Developmental dyslexia

SADRŽAJ ZBORNIKA RADOVA

SAVREMENE METODA ZA IZUČAVANJE PROCESA ČITANJA Vanja Ković
BAZIČNI PROCESI PRI ČITANJU: VIZUELNA PRETRAGA REČI Vasilije 
                                                                                                            Gvozdenović
NEUROPSIHOLOGIJA ČITANJA Dragan M. Pavlović
RAZVOJNA DISLEKSIJA I HIPERLEKSIJA Ljubomir Žiropađa
PRETPOSTAVKE ZA USVAJANJE VEŠTINE ČITANJA Jasmina Kodžopeljić
PROCENA VEŠTINE ČITANJA U ŠKOLSKOM KONTEKSTU Dragica Pavlovič
                                                                                                      Babić
KOLIKO SE ČITALO I KOLIKO SE ČITA DANAS Ljubomir Žiropađa
Završna reč urednika

Discussion: LIRTI 2 is an out-of-school, small-group intervention with potential scalability in low-resource settings where access to services is limited. Reading fluency and comprehension improved following the intervention, with larger gains in children with ADHD than in those with BIF or arDYS. Future studies with follow-up are needed to confirm which learner profiles benefit most and to determine the intervention's broader academic impact.

A nomeacao automatizada rapida (NAR) visa medir a velocidade com a qual se acessa as representacoes fonologicas e esta associada ao aprendizado da leitura. Com isso, o presente estudo tem por objetivo principal examinar a relacao entre a nomeacao automatizada rapida e velocidade de leitura em escolares com dislexia e naqueles que apresentam transtorno no aprendizado associado a atraso no desenvolvimento intelectual. Dessa forma, pergunta-se quais estimulos da tarefa de nomeacao estao associados a velocidade de leitura nestes grupos que, inicialmente, apresentam perfis semelhantes em desempenho na avaliacao de leitura. Participaram deste estudo, 54 escolares com queixa de dificuldade no aprendizado da leitura avaliados pelo projeto de pesquisa Ambulatorio de Transtornos da Lingua Escrita - diagnostico, acompanhamento e capacitacao profissional, da Universidade Federal do Rio de Janeiro. Participaram 26 escolares com dislexia, com idade entre 8 e 10 anos (M=8 anos e 7 meses; DP= 7 mes...

The diagnosis and assessment of learning difficulties constitute a fundamental component of the educational process and a prerequisite for designing effective interventions in special education. Contemporary educational assessment is based on a multidimensional approach that combines psychometric tools, language tests, and educational assessments, aiming to understand the student's cognitive and learning profile. In this context, assessment is not limited to identifying difficulties but also contributes to the development of individualized educational programs and the support of learning development. This chapter presents key diagnostic and assessment methods with an emphasis on educational assessment, as well as important Greek and international tools used to assess cognitive and language skills. More specifically, Greek tools such as the Athena Test, the Metaphon Test, the LAMDA Test, and Logometro are discussed, as they are used to assess language development, phonological awareness, and reading skills. In parallel, internationally recognized assessment tools, such as Raven's Progressive Matrices and the Wechsler Intelligence Scale for Children (WISC), are presented, as they allow the assessment of general cognitive functioning, nonverbal reasoning, and other core cognitive skills. The combined use of Greek and international assessment tools provides a comprehensive picture of students' cognitive and learning abilities and contributes to the differential diagnosis between learning difficulties and other developmental disorders. Overall, educational assessment is a complex and multifactorial process that requires interdisciplinary collaboration and the use of reliable and valid tools in order to effectively support the learning progress of children with special educational needs.

Reading constitutes one of the most important skills for school learning, as it is directly associated with access to knowledge and students' academic success. The effective development of reading ability is based on three fundamental dimensions: reading accuracy, reading rate or fluency, and reading comprehension. These factors operate interactively and determine the level of students' functional reading ability. Reading accuracy refers to the ability to correctly decode the words of a text. Its development is closely associated with phonological awareness and knowledge of the relationships between graphemes and phonemes. When decoding occurs accurately and automatically, students are able to focus more effectively on understanding the content of the text. Reading rate or fluency relates to the speed, accuracy, and expressiveness of reading and is considered a key factor in the transition from decoding to comprehension. Reading comprehension represents the ultimate outcome of the reading process and includes the reader's ability to understand, interpret, and process the meaning of a text. This process requires the activation of prior knowledge, the use of lexical and linguistic skills, and the application of metacognitive strategies. Learning difficulties often affect one or more of the above dimensions of reading. Students with dyslexia or other forms of learning difficulties may experience difficulties in decoding, reduced reading fluency, or limited comprehension of texts.

