The Education of Dyslexic Children from Childhood to Young Adulthood

Shaywitz, Sally E.; Morris, Robin D.; Shaywitz, Bennett A.

doi:10.1146/annurev.psych.59.103006.093633

Cited by 290 publications

(279 citation statements)

References 112 publications

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“…After more than sever years in school they probably developed compensatory strategies that do not heavily rely on anchoring abilities and verbal working memory. According to this interpretation, an earlier intervention would probably have had more general effects, as is the case with other interventions for dyslexia (see Shaywitz et al, 2008).…”

Section: Transfer From Tone Discriminations To Verbal Tasksmentioning

confidence: 98%

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

Banai

Ahissar²

2009

Learning & Perception

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The majority of individuals with dyslexia and additional learning difficulties (D-LDs) also perform poorly on many simple auditory discrimination tasks. We now trained a group of D-LD teenagers on a series of auditory tasks and assessed their pattern of auditory improvement as well as their generalization to reading related tasks. We found that the performance of most D-LD participants quickly improved and reached the level of the general age matched population. Moreover, their pattern of learning specificity (e.g. no transfer from frequency to duration discriminations) was also similar to that previously observed in the general population. When assessed with a battery of verbal tasks that they initially performed poorly, a pattern of specific transfer was observed. Performance on verbal memory tasks improved to peer level, whereas performance on reading and non-verbal cognitive tasks did not. These findings suggest that D-LDs' mechanisms of long-term learning are adequate. Moreover, perceptual learning can be used as a tool for improving general working memory skills, whose underlying mechanisms seem to be shared by simple tones and complex speech sounds.

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Section: Transfer From Tone Discriminations To Verbal Tasksmentioning

confidence: 98%

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

Banai

Ahissar²

2009

Learning & Perception

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“…26 normalized ( (Aylward et al, 2003;Richards and Berninger, 2008;Simos et al, 2002;Simos et al, 2007); for a review see (Shaywitz et al, 2008)). However, we consider this issue of minor importance for the present group of children because they have learned to read in a regular orthography and because they have already had several years of reading experience.…”

Section: Accepted Manuscriptmentioning

confidence: 99%

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

et al. 2011

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The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia van der Mark, S; Klaver, P; Bucher, K; Maurer, U; Schulz, E; Brem, S; Martin, E; Brandeis, D van der Mark, S; Klaver, P; Bucher, K; Maurer, U; Schulz, E; Brem, S; Martin, E; Brandeis, D (2011). The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia. The left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia Abstract 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 9.7-12.5 years) using five neighbouring 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. ÔØ Å ÒÙ× Ö ÔØThe left occipitotemporal system in reading: Disruption of focal fMRI connectivity to left inferior frontal and inferior parietal language areas in children with dyslexia This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the cont...

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“…Esta abordagem requer que o rendimento em um dado domínio acadêmico (com base em testes referenciados em normas) esteja a um ou dois desvios-padrão abaixo da média do QI geral para que o escolar seja diagnosticado e encaminhado para programas de intervenção (Shaywitz, Morris, & Shaywitz, 2008).…”

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Caracterização do Perfil Cognitivo-Linguístico de Escolares com Dificuldades de Leitura e Escrita

Andrade¹,

Andrade²,

Capellini³

2014

Psicol. Reflex. Crit.

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ResumoInvestigou-se o perfi l cognitivo-linguístico de escolares com difi culdades na aquisição da linguagem escrita acrescentando-se testes específi cos em um modelo de resposta à intervenção (identifi cação e intervenção precoces do risco para transtorno de leitura). Participaram 45 escolares do 2º ano, idade média de 7 anos de ambos os gêneros, divididos em grupo controle (sem difi culdades, n = 32) e grupo de risco (com difi culdades, n = 13). Escores mais de 1,65 DP abaixo da média do grupo controle para cada teste foram considerados défi cits específi cos. Enquanto a análise de grupo apontou os prejuízos fonológicos como único fator de risco, a individual acrescentou a inatenção e a nomeação rápida como fatores causais independentes. Um modelo ampliado de resposta à intervenção que inclui a avaliação cognitiva é proposto. Palavras-chave: Avaliação, aprendizagem, cognição, leitura, escrita. AbstractThe cognitive-linguistic profi le of students with reading diffi culties was investigated by adding specifi c tests to a response to intervention model (early identifi cation and intervention for reading disorders). Forty-fi ve second graders of both sexes and mean age of 7 years were divided into control group (without reading diffi culties, n = 32) and at-risk group (with reading diffi culties, n = 13). Scores below the mean of the control group (SD > 1.65) for each test were considered as specifi c defi cits. Whereas group analysis showed phonological impairments as the only risk factor, an individual analysis added inattention and rapid naming as independent causal factors. An extended response model to the intervention, which includes cognitive assessment, is proposed.

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The Education of Dyslexic Children from Childhood to Young Adulthood

Cited by 290 publications

References 112 publications

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

Perceptual learning as a tool for boosting working memory among individuals with reading and learning disability

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

Caracterização do Perfil Cognitivo-Linguístico de Escolares com Dificuldades de Leitura e Escrita

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