexia
Reading
Murder of Elaine O'Hara
Trevor Harley
Princess Margaretha of Liechtenstein
Judit Kormos
Markus Gross
Reading for special needs
Dyslexia Action
Jane C. Goodale
Dore Programme
Agnosia
Dave Chalk (entrepreneur)
Paddy Hopkirk
Michael Cammarata
National Brain Research Centre
Reading disability
Hank Zipzer
Paralexia
Richard Macer
Brian Butterworth
Word blindness
Acquired Dyslexia in Three Writing Systems: Study of a Portuguese-Japanese Bilingual Aphasic Patient
Deep dyslexia - Wikipedia
Child Dyslexia: Definition, Characteristics, Types, Symptoms, Exercises and Treatment
Primer on Dyslexia - OECD
Gap Analysis/Dyslexia - Cognitive Accessibility Task Force
Management of dyslexia - Wikipedia
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Genomewide scan for real-word reading subphenotypes of dyslexia: novel chromosome 13 locus and genetic complexity
Characteristics of Dyslexia
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Special Sections<...
signs of dyslexia Archives - icommunicate therapy
When labels are liberating
dyslexic Archives - icommunicate therapy
Developmental dyslexia4
- The aim of this study was to investigate whether different processes related to transcription, translation and ideas proposing/planning are affected in developmental dyslexia and to what extent potential deficits are associated to poor spelling. (brookes.ac.uk)
- Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. (salk.at)
- The cognitive skills used to learn how to ride a bike may be the key to a more accurate understanding of developmental dyslexia . (medicalnewstoday.com)
- acquired dyslexia and developmental dyslexia . (gortcle.com)
Difficulties17
- This theory posits that the disruption of these cells results in auditory, visual, and/or motor difficulties, and these difficulties are the primary cause of dyslexia. (oecd.org)
- Since dyslexia is a neurological condition along with difficulties with different aspects of reading dyslexia can have cognitive aspects as well, such as speech perception, recognizing and manipulating the basic sounds in a language, language memory, and learning the sounds of the letters (citation). (bartleby.com)
- Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. (ldonline.org)
- Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. (ldonline.org)
- Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. (ldonline.org)
- Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. (brookes.ac.uk)
- Previous work in English has found that the spelling difficulties of children with dyslexia affect the overall quality attributed to their written compositions. (brookes.ac.uk)
- This evidence suggests that spelling difficulties are associated to reduce the lexical diversity of the texts of children with dyslexia, which may affect the activity of the translator and the proposer, diminishing the perceived quality of their written compositions. (brookes.ac.uk)
- If your child is having difficulties learning to read and you have noted several of these characteristics in your child, he or she may need to be evaluated for dyslexia and/or a related disorder. (neuhaus.org)
- It is essential for working with students who experience or who are at risk of experiencing reading difficulties, including students with dyslexia. (mtsu.edu)
- Many children with dyslexia and literacy difficulties can be helped, and there are a number of programs and strategies that can successfully help improve reading and writing skills. (icommunicatetherapy.com)
- Not everyone that has reading and spelling difficulties has dyslexia. (icommunicatetherapy.com)
- Applied neurodiversity refers to difficulties in skill application such as reading, as may be experienced by a client with dyslexia. (bacp.co.uk)
- Dyslexia is one of the neurodevelopmental disorders known as SLD , or Specific Learning Disorders: SLDs involve a series of difficulties in the ability to read, write and do calculations that generally occur in the first years of school. (gortcle.com)
- In this course, participants will learn how students acquire reading skills, why some students struggle in reading, what dyslexia is, and how to know whether dyslexia is the cause of a student's reading difficulties. (escweb.net)
- No estimates of the number of children affected by dyslexia exist, but about 15% of school children receive adaptations or special instruction for reading difficulties. (msdmanuals.com)
- If you are visually impaired, have dyslexia or other reading difficulties so that you cannot read printed books, you have the opportunity to borrow the literature you need as audiobooks. (lu.se)
Deficits8
- There are many different, and often conflicting, hypotheses that attempt to explain the deficits associated with deep dyslexia. (wikipedia.org)
- Dyslexia is a neurobiologically-based language impairment defined by a difficulty in reading that does not result from global intellectual or motivational deficits (Lyon et al. (oecd.org)