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Impaired linguistic-phonological processing is the most accepted explanation of developmental dyslexia (DD). However, growing literature shows that DD is the result of the combination of several neurocognitive causes. Visual attention and magnocellular-dorsal (MD) pathway deficits are now considered causes of DD. Interestingly, a large portion of literature showed that action video games (AVG) are able to improve attentional and perceptual skills in typical readers. Consequently, employing AVG trainings in individuals with DD could improve attention and perception, resulting in better reading skills. The aim of our review is to show the benefits of the AVG training on DD through the changes in the neurocognitive functions at the basis of learning to read. Since visual attentional and MD dysfunctions can be diagnosed in infancy, our review paves the way for possible early prevention programs that could use AVG training.

Automatic multimodal spatial attention was studied in 12 dyslexic children (SRD), 18 chronological age matched (CA) and 9 reading level matched (RL) normally reading children by measuring reaction times (RTs) to lateralized visual and auditory stimuli in cued detection tasks. The results show a slower time course of focused multimodal attention (FMA) in SRD children than in both CA and RL controls. Specifically, no cueing effect (i.e., RTs difference between cued-uncued) was found in SRD children at 100 ms cue-target delay, while it was present at 250 ms cue-target delay. In contrast, in both CA and RL controls, a cueing effect was found at the shorter cue-target delay but it disappeared at the longer cue-target delay, as predicted by theories of automatic capture of attention. Our results suggest that FMA may be crucial for learning to read, and we propose a possible causal explanation of how a FMA deficit leads to specific reading disability, suggesting that sluggish FMA in dyslex...

The nature of Rapid Auditory Processing (RAP) deficits in dyslexia remains debated, together with the specificity of the problem to certain types of stimuli and/or restricted subgroups of individuals. Following the hypothesis that the heterogeneity of the dyslexic population may have led to contrasting results, the aim of the study was to define the effect of age, dyslexia subtype and comorbidity on the discrimination and reproduction of non-verbal tone sequences. Participants were 46 children aged 8-14 (26 with dyslexia, subdivided according to age, presence of a previous language delay, and type of dyslexia). Experimental tasks were a Temporal Order Judgment (TOJ) (manipulating tone length, ISI and sequence length), and a Pattern Discrimination Task. Dyslexic children showed general RAP deficits. Tone length and ISI influenced dyslexic and control children's performance in a similar way, but dyslexic children were more affected by an increase from 2 to 5 sounds. As to age, older dyslexic children's difficulty in reproducing sequences of 4 and 5 tones was similar to that of normally reading younger (but not older) children. In the analysis of subgroup profiles, the crucial variable appears to be the advantage, or lack thereof, in processing long vs. short sounds. Dyslexic children with a previous language delay obtained the lowest scores in RAP measures, but they performed worse with shorter stimuli, similar to control children, while dyslexic-only children showed no advantage for longer stimuli. As to dyslexia subtype, only surface dyslexics improved their performance with longer stimuli, while phonological dyslexics did not. Differential scores for short vs. long tones and for long vs. short ISIs predict non-word and word reading, respectively, and the former correlate with phonemic awareness. In conclusion, the relationship between non-verbal RAP, phonemic skills and reading abilities appears to be characterized by complex interactions with subgroup characteristics.

Objective(s)-Developmental Dyslexia is a heritable condition, with genetic factors accounting for 44%-75% of the variance in performance tests of reading component subphenotypes. Compelling genetic linkage and association evidence supports a quantitative trait locus in the 6p21.3 region, which encodes a gene called DCDC2. In the present study, we explored the contribution of two DCDC2 markers to dyslexia, related reading and memory phenotypes in nuclear families of Italian origin. Methods-303 nuclear families recruited on the basis of having a proband with Developmental Dyslexia have been studied with 6p21.3 markers, BV677278 and rs793862. Marker-trait association was investigated by the quantitative transmission disequilibrium test (QTDT, version 2.5.1) as modelled by , which allows for the analyses of quantitative traits. Seven phenotypes were used in association analyses, i.e. word and non-word reading, word and non-word spelling, orthographic choice, memory and the affected status based on inclusion criteria. Results-QTDT analyses yielded evidence for association between reading skills and the BV677278 deletion (empirical p-values= .025-.029) and between memory and BV677278 allele 10 (empirical p-value= .0001). Conclusions-Our result adds further evidence in support of DCDC2 contributing to the deficits in Developmental Dyslexia. More specifically, our data support the view that DCDC2 influences both reading and memory impairments thus shedding further light into the etiologic basis and the phenotypic complexity of Developmental Dyslexia.

