Reading difficulties in Spanish adults with dyslexia

Suárez‐Coalla, Paz; Cuetos, Fernando

doi:10.1007/s11881-015-0101-3

Cited by 42 publications

(34 citation statements)

References 62 publications

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“…In an effort to improve on the validity of our method, a later study might follow other studies [ 23 , 26 ] by adding a self-report questionnaire, including items on reading-writing difficulties in daily life. The correlation between the score obtained in such a questionnaire and our screening scores might improve the discriminant power of the present procedure.…”

Section: Discussionmentioning

confidence: 99%

“…The results with Spanish-speaking adults are similar: Spanish university students have spelling problems, must constantly checking the orthography, and easily confuse letters when writing [ 22 ]. They also experience trouble in phonological awareness and reading speed [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

“…In the last few years, there has been increasing interest about the cognitive profile of university students with dyslexia, especially in non-English-speaking populations [ 22 , 23 , 26 , 27 , 28 ]. There is no doubt that an unknown proportion of university students may suffer from dyslexia.…”

Section: Introductionmentioning

confidence: 99%

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Prevalence of Developmental Dyslexia in Spanish University Students

2018

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A recent concern in the field of dyslexia studies is the lack of awareness and attention to university students suffering from this condition. If this problem is serious in countries where the relative opacity of the writing system allows for an early detection and, therefore, effective interventions, it is most critical in countries where transparent spelling makes such detection difficult, except in the most severe cases. In Spain, the diagnosis of dyslexia is rare among university-level adults. The present study pursues three aims: (a) to put forward a screening instrument for the detection of university students at risk of dyslexia, (b) to determine the ratio of university students that could be at risk of dyslexia by means of two different procedures, and (c) to create awareness for a disorder that causes hitherto unrecognized difficulties for an important subgroup of the college population. Six hundred and eighty-six university students in four different fields of study within the general area of Social Sciences from a public University in Madrid completed a Spanish-adapted version of a protocol including stress assignment, spelling words and nonwords, and timed phonological working memory of reading and writing task. Results showed that between 1.6% and 6.4% of this population could be at risk of suffering dyslexia. Such risk is not evenly distributed across the four fields of study. As for gender, the first criterion used yields 1.8 males at risk for every female, but the second criterion has as many males as females at risk. Women were significantly better than men in word spelling. Spelling was best predicted by the timed phonological working memory task of reading and writing.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Prevalence of Developmental Dyslexia in Spanish University Students

2018

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“…Recent studies [48,49] revealed that dyslexia persists into adulthood. In general, these studies showed that Spanish adults with dyslexia present problems in reading words, pseudowords, reading comprehension, fluency, and reading motivation.…”

Section: Reading-related Cognitive Deficits In Dyslexia and Emotionalmentioning

confidence: 99%

Developmental Dyslexia in Spain

Ferrer¹,

Morte-Soriano²

2017

Learning Disabilities - An International Perspective

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Spanish-speaking children learn to read words written in a relatively transparent orthography. Variations in orthographic transparency may shape the manifestation of developmental dyslexia. In Spanish, as in other transparent orthographies, reading speed/ fluency seems to be more evident and relevant than accuracy problems. In addition, the prevalence of dyslexia is much lower in Spanish than in less consistent or less transparent orthographies. Spanish students with developmental dyslexia have numerous lags in several cognitive (e.g., phonological awareness, rapid naming, verbal and visual-spatial working memory, and executive functioning), academic (e.g., pseudoword reading, spelling, and vocabulary), and emotional (e.g., reading self-concept, engagement, and reading motivation) areas. Intervention programs developed with Spanish children with dyslexia have ranged from phonological-based programs to fluency-based programs, with and without a computer.

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“…Promising results have shown of children who go through such intervention programs in the early stages [ 24 ] proving improvement in reading performance as well as reduction in anxiety [ 25 ]. Though these techniques help, dyslexia still does persist into adulthood [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Review of EEG-based pattern classification frameworks for dyslexia

2018

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Dyslexia is a disability that causes difficulties in reading and writing despite average intelligence. This hidden disability often goes undetected since dyslexics are normal and healthy in every other way. Electroencephalography (EEG) is one of the upcoming methods being researched for identifying unique brain activation patterns in dyslexics. The aims of this paper are to examine pros and cons of existing EEG-based pattern classification frameworks for dyslexia and recommend optimisations through the findings to assist future research. A critical analysis of the literature is conducted focusing on each framework’s (1) data collection, (2) pre-processing, (3) analysis and (4) classification methods. A wide range of inputs as well as classification approaches has been experimented for the improvement in EEG-based pattern classification frameworks. It was uncovered that incorporating reading- and writing-related tasks to experiments used in data collection may help improve these frameworks instead of using only simple tasks, and those unwanted artefacts caused by body movements in the EEG signals during reading and writing activities could be minimised using artefact subspace reconstruction. Further, support vector machine is identified as a promising classifier to be used in EEG-based pattern classification frameworks for dyslexia.

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Reading difficulties in Spanish adults with dyslexia

Cited by 42 publications

References 62 publications

Prevalence of Developmental Dyslexia in Spanish University Students

Prevalence of Developmental Dyslexia in Spanish University Students

Developmental Dyslexia in Spain

Review of EEG-based pattern classification frameworks for dyslexia

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