- By contrast, phonological processing deficits are consistently found in individuals with dyslexia (Morris et al. (oecd.org)
- Our finding that procedural learning is impaired in dyslexia is important because it links observations of procedural learning deficits in dyslexia, which are not language-specific, with the phonological impairments so typical of dyslexia. (medicalnewstoday.com)
- Understanding the nature of how procedural learning deficits interact with auditory category learning in dyslexia will direct evidence-based approaches to the next generation of dyslexia interventions,' Holt said. (medicalnewstoday.com)
- For students with dyslexia and other reading deficits that cause them to read below grade level, leveled readers may not be enough. (learningally.org)
- Let's see together the main deficits or deficiencies that distinguish dyslexia. (gortcle.com)
- The goal of this project is to investigate whether musical training is also associated with enhanced neural prediction responses in those with dyslexia, who may have deficits in prediction. (musicconnection.com)
Reading disability1
- The "Glosser and Friedman (continuum) model" is based upon the concept that deep dyslexia and phonological dyslexia are opposite endpoints on a "continuum" of reading disability. (wikipedia.org)
Student might have dyslexia2
- Do you think your child or student might have dyslexia? (ldonline.org)
- At Wyman Elementary, if a teacher thinks that a student might have dyslexia, the student is referred to the Title I reading teacher, Susan Jackson, for assessment. (carnegielearning.com)
Overcoming Dyslexia1
- The following is, in great part, taken from "Overcoming Dyslexia" by Sally Shaywitz (Knopf, 2003). (oecd.org)
Dyspraxia2
- Through trials and feedback from special needs teachers across the world, it has been proven that touch typing and using a computer are formidable and even life changing tools that opens doors for individuals with special educational needs like Dyslexia, Dyspraxia, Austism/ASD and Visual Impairment, as it presents a new and powerful medium for learning and communicating. (dyslexic.com)
- For students with Dyspraxia, AD(H)D, Acquired Dyslexia, Dysgraphia, Speech and Language Disorder, Auditory Processing Disorder or Tourette's a completed Disability Evidence Form or a standard medical evidence letter from a GP will be acceptable. (ulster.ac.uk)
Symptoms6
- There are many other symptoms of deep dyslexia, including visual errors (e.g. the written word "thing" is read aloud as "think", the word "skate" is read as "scale") and derivational errors (e.g. the written word "alcohol" is read aloud as "alcoholic", the word "governor" is read as "government"), and poor reading of function words. (wikipedia.org)
- This has resulted in deep dyslexia being considered a symptom-complex and has led to much research into why this variety of symptoms may co-occur in so many patients. (wikipedia.org)
- Ease of predication may not explain specific symptoms of deep dyslexia, but rather indicates that deep dyslexics read using imagery, or a predicational route, rather than the more precise mechanisms used in normal reading. (wikipedia.org)
- however, symptoms in patients can change over time so that an initial diagnosis of deep dyslexia is later better described as strictly a phonological dyslexia. (wikipedia.org)
- Symptoms of dyslexia often affect both oral and written language, reflecting a basic difficulty in accessing the basic sounds of language. (oecd.org)
- Nevertheless, many more people - perhaps as many as 15-20% of the population as a whole - have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. (ldonline.org)
Form of dyslexia1
- Deep dyslexia is a form of dyslexia that disrupts reading processes. (wikipedia.org)
Cause of dyslexia1
- Most research on the cause of dyslexia has focused on neurological impairments in processing speech sounds that make up words, and how dyslexic individuals have difficulty learning how to map visual letters to those sounds when they are learning to read,' said Holt, professor of psychology in CMU's Dietrich College of Humanities and Social Sciences and Center for the Neural Basis of Cognition (CNBC). (medicalnewstoday.com)
Causes dyslexia1
- What causes dyslexia? (oecd.org)
Dyscalculia1
- For students with dyslexia or dyscalculia, a written diagnostic report will be required from a Chartered or Practitioner Psychologist, or a specialist teacher holding a SpLD Assessment Practicing Certificate. (ulster.ac.uk)
Phonological4
- The first involves five patients who started with deep dyslexia, but whose disorders shifted to phonological dyslexia during recovery. (wikipedia.org)
- Functional imaging studies have revealed a potential neural substrate for the phonological deficit thought to underlie dyslexia. (oecd.org)