This study investigated the gradient of visual attention in 21 children, 11 children with specific reading disorder (SRD) or dyslexia and 10 children with normal reading skills. We recorded reaction times (RTs) at the onset of a small point along the horizontal axis in the two visual fields. In 70% of the cases the target appeared inside a circle acting as focusing cue and in 30% of the cases it appeared outside, allowing us to study the distribution of attentional resources outside the selected area. Normally reading children showed a normal symmetric distribution of attention. Indeed, RTs were directly proportional to the eccentricity of the target, and no visual field effect was observable. In contrast, children with SRD showed an anomalous and asymmetric distribution. The effect of the target eccentricity influenced RTs only when the stimulus was projected in the left visual field, whereas no effect was observable when the stimulus was projected in the right visual field. Findings allowed us to discuss the relation between this anomalous spatial distribution of visual attentional resources and dyslexia. To interpret the visual perceptual difficulties of children with SRD the hypothesis was made of a selective disorder of spatial attention (left inattention and right over-distractibility) related to a right parietal cortex dysfunction.

Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted fo...

We applied a family-based association approach to investigate the role of the DYX1C1 gene on chromosome 15q as a candidate gene for developmental dyslexia (DD) to 158 families containing at least one dyslexic child. We directly sequenced exons 2 and 10 of the DYX1C1 gene and found eight single nucleotide polymorphism (SNPs), three of which (À3G4A, 1249 G4T, 1259 C4G) were suitable for the genetic analyses. We performed single-and multimarker association analyses with DD as a categorical trait by FBAT version 1.4 and TRANSMIT version 2.5.4 programs. Our sample had a power of at least 80% to detect an association between the selected phenotypes and the informative polymorphisms at a significance level of 5%. The results of the categorical analyses did not support the involvement of the DYX1C1 gene variants in this sample of dyslexics and their relatives. Quantitative and multimarker analyses, which provide greater power to detect loci with a minor effect, consistently yielded nonsignificant results. While D1X1C1 is a good candidate gene for DD, we were unable to replicate the original findings between DYX1C1 gene and DD, perhaps due to genetic heterogeneity.

Focused visuo-spatial attention was studied in 10 developmental dyslexic children with impaired nonword reading, 10 dyslexic children with intact nonword reading, and 12 normally reading children. Reaction times to lateralized visual stimuli in a cued detection task showed that attentional facilitation of the target at the cued location was symmetrical in the three groups. However, dyslexics with impaired nonword reading selectively showed a lack of attentional inhibition for targets at the uncued location in the right visual field. This result was replicated in a second group of 13 dyslexics with impaired nonword reading. Individual differences in the ability of right attentional inhibition across the entire sample of dyslexics accounted for 17% of unique variance in nonword reading accuracy after controlling for individual differences in age, IQ , and phonological skills. A possible explanation based on the role of spatial attention mechanisms in the graphemic parsing process is discussed. Our results suggest that focused visuo-spatial attention may be crucial for nonword decoding.

Converging evidence indicates that developmental problems in oral language and mathematics can predate or co-occur with developmental dyslexia (DD). Substantial genetic correlations have been found between language, mathematics and reading traits, independent of the method of sampling.

Este estudo teve como objetivo avaliar aspectos maturacionais e disfuncionais referentes à percepção visomotora de disléxicos valendo-se, para isso, do Teste de Bender analisado sob dois sistemas de correção, o sistema de pontuação gradual (B-SPG) e o sistema Lacks. Participaram da pesquisa 20 disléxicos com idade entre 9 e 16 anos (M = 12), sendo 16 do sexo masculino e 4 do sexo feminino. Os dados mostraram que a média de erros dos disléxicos foi acima do que é esperado para crianças de nove e dez anos que compõem a amostra normativa do B-SPG. De acordo com o sistema Lacks de pontuação os fatores mais comprometidos na amostra de disléxicos foram referentes a mudanças na forma da gestalt e distorção da gestalt, fatores esses equivalentes à distorção da forma no B-SPG. O índice de correlação entre os dois sistemas foi significativo e alto (r = 0,76).

