Development of a remediation program for Egyptian dyslexic children

Abo-Ras, Yehia A.; El-Banna, Manal; Abdou, Rania M.; Salama, H.

doi:10.1016/j.ajme.2011.11.002

Cited by 7 publications

(7 citation statements)

References 29 publications

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“…Moreover, the age range of the participants was chosen to fit the age range of all the scales and tests used. The tests used in this study enabled the assessment of various cognitive abilities including verbal, nonverbal, fine motor, eye–motor coordination, auditory, visual, and memory abilities, in addition to reading, spelling, and writing performance in dyslexic children with and without IS 18,20 . This was performed to provide an overview of the cognitive abilities of children with DD who are known to have normal ranges of intelligence quotients.…”

Section: Discussionmentioning

confidence: 99%

“…This quotient increases with worse performance in the subtests. 18,19 These scaled scores were transformed into a qualitative grading system from 1 to 5. Score 1 represents the lowest level and score five represents the highest level of performance.…”

Section: Methodsmentioning

confidence: 99%

“…Furthermore, an at‐risk quotient is finally obtained using a formula based on the number of scaled scores obtained by the child. This quotient increases with worse performance in the subtests 18,19 . These scaled scores were transformed into a qualitative grading system from 1 to 5.…”

Section: Methodsmentioning

confidence: 99%

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Dyslexia with and without Irlen syndrome: A study of influence on abilities and brain‐derived neurotrophic factor level

Abdelraouf

Kilany

Elhadidy

et al. 2022

Ibrain

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The presence of comorbid Irlen syndrome (IS) in children with developmental dyslexia (DD) may have an impact on their reading and cognitive abilities. Furthermore, the brain‐derived neurotrophic factor (BDNF) was reported to be expressed in brain areas involved in cognitive and visual processing. The aim of this study was to evaluate some cognitive abilities of a group of dyslexic children with IS and to measure and compare the plasma BDNF level to dyslexic children without IS and neurotypical (NT) children. The participants were 60 children with DD (30 in the DD + IS group; 30 in the DD group) and 30 NT children. The Irlen reading perceptual scale, the Stanford Binet intelligence scale, 4th ed, the dyslexia assessment test, and the Illinois test of psycholinguistic abilities were used. The BDNF level was measured using the enzyme‐linked immunosorbent assay. One‐minute writing and visual closure deficits were more prevalent, while phonemic segmentation deficits were less prevalent in the DD + IS group compared to the DD group. The BDNF level in the DD groups was lower than that in NT children (p < 0.001). Some reading and non‐reading tasks were influenced by the presence of a coexisting IS. The reduced BDNF level could play a role in the deficits noticed in the abilities of children with DD.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Dyslexia with and without Irlen syndrome: A study of influence on abilities and brain‐derived neurotrophic factor level

Abdelraouf

Kilany

Elhadidy

et al. 2022

Ibrain

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“…Research on dyslexia has generally focused more on the children with dyslexia, thereby paying less attention to the parents of children with dyslexia, and most of the existing research on dyslexia has tended to focus on supporting the children, for example, by developing techniques for children with dyslexia (Aboras et al, 2012; Alawadh, 2016), raising the needs to overcome their challenges (Peer & Reid, 2001; Politt et al, 2004; Reid, 2012), and providing support (Bull, 2003; Elbro et al, 1998). However, combining the support needed for the parents of children with dyslexia in raising their children is as helpful as helping the children themselves.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Support for Parents in Raising Children with Dyslexia

Rauf

Ismail

Balakrishnan

et al. 2020

Journal of Family Issues

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The parents of children with dyslexia often experience more parenting stress and depressive symptoms compared to other parents. Studies have shown that supporting and encouraging such parents help in reducing their frustrations, fear, anger, and low self-esteem towards their children. The purpose of this study was to identify and examine the different types of support needed by the parents of children with dyslexia and to explore the relationships between the required support with the parents’ marital status. Fifty questionnaires were distributed to the parents of children with dyslexia and analyzed. The findings showed that the type of support needed for parents of children with dyslexia could be grouped into social, peer-to-peer, financial, and government support. Furthermore, the analysis indicated that there were no significant differences between the social (p = 0.4014), peer-to-peer (p = 0.5020), and government (p = 0.7121) support with parents’ marital status. However, based on one-way ANOVA analysis, there was a significant difference found between the parents’ marital status and financial support (p = 0.0241). Accordingly, it is anticipated that the implication of this research could be used as a guide and a reference for supporting and encouraging parents of children with dyslexia and other learning disabilities.