- Research shows that dyslexia is now recognized as a primarily auditory disorder, with weaknesses appearing specifically in phonological processing. (carnegielearning.com)
- Auditory training has already shown promise in remediating phonological and reading skills in dyslexia. (medicalnewstoday.com)
Neurological2
- The syndrome of dyslexia is now widely recognized as being a specific learning disability of neurological origin that does not imply low intelligence or poor educational potential, and which is independent of race and social background. (w3.org)
- The different schools of research have championed the different neurological bases of dyslexia, and its resulting subgroups of dyslexia. (w3.org)
Literacy6
- Dyslexia is a syndrome best known for its affect on the development of literacy and language related skills. (w3.org)
- Minimum required qualifications of the Chief in higher education, dyslexia & structured literacy. (ctmirror.org)
- In terms of addressing the need for experience in dyslexia and structured literacy, our original perspective was that the specific certification requirements we asked for implied that qualified candidates would have coursework and knowledge in dyslexia, remedial reading, and structured literacy. (ctmirror.org)
- Experience working within PK-12 or higher education in the areas of integrated early childhood, comprehensive special education, remedial reading including but not limited to dyslexia and structured literacy. (ctmirror.org)
- These bullets clearly state that experience in dyslexia, structured literacy and higher education are needed. (ctmirror.org)
- The CSDE assures our partners that we are committed to getting the most qualified person to fill this important role and guarantees everyone that the individual chosen will have experience in dyslexia, structured literacy, and higher education as outlined in the legislation. (ctmirror.org)
Dyslexic3
- The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. (bartleby.com)
- The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. (ldonline.org)
- Some people are identified as dyslexic early in their lives, but for others, their dyslexia goes unidentified until they get older. (ldonline.org)
Fluent1
- Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. (icommunicatetherapy.com)
Cortex1
- Published in Cortex , Lori Holt and Yafit Gabay found for the first time that learning complex auditory categories through procedural learning is impaired in dyslexia. (medicalnewstoday.com)
Common learning d2
- Dyslexia is a common learning disability exhibited as a delay in acquiring reading skills despite adequate intelligence and instruction. (nih.gov)
- My professional goals include module development for existing Special Education courses that provide a concentrated focus on the most common learning disability, dyslexia. (cotr.bc.ca)
Diagnosis1
- Experience and background knowledge in the assessment and diagnosis of reading disabilities, including but not limited to dyslexia. (ctmirror.org)
Learning disabilities2
- One factor that characterises the field of dyslexia remediation is the stream of alternative therapies for developmental and learning disabilities . (wikipedia.org)
- October is Learning Disabilities and Dyslexia Awareness Month. (readingrockets.org)
Characteristics2
- Studies on bilingual Portuguese-Japanese individuals with acquired dyslexia therefore allow an investigation of the interaction between reading strategies and characteristics of three different writing codes. (hindawi.com)
- An individual with dyslexia usually has several, not just one or two, of the characteristics listed below. (neuhaus.org)
Cognitive2
- These dissociations are interpreted according to a multi-route cognitive model of reading assuming selective damage in the lexical route can result in acquired dyslexia across at least three different writing codes. (hindawi.com)
- Strengthen the specific cognitive domains impaired with dyslexia. (cognifit.com)
Neurodiversity1
- Acquired neurodiversity relates to conditions linked to illness or injury, such as a stroke injury. (bacp.co.uk)
Affects2
- Dyslexia is a specific learning difficulty that affects a person's ability to accurately read and spell. (icommunicatetherapy.com)
- In the case of dyslexia, this disorder specifically affects reading which is incorrect , inaccurate , very slow and difficult to understand . (gortcle.com)
Speech3
- Carnegie Mellon University scientists investigated how procedural learning - how we acquire skills and habits such as riding a bike - impacts how individuals with dyslexia learn speech sound categories. (medicalnewstoday.com)
- To determine procedural learning's role in processing speech sounds, adults with dyslexia and a control group played a video game. (medicalnewstoday.com)
- Holt developed the game and previously used it to show that it engages procedural learning of speech and non-speech sounds among listeners who do not have dyslexia. (medicalnewstoday.com)