In this article, we will explore the spelling errors made by learners with dyslexia in two language systems, Greek and English, drawing on existing literature and the author's research data (Tsakalidou, 2020). We will focus on the specific cases of spelling errors in Greek as a first language and English as both a first language and a first foreign language. The analysis reveals that, across these three contexts, the spelling errors made by learners with dyslexia exhibit significant similarities. While these errors are also common among their non‐dyslexic peers, learners with dyslexia tend to make more frequent errors. The findings are particularly noteworthy because they provide a cross‐language comparison that extends to  research in two additional language systems, Greek and German. The study involved 95 learners between 10 and 11 years, twenty of who had dyslexia, offering unique insights into the nature of dyslexia across different linguistic contexts.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

Asesmen perkembangan anak usia dini merupakan proses penting untuk memahami karakteristik, kebutuhan, dan potensi anak secara menyeluruh. Penelitian ini bertujuan untuk menganalisis hasil asesmen perkembangan anak kelompok B (usia 5-6 tahun) di TK Tahfizh Darusunah melalui pendekatan studi kasus berbasis pembelajaran mendalam. Metode yang digunakan adalah kualitatif dengan teknik pengumpulan data berupa observasi langsung, checklist, rating scale, rubrik, running record, catatan anekdot, dan dokumentasi terhadap tiga anak, yaitu Rava, Dika, dan Zikra. Hasil penelitian menunjukkan adanya perbedaan pada aspek keterlibatan, interaksi sosial, dan regulasi diri, di mana Rava mengalami kesulitan fokus dan pengendalian perilaku, Dika cenderung pasif dan kurang percaya diri dalam interaksi sosial, sedangkan Zikra sangat aktif dengan kemampuan komunikasi baik namun kurang dalam pengendalian diri. Temuan ini menunjukkan bahwa pembelajaran mendalam belum tercapai secara optimal karena perbedaan karakteristik anak, sehingga diperlukan strategi pembelajaran yang diferensiatif, komunikasi yang efektif, serta pendekatan yang menarik seperti edutainment dan role playing untuk meningkatkan keterlibatan dan pengalaman belajar yang bermakna. Kata Kunci : asesmen anak usia dini, studi kasus, pembelajaran mendalam, keterlibatan belajar, regulasi diri, interaksi sosial

The current study aimed to identify the level of quality of life among Individuals who Stutter in Jordan and its relationship to some demographic variables using the correlative descriptive approach. In order to achieve the objectives of the study, the researchers used the quality of life scale-BRIEF-WHOQQL, prepared by the World Health Organization (WHO), on a sample (N=32) males and females Stutters.The results of the study showed that the level of quality of life among individual who stutters in Jordan was low, as the physical health field ranked first with the lowest level in the quality of life followed by the field of social relations and then the mental health and finally the field of environment. They also showed that there were no statistically significant differences in the level of quality of life among Individuals who Stutter in Jordan attributed to the variables of age, gender, marital status, family income and the degree of stuttering severity. The study concluded with a set of research and educational recommendations.

This research examines the impact of artificial intelligence tools on supporting individuals with dyslexia, based on a meta-analysis of experimental and quasi-experimental studies published between 2015 and 2025. The study evaluates two complementary dimensions: AI-based prediction and diagnosis systems that improve the accuracy of screening and early identification, and AIbased educational support tools that provide personalised interventions and adaptive learning environments. The meta-analysis included 12 studies with 2,530 participants (1,186 diagnosed with dyslexia). The results showed a small positive effect of AI integration, , which was not statistically significant, alongside considerable heterogeneity across studies, reflecting diverse methodologies and application contexts. Sensitivity analyses confirmed the robustness of these findings, and no significant publication bias was detected. Artificial Intelligence (AI) thus appears to be a promising tool, especially for the early detection of dyslexia; however, additional research is required to determine its effectiveness in educational interventions. Future studies should adopt harmonized, longitudinal approaches to investigate the factors that influence how AI tools affect learning outcomes.

The main purpose of this paper is to show how cognitive semiotics could mediate between the domains of neurosciences both and the theory of learning. This mediation happens to take place in the study of literacy acquisition. The analysis of writing acts of pre-school children displays how a first access to literacy occurs through the construction of an unlearned linguistic theory and a related series of abductive inferences. Stepwise attempts and corrections lead the child to tune in to a collectively regulated horizon of meaning. We will see how both neuroscience and semiotics refer to the concept of exaptation, in order to describe the relationship between learning, brain plasticity and interpretation of new cultural practices. Finally, we will try to set a comparison between the description of neuronal mechanism and the abdutive process of building literacy skills, grounded on the results of intensive rehabilitation of reading in dyslexia. Lo scopo principale di questo articolo è quello di mostrare in che modo la semiotica cognitiva sia in grado di mediare e tradurre tra due differenti domini: le neuroscienze e le teorie dell'apprendimento. Cercherò di mostrare come questo avvenga nello studio dell'alfabetizzazione emergente. Attraverso l'analisi di atti di scrittura in età prescolare, vedremo come un primo accesso alla lettura e alla scrittura avvenga attraverso la costruzione di una teoria linguistica spontanea del bambino e una serie correlata di inferenze abduttive. Questo percorso, fatto di continui tentativi e revisioni porta il bambino a sintonizzarsi con un orizzonte di senso collettivamente regolato. Vedremo poi come sia le neuroscienze che la semiotica utilizzino il concetto di exaptation per descrivere le relazioni tra apprendimento, plasticità cerebrale e interpretazione di pratiche culturali. Infine, cercheremo di costruire una commensurabilità tra la descrizione dei risultati della riabilitazione intensiva della lettura nei casi di dislessia (in termini di meccanismi neuronali) e il processo abduttivo dell'accesso alle competenze di lettoscrittura. La prima tesi che proveremo a sostenere in questo breve intervento è che l'enunciazione, nel suo aspetto di prassi, rappresenta la chiave di accesso a un nuovo sistema di segni. Proveremo a dimostrare come essa possa essere considerata l'atto semiotico che consente a un soggetto di costruire commensurabilità locali tra due sistemi o serie eterogenee -in questo caso la lingua naturale e la lingua scritta che la traduce. Non abbiamo l'ambizione in questa sede di rendere conto del complesso sviluppo biologico e socioculturale che porta il bambino ad acquisire prima un linguaggio naturale e poi, eventualmente, le competenze di lettoscrittura, anche se è importante sottolineare come in molte tradizioni di ricerca l'inferenza abduttiva acquisisca un ruolo cruciale in questo processo. Ne Le origini culturali della cognizione umana Michael Tomasello (1999) ad esempio propone una teoria dell'adattamento culturale dell'uomo fondata sulle capacità del bambino di comprendere le altre persone come agenti intenzionali. Questa capacità di sintonizzarsi si esprime inizialmente soltanto

This paper presents a case study of a domestic Collaborative Online International Learning (COIL) project conducted between the University of Wisconsin-Superior and Knox College; two institutions located in different regions of the United States. The project connected beginner-level Japanese language learners at both institutions and integrated synchronous and asynchronous exchanges through platforms such as Discord. Students collaborated in small groups to complete cross-cultural language tasks, including a quiz creation activity focused on katakana vocabulary. The findings suggest that such domestic COIL initiatives can foster learners’ intercultural awareness, linguistic confidence, and motivation for autonomous learning, even at the elementary proficiency level. While most COIL research has focused on international partnerships and intermediate-to-advanced learners, this study highlights the pedagogical value of domestic long-distance COIL programs, an underexplored area in existing literature. The paper concludes by reflecting on implementation challenges and proposing directions for expanding COIL practices in similar domestic educational contexts.

Readers use letter-sound knowledge and blending skills to consciously decode unfamiliar words, gradually building a large inventory of recognizable words. The storage of these words in long-term memory depends on forming connections between phonological sounds and their written forms, which results in a highly accurate and automatic recall of word pronunciations. For words to be read instantly, these phoneme-grapheme connections need to operate automatically, allowing for rapid, effortless recognition. In this study, we examine the connections between rapid access to phonemic sounds, spelling ability, and word reading among first-and second-grade students. Using a quantitative, correlational design, we examined first-and second-grade students' performance on timed phoneme substitution, spelling, and sight-word reading and tested predictive relations using ordinary least squares regression. The results show that rapid skill in substituting phonemes directly predicts both automatic word reading and spelling. This finding highlights the importance of developing quick phonemic manipulation skills, which are essential for achieving fluent, precise word reading.

A large phonological literature debates whether the phonological grammar is distinct from the phonetic system. Here, we address this question using evidence from developmental dyslexia. Individuals with dyslexia are known to exhibit subtle auditory and phonetic impairments, but their linguistic phonological competence is spared (e.g., . This result is puzzling, as phonetics provides the building blocks of phonology (e.g., features). If the phonetic system is impaired, then how can phonological structure stand intact? We suggest that people with dyslexia compensate for their phonetic difficulties by over-relying on the phonological grammar. Our experiments gauge such top-down effects from phonology to phonetics. Participants-adult native Hebrew speakers-performed phonetic discrimination of a voicing contrast (e.g., pa-ba vs. pa-pa), embedded in novel tri-syllabic sequences (e.g., tapapa vs. patata). Our manipulation exploited the fact that ABB Hebrew stems favor identical over similar consonants (tapapa>tapaba), whereas BBA

Difficulties in reading acquisition and written information processing remain one of the most widespread challenges within modern educational systems. These challenges are frequently observed in children with dyslexia, autism spectrum conditions, attention regulation difficulties, and in students adapting to learning in multilingual environments.

This research has investigated the results of Project RISE and SHINE, a literacy remediation project for Grade 3 emerging readers initiated by the district to improve the phonological awareness, fluency, and reading comprehension of emerging readers in the Sablayan North District. Using a quasi-experimental, two-group, quantitative design, this research involved 76 purposively selected learners from three schools (Tagumpay Elementary School, Buenavista Elementary School, Sto. Niño Elementary School) that were randomly assigned to a treatment group receiving the district's new literacy remediation project (Project RISE and SHINE) or a comparison group receiving the school district's current traditional reading remediation program. Pre- and Post-remediation standardized researcher-developed assessment instruments were utilized to assess the learners' initial levels of proficiency and the amount of growth they experienced as a result of remediation. The results indicated that while both groups had some degree of gain, the remediation process used for the control group resulted in only minor and marginal changes in learner knowledge within each of the three areas of reading (phonological awareness, fluency, and reading comprehension). Conversely, learners who were provided Project RISE and SHINE remediation experienced substantial and measurable improvements across all three areas of reading and had significantly higher post-remediation test scores than did the learners in the traditional remediation program. The statistical analysis confirmed that there was a statistically significant difference between the two groups, indicating that Project RISE and SHINE remediation is more efficient at developing the literacy skills of grade 3 emerging readers than is the school district's traditional remediation program. Thus, the results provide evidence of the potential for structured, multi-sensory, and learner-centered remediation programs to address reading readiness gaps and support the development of foundational literacy skills.

Introduction: Developmental dyslexia has been associated with reduced interhemispheric neural connectivity in children. The present study investigated functional interhemispheric connectivity in male dyslexic adults. Methods: A group of 19 dyslexic men were compared to a group of 15 controls on interhemispheric coherence of the dominant frequency in the power spectrum during a spatial attention task. The coherence between a left hemisphere centralparietal electrode and the respective right hemisphere electrode and surrounding sites was analysed. Results: Compared to controls, the dyslexic group demonstrated reduced, and more diffuse, interhemispheric coherence of alpha activity in the central-parietal cortex. No group differences in interhemispheric coherence were found on frontal, temporal or central sites. Conclusions: The deviant pattern of functional connectivity in dyslexics is suggestive of an altered development of neural circuitry that may lead to deficits in magnocellular processing.

Objective: A visuo-spatial orienting task was used to investigate the individual and joint contribution of the presence of dyslexia and attention-deficit hyperactivity disorder (ADHD) to information processing. Methods: Sixteen control, 17 dyslexic, 16 ADHD, and 15 comorbid adults performed the task, comprising a valid, invalid, and no-cue condition. Performance measures were errors and reaction time (RT). A negative potential in response to cues and targets (N2), and a positive potential in response to targets (P3) were derived from the EEG. A 2 x 2 design was used with the factors dyslexic/nondyslexic, and ADHD/non-ADHD. Results: Dyslexic participants demonstrated a smaller cue-related N2, yet a greater target-related N2 in the valid condition. ADHD participants were discriminated by the P3 difference between the invalid and valid condition. Comorbids differed from ADHD mainly in invalid-valid RT, and were similar to dyslexics in target N2 processing. Conclusions: Dyslexics were impaired in early information processing, and participants with ADHD differed for later processing stages. Significance: This is the first ERP study of attentional processes in dyslexia to incorporate an ADHD and a comorbid group. Its results may contribute to differentiation of these clinical groups.

Το απόσπασμα «Άτυπη Αξιολόγηση Δεξιοτήτων Ορθογραφίας: Ενδεικτικός Πίνακας Λέξεων προς Υπαγόρευση» παρουσιάζει ένα εργαλείο άτυπης αξιολόγησης που μπορεί να χρησιμοποιηθεί για τη διερεύνηση των ορθογραφικών δεξιοτήτων των μαθητών. Περιλαμβάνει έναν ενδεικτικό πίνακα λέξεων διαφορετικού βαθμού δυσκολίας, ο οποίος μπορεί να αξιοποιηθεί σε διαδικασίες υπαγόρευσης με σκοπό την καταγραφή και ανάλυση των ορθογραφικών λαθών. Μέσα από την αξιολόγηση των απαντήσεων των μαθητών, είναι δυνατόν να εντοπιστούν δυσκολίες που σχετίζονται με τη φωνολογική αντιστοίχιση φωνημάτων και γραφημάτων, τη μορφολογική επίγνωση και την ορθογραφική μνήμη. Το κεφάλαιο συμβάλλει στην πρακτική αξιολόγηση της γραπτής γλώσσας και υποστηρίζει τον σχεδιασμό κατάλληλων εκπαιδευτικών παρεμβάσεων.

Dyslexia is a neurodevelopmental disorder that affects reading, writing, and spelling abilities. While Mobile Assistive Technology (MAT) has emerged as a transformative tool for inclusive education, its development remains largely English-centric. This paper presents a comparative analysis of 15 major research works to evaluate the effectiveness of current mobile tools. The study specifically identifies the "Linguistic Gap" in assistive technology for Marathi-speaking children, highlighting challenges in Akshara recognition, Matras (vowel signs), and compound letters (Jod-akshara). The findings suggest a critical need for phoneme-grapheme mapping tailored to the Marathi Abugida system.

This paper uses a broad empirical review to introduce the reader to different aspects of a dyslexics journey through education and in the workplace, and theories to understand their post-school experience. Sections include: dyslexia, school experience/emotional coping in dyslexics, social exclusion, defining success, successful dyslexics, unsuccessful dyslexics, the disability paradox, dyslexia and depression/ mental health, and post-traumatic growth. Definition: Dyslexia (specific reading disability) is defined as a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention . Elliot and Grigorenko's [6] recent influential but controversial review of literature argued that the term dyslexia poorly defines a condition that affects not only reading, writing, spelling, but also short-term memory, balance, organisation, visual difficulties. There are also difficultly with no single model of diagnosis, with diagnosis

Developmental dyslexia (DD) is a heritable condition characterized by persistent difficulties in learning to read. White matter alterations in left‐lateralized language areas, particularly in the arcuate fasciculus (AF), have been observed in DD, and diffusion properties within the AF correlate with (pre‐)reading skills as early as kindergarten. However, it is unclear how early these alterations can be observed. We investigated white matter structure in 14 infants with (FHD+; ages 6.6‐17.6 months) and 18 without (FHD−; ages 5.1‐17.6 months) familial risk for DD. Diffusion scans were acquired during natural sleep, and early language skills were assessed. Tractography for bilateral AF was reconstructed using manual and automated methods, allowing for independent validation of results. Fractional anisotropy (FA) was calculated at multiple nodes along the tracts for more precise localization of group differences. The analyses revealed significantly lower FA in the left AF for FHD+ compa...

We examined the effects of an adaptive phonological training program on the enhancement of 3 processing abilities—namely, phonological awareness, rapid automatized naming, and phonological short-term memory—as well as word and pseudoword reading in Arabic-speaking children with dyslexia. We compared an experimental group (n = 20; mean age = 122.9 months) to a control group (n = 20; mean age = 124.65 months) from Grades 4 and 5. The phonological training program focused on the mental representation of phonemes, their identity, and their positions in words. The experimental group outperformed controls on all posttraining measures for reading words and pseudowords as well as phonological processing components. We discuss findings indicating a strong relationship between phonological processing and reading efficiency in terms of reading-related skills gained through training.

