Archive for the 'Dyslexia' Category
Developmental dyslexia: clinical aspects [Articles]
Developmental dyslexia (reading disability) is a specific impairment in learning to read that affects 3ndash;6% of school children in English-speaking countries. It is overrepresented in clinical populations referred to child and adolescent mental health services because of its high comorbidity with conduct disorder, attention-deficit hyperactivity disorder and other developmental disorders. Clinicians may fail to identify it unless they maintain a high degree of awareness and make specific inquiries. A three-stage approach (routine screening, in-depth examination and referral for further testing) is described. The features of dyslexia and the clues to its diagnosis are discussed. A number of simple tests for identifying it are available an…
No commentsEye movements in Germanâspeaking children with and without dyslexia when reading aloud
Acta Ophthalmol. 2010: 88: 681â691 (Source: Acta Ophthalmologica)div id=medwormpbiMedWorm Message:/i/b Register for ba href=http://www.medmatcha.com target =_selfMedMatcha, MedWorm’s medical advertising network/a/b, and receive $5 free advertising./p/divOriginal post by Acta Ophthalmologica
No commentsA meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties.
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement ([Formula: see text] = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([Formula: see text] = 0.49), morphological awareness ([Formula: see text] = 0.40), vocabulary ([Formula: see text] = 0.40), reading comprehension ([Formula: see text] = 0.24), and spelling ([Formu…
No commentsA Cohort of Balanced Reciprocal Translocations Associated with Dyslexia: Identification of Two Putative Candidate Genes at DYX1.
Authors: Buonincontri R, Bache I, Silahtaroglu A, Elbro C, Nielsen AM, Ullmann R, Arkesteijn G, Tommerup N
Dyslexia is one of the most common neurodevelopmental disorders where likely many genes are involved in the pathogenesis. So far six candidate dyslexia genes have been proposed, and two of these were identified by rare chromosomal translocations in affected individuals. By systematic re-examination of all translocation carriers in Denmark, we have identified 16 different translocations associated with dyslexia. In four families, where the translocation co-segregated with the phenotype, one of the breakpoints concurred (at the cytogenetic level) with either a known dyslexia linkage region-at 15q21 (DYX1), 2p13 (DYX3) and 1p36 (DYX8)…
Another joint statement regarding learning disabilities, dyslexia, and vision-A rebuttal.
Authors: Lack D
Several medical organizations have published yet another joint statement trivializing vision therapy and vision disorders in the learning-disabled population. A review of the references in the joint statement as well as other references find that the joint statement is misleading because of inappropriate citations and selected references, as was the case with previous joint statements. The most current joint statement ignores the results of evidence-based research and makes recommendations regarding the treatment of convergence insufficiency that have no scientific validity. Ophthalmology should not allow professional rivalry to cloud its judgment regarding optometry’s involvement in the diagnosis and treatment of learni…
Comorbidity of ADHD and Dyslexia
(Source: Developmental Neuropsychology)div id=medwormpbiMedWorm Message:/i/b Register for ba href=http://www.medmatcha.com target =_selfMedMatcha, MedWorm’s medical advertising network/a/b, and receive $5 free advertising./p/divOriginal post by Developmental Neuropsychology
No commentsNeglect dyslexia: a review of the neuropsychological literature.
Authors: Vallar G, Burani C, Arduino LS
Neglect dyslexia (ND) is reviewed, based on published single-patient and group studies. ND is frequently associated with right hemispheric damage and unilateral spatial neglect (USN), and typically involves the left side of the letter string. Left-brain-damaged patients showing ND, ipsilateral (left) or contralateral (right) to the side of the left-sided hemispheric lesion, have also been reported, as well as a few patients with bilateral damage, with more frequently left than right ND. As USN, ND is temporarily ameliorated by lateralized stimulations (vestibular caloric, visual prism adaptation). ND may occur independent of USN, suggesting the damage to specific visuospatial representational/atte…
Dyslexia-Associated Kiaa0319-Like Protein Interacts with Axon Guidance Receptor Nogo Receptor 1.
Authors: Poon MW, Tsang WH, Chan SO, Li HM, Ng HK, Waye MM
To identify the putative interacting partners for Kiaa0319-like protein. KIAA0319-like, located near the dyslexia susceptibility locus, DYX8 in chromosome 1p34.3, has been suggested as a positional candidate for developmental dyslexia due to its homology with another gene, KIAA0319 which has been strongly established as a candidate gene for developmental dyslexia. Previous research has shown that a single marker, rs7523017 (P = 0.042) has been associated with developmental dyslexia by a Canadian group. There is little functional information about this gene and protein. In this article, we put forward further evidence that support Kiaa0319-like is a candidate for this disorder. A…
Are preservice teachers prepared to teach struggling readers?
Authors: Washburn EK, Joshi RM, Binks Cantrell E
Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts …
The Relationship Between Brainstem Temporal Processing and Performance on Tests of Central Auditory Function in Children with Reading Disorders.
CONCLUSIONS: Results underscore the importance of central auditory assessment for children with dyslexia. Further, the BioMARK may be useful in identifying children with central auditory dysfunction who would not have been identified using behavioral methods of (C)APD assessment.
PMID: 20689038 [PubMed - as supplied by publisher] (Source: Journal of speech, language, and hearing research : JSLHR)Original post by Journal of speech, language, and hearing research : JSLHR