Interventions1
- Aims: This study seeks to demonstrate how a PDP model of acquired dyslexia can be extended to provide a computational framework that is capable of making predictions about the relative effectiveness of therapeutic interventions. (manchester.ac.uk)
Struggle1
- Individuals with dyslexia also struggle with what is known as the alphabetic principle (Shaywitz, 2003). (oecd.org)
Occurs3
- Dyslexia is an isolated language impairment that occurs independent of intelligence (Shaywitz, 2003). (oecd.org)
- Dyslexia occurs in people of all backgrounds and intellectual levels. (ldonline.org)
- Dyslexia occurs when the brain has difficulty making the connection between sounds and symbols (letters). (msdmanuals.com)
Centre2
- According to the Dyslexia & Learning Disability Centre in Las Vegas, Dyslexia is an ability within the sensory mechanism of the nervous system to perceive the world with a multidimensional view. (bartleby.com)
- Le groupe de cas était composé de 107 enfants âgés de 1 à 15 ans consultant dans un centre d'orientation-recours pour l'infirmité motrice cérébrale à Jérusalem et celui des témoins de 233 enfants non affectés par cette pathologie et ayant eu recours à des services de consultations externes en Cisjordanie. (who.int)
Vocabulary1
- The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). (brookes.ac.uk)
Autism1
- We are pleased to announce the successful sale of The Center For Autism and Dyslexia by Catapult Learning. (halladayeducationgroup.com)
Definition1
- This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. (bartleby.com)
Person's1
- Dyslexia can also affect a person's self-image. (ldonline.org)
Skills6
- The workshop provides a blueprint - a master plan - for helping students acquire and access these essential skills. (mtsu.edu)
- People with dyslexia generally need more targeted, specific teaching over a longer period of time to help them improve reading and spelling skills. (icommunicatetherapy.com)
- After graduating in 2009, he discovered Bookshare and acquired skills and knowledge to gain employment. (benetech.org)
- Student with dyslexia harnesses Bookshare and assistive technology to improve reading skills, perform well in school, and graduate from Cornell University. (benetech.org)
- Learning Disorders Learning disorders involve an inability to acquire, retain, or broadly use specific skills or information, resulting from deficiencies in attention, memory, or reasoning and affecting academic. (msdmanuals.com)
- Children who are not progressing in word-learning skills by the middle or end of first grade should be tested for dyslexia and other problems that may affect learning. (msdmanuals.com)
People6
- One interpretation is that a specific magno-cellular cell type develops abnormally in people with dyslexia (3). (w3.org)
- Adaptive technology , such as specialized computer software, has resulted in recent innovations helpful to many people with dyslexia. (wikipedia.org)
- I can relate with students that have dyslexia, I hate how I felt being called different or how I don't learn correctly like other people. (bartleby.com)
- People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. (ldonline.org)
- People with dyslexia do not have problems understanding spoken language. (msdmanuals.com)
- TorTalk is a software for computers which will read all text on the screen for people with dyslexia and anyone who prefers to listen to text. (lu.se)
Syndrome1
- 1. AIDS: Acquired immune deficiency syndrome Acquired immunodeficiency syndrome 2. (cdc.gov)
Children7
- Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. (brookes.ac.uk)
- Compositions handwritten by Spanish-speaking children with and without dyslexia aged 9-12 years-old (n = 42) were compared on measures of productivity, spelling accuracy, legibility, lexical diversity, punctuation, sentence structure and grammar, organisation, ideas quality, and readability. (brookes.ac.uk)
- Children with dyslexia performed worse in spelling, lexical diversity, syntax and grammar and ideas quality. (brookes.ac.uk)
- Although the letter reversals that often occur in children with dyslexia suggest visual problems, in most cases the problems are related to how sounds are perceived by the brain, that is, how the brain understands and interprets them. (msdmanuals.com)
- Children with dyslexia often have difficulty blending sounds, rhyming words, identifying the positions of sounds in words, segmenting words into sounds, and identifying the number of sounds in words. (msdmanuals.com)
- Many children with dyslexia confuse letters and words with similar ones. (msdmanuals.com)
- However, many children without dyslexia reverse letters during early elementary school years. (msdmanuals.com)
Sensory2
- There is an alternative model of dyslexia, known as the magnocellular theory, which attributes dyslexia to dysfunction of cells involved in processing sensory information (Stein & Walsh, 2003). (oecd.org)
- I found my purpose and passion in Education while acquiring Orton-Gillingham training - a specific multi-sensory training for students who have dyslexia. (cotr.bc.ca)
Neural2
- Mainstream credible research in behavioral neurology agrees that Dyslexia is a consequence of an altered neural substrate, in the various regions of the brain which are responsible for the reading process. (w3.org)
- This neural response suggests an enhanced prediction mechanism in those with musical training and may reflect acquired sensitivity to statistical regularities in the environment. (musicconnection.com)
Organisation1
- Interestingly, in the group with dyslexia spelling accuracy contributed to lexical diversity, while lexical diversity was the only significant predictor of syntax and grammar, organisation and ideas quality. (brookes.ac.uk)
Participants1
- The results showed that the participants with dyslexia were significantly poorer than the control group at learning the sound categories that corresponded with the different aliens and generalizing their learning to new sounds introduced after the game. (medicalnewstoday.com)
Disorders2
- The term dyslexia comes from the Greek words 'dys' meaning 'impaired', and 'lexis' meaning 'word' and is used to describe disorders of language concerning reading and spelling. (wikipedia.org)
- Texas Dyslexia Academy 1: Dyslexia Foundations is the first of six training opportunities developed to assist school districts and charter schools regarding dyslexia and related disorders. (escweb.net)
Specific5
- Dyslexia is a specific learning disability that is neurobioligcal in origin. (oecd.org)
- See below for specific indicators that can help identify dyslexia). (oecd.org)
- there is no one specific strategy or set of strategies that will work for all who have dyslexia. (wikipedia.org)
- Dr Shivanand B Hiremath, a Psychiatrist at KIMS Hubballi, and who involved in the survey, told TOI that Specific Learning Disorder (SLD) or Dyslexia is a condition in which the normal patterns of skill acquisition is disturbed from the early ages. (indiatimes.com)
- Dyslexia is a specific reading disorder involving difficulty separating single words from groups of words and parts of words (phonemes) within each word. (msdmanuals.com)
Investigation1
- Welbourne, SR & Lambon Ralph, MA 2005, ' Using computational, parallel distributed processing networks to model rehabilitation in patients with acquired dyslexia: An initial investigation ', Aphasiology , vol. 19, no. 9, pp. 789-806. (manchester.ac.uk)
Brain4
- The aim of this study was to examine the differential impact of an acquired brain lesion on the reading of the logographic, syllabic and alphabetic writing systems of a bilingual Portuguese-Japanese aphasic patient (PF). (hindawi.com)
- They are not simply the result of lack of opportunity to learn but also due to any acquired brain trauma or disease. (indiatimes.com)
- And you have to trust that whatever process your brain has for acquiring knowledge makes you your own self. (yale.edu)
- This type of dyslexia can also occur in old age and is caused by traumatic or pathological events , including head trauma and stroke, or by aging of the brain cells . (gortcle.com)
Indicators1
- Delays or hesitations in choosing words, making word substitutions, and naming letters and pictures are early indicators of dyslexia. (msdmanuals.com)
Depends1
- The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. (ldonline.org)
Classroom1
- The effects of dyslexia reach well beyond the classroom. (ldonline.org)
Special4
- Several special education approaches have been developed for students with dyslexia. (wikipedia.org)
- It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services. (ldonline.org)
- I am also entertaining a masters in special education with a focus on the exceptionality of dyslexia. (cotr.bc.ca)
- Given the legislated scope of the Office of Dyslexia and Reading Disabilities, and the intersectionality with educator certification, educator preparation, special education, and professional learning, the Department believes the 092/093 requirement is appropriate for the role and will remain in place. (ctmirror.org)
Individuals1
- In individuals with dyslexia, phonemes are less well defined. (oecd.org)
Affect1
- Note that dyslexia does not affect hearing, but the identification and differentiation of sounds. (w3.org)
Knowledge3
- Sharan Naik, a counsellor, said the survey was on from a year to assess awareness and knowledge of Dyslexia among primary school teachers in Dharwad, Uttara Kannada and Haveri districts. (indiatimes.com)
- During interactions, we conducted this survey which was a self-reporting questionnaire, consisting of basic biodata and 18 questions pertaining to knowledge about Dyslexia. (indiatimes.com)
- The most powerful tools one can acquire are knowledge and wisdom. (sfltimes.com)