The DYX2 locus on chromosome 6p22.2 is the most replicated region of linkage to developmental dyslexia (DD). Two candidate genes within this region have recently been implicated in the disorder: KIAA0319 and DCDC2. Variants within DCDC2 have shown association with DD in a US and a German sample. However, when we genotyped these specific variants in two large, independent UK samples, we obtained only weak, inconsistent evidence for their involvement in DD. Having previously found evidence that variation in the KIAA0319 gene confers susceptibility to DD, we sought to refine this genetic association by genotyping 36 additional SNPs in the gene. Nine SNPs, predominantly clustered around the first exon, showed the most significant association with DD in one or both UK samples, including rs3212236 in the 5′ flanking region (P=0.00003) and rs761100 in intron 1 (P=0.0004). We have thus refined the region of association with developmental dyslexia to putative regulatory sequences around the ...

Inclusive is a systematic integration, mainstreaming and embracing pupils and students with special needs and learning disability in a regular classroom with the normal individuals. This paper is titled implementation of inclusive education in Nigerian schools: challenges and way forward .The paper tried to look at the meaning of inclusive education which is philosophy for attaining equity, justice and equality in education for all, especially those excluded because of their disabilities. The implementation of inclusive education in Nigerian schools involves making learning environment conclusive, providing enough equipments and training teachers on how to handled learning disabled. The paper examined the challenges facing inclusive education in Nigeria among which is inadequate funding by the government and the way forward is to fund education sector, recruitment of specialist, training teachers and buying equipments for teaching individuals with special needs. It was recommended that, campaign should be mounted to sensitize teachers and parents on ways of handling, identifying and caring for individuals with special needs.

A number of studies suggest that dyslexia is associated with enhanced visuospatial ability but the empirical evidence is inconsistent and there are numerous methodological issues. This study examined visuospatial ability among dyslexic and asymptomatic (non-dyslexic) adolescent boys aged 12 years. Thirty-six Maltese participants constituted the research and comparison groups. All participants were assessed on the age-appropriate section of the Spatial Reasoning Test and they were matched by age, ability measured by Ravens Progressive Matrices, socio-economic status and the type of school attended. Overall, the degree of visuospatial ability of the two groups was similar. A statistically significant advantage for the asymptomatic over the dyslexic group was evident on one task only, Hidden Shapes. In contrast, dyslexics outperformed nondyslexics on the other three tasks constituting the battery including Jigsaws, Wallpaper and Right Angles subscales but the difference did not reach statistical significance. Although these findings did not support the notion that dyslexic individuals were more visuospatially endowed than a comparable, asymptomatic group of peers, the possibility of an underlying difference could not be discounted altogether. A number of reasons for the results obtained were examined including the relatively small sample size, participants' age, verbal mediation strategies and the nature of the visuospatial tasks. However, the findings that both groups had similar average results, with the dyslexic group having greater variation on the Hidden Shapes scale, smaller variation on Sections, Jigsaws and Wallpaper scales and the small tendency of this group to outperform the non-dyslexics group on a number of subscales warrants additional exploration of dyslexia and visuospatial ability.

The core difficulty in developmental dyslexia across languages is a "phonological deficit", a specific difficulty with the neural representation of the sound structure of words. Recent data across languages suggest that this phonological deficit arises in part from inefficient auditory processing of the rate of change of the amplitude envelope at syllable onset (inefficient sensory processing of rise time). Rise time is a complex percept that also involves changes in duration and perceived intensity. Understanding the neural mechanisms that give rise to the phonological deficit in dyslexia is important for optimising educational interventions. In a three-deviant passive 'oddball' paradigm and a corresponding blocked 'deviant-alone' control condition we recorded ERPs to tones varying in rise time, duration and intensity in children with dyslexia and typically developing children longitudinally. We report here results from test Phases 1 and 2, when participants were aged 8-10 years. We found an MMN to duration, but not to rise time nor intensity deviants, at both time points for both groups. For rise time, duration and intensity we found group effects in both the Oddball and Blocked conditions. There was a slower fronto-central P1 response in the dyslexic group compared to controls. The amplitude of the P1 fronto-centrally to tones with slower rise times and lower intensity was smaller compared to tones with sharper rise times and higher intensity in the Oddball condition, for children with dyslexia only. The latency of this ERP component for all three stimuli was shorter on the right compared to the left hemisphere, only for the dyslexic group in the Blocked condition. Furthermore, we found decreased N1c amplitude to tones with slower rise times compared to tones with sharper rise times for children with dyslexia