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“…Moreover, some treatment programmes are developed and implemented particularly based on the phonological theory of dyslexia which have focused in the raising the awareness to phonological stimulus (Lie, 1991;Aboras, Salama, Abdou, & Elbanna, 2012 Torgesen and Bryant (1994). The participants were tested before intervention (pretest), after intervention and a follow-up intervention after one year comparing their performance with another group of similar dyslexic children but without any interventional training.…”

Section: Treatment Of Development Reading Failure and Compensatory Programme Treatment Of Reading Difficulty (Dyslexia)mentioning

confidence: 99%

Speech-language problems and learning difficulties in Nepalese children

Thapa¹

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The present study was designed to investigate two main developmental disorders, namely speech–language impairments and reading difficulty. [Objectives]: The specific purpose of the present study were: (i) to estimate the overall prevalence of speech–language impairments, (ii) provide an illustration of prevalence by subtypes of speech–language impairments, (iii) to investigate the reading performance and patterns of reading errors in a specified categories (iv) to determine group performance on dictated spelling accuracy and spelling errors according to predetermined categories (v) to estimate the co–occurrence of reading difficulty with speech–language impairments, (vi) to validate the following adapted tests in those children whose native language is Nepali and context of Nepal, namely a–TSLRC, TSQ, RSAET, SAET and PCQ. [Methodology]: Firstly, 149 grade teachers participated to assess altogether 2776 (690 in Incidence–I and 2077 in Incidence–II) primary school children of Nepal aged 5;00–through–11;11–years old to identify ones with speech–language impairments; each incidence included a repeated measure of assessment in order to examine the test–retest reliability (Study–I). All the children from grade 1 through 5 were assessed whose native language was Nepali administering adapted Teachers’ Speech and Language Referral Checklist (a–TSLRC). Secondly, 554 children from grade 2 through 5 as a subsample of Study–I were screened by 12 teachers employing an adapted TSQ (Study–II). Subsequently, two direct assessments administering RSAET for reading performance and SAET for dictated spelling performance were conducted by the researcher in those children who were identified as they had most difficulty in either reading or spelling, mathematical calculation, low intelligence and behaviour problems at screening stage; the size of sample was 80 children. Along with, a PCQ was administered by teachers in the same sample where teachers were to rank responses collectively to a five–point scale (, i.e. 1= no and 5 = very severe problem). A age and grade–matched control group of 87 children was formed to compare the reading and spelling performance and PCQ. Eventually, the co–occurrence of reading difficulty with speech–language impairments was estimated utilizing those sample (554) and 80 cases separately who were identified with some specific problems at screening stage (Study–III) where five cases from each grade were taken at screening stage. All the participant teachers were trained in a forum meeting and an information sheets that contain an overview about speech–language impairment and reading difficulty were disseminated. [Results]: Overall prevalence of speech–language impairments in children was estimated to be 8.11%. In particular, the prevalence of speech problems was 4.68% and it was 8.0% for language problems. Additionally, the prevalence by subtypes of speech–language impairments as categorized in the TSLRC were estimated to be 2.95% for articulation/phonological problem, 2.09% for stuttering, 3.42% for voice problem, 4.97% for receptive language problem and 7.74% for expressive language problem. Good intra–rater test–retest reliability and sufficient internal consistency among items were achieved. In addition, 80 children from the sample of 554 were identified (5 children from each grade) as they had most difficulty in either reading or spelling, mathematical calculation, low intelligence and behaviour problems at screening stage. The direct assessment in 80 children (risk group) for reading performance showed that they were significantly worse in reading speed and accuracy (p<0.001) and made higher rate of errors in a specified categories of reading errors compared to their age and grade–matched control ones. The logistic regression successfully classified two groups (risk and control) with accuracy of 92.2% based on reading tasks. The syllabication error was the most promising that classified the dyslexic and control groups with an overall 86.1% of predictivity. Furthermore, the children of risk group were significantly worse in spelling accuracy and made greater rate of errors in specified categories of spelling errors compared to their age and grade–matched control ones in most of the cases. Based on the analysis of logistic regression statistics, the present study was able to accurately classify the groups by 100% (for both risk and control groups) (see Table 77) based on the given tasks related to spelling performance. Eventually, the cases based on the psychosocial and educational characteristics using PCQ were classified where the Chi–square tests indicated that the children of risk and control groups were significantly independent from each other in most of the items. Additionally, discriminant analysis indicated that 87.6% of cases were correctly classified. Finally, the co–occurrence of reading difficulty with speech–language impairments was estimated to be a rate of 35.0%. [Conclusion]: The findings of present study indicate that the overall results of speech–language impairments in children via the adapted in Nepalese criterion–referenced instrument are supported by international studies. Similarly, group difference on reading, spelling performance and psychosocial and educational characteristics was found, indicating significantly worse performance in the children of risk group than control ones which are consistent with other international studies. Similarly, the association between reading difficulty and speech–language impairments also supported by international studies. Eventually, there was justifiable reliability and validity for identification of speech–language impairments. Also, a high accuracy of group classification based on regression and discriminant analysis indicate that a–TSLRC, RSAET, SAET and PCQ can be useful for the screening of speech–language impairments and assessment of reading, spelling as well as psychosocial characteristics in primary school children in Nepal.

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Development of a remediation program for Egyptian dyslexic children

Cited by 7 publications

References 29 publications

Dyslexia with and without Irlen syndrome: A study of influence on abilities and brain‐derived neurotrophic factor level

Dyslexia with and without Irlen syndrome: A study of influence on abilities and brain‐derived neurotrophic factor level

Analysis of Support for Parents in Raising Children with Dyslexia

Speech-language problems and learning difficulties in Nepalese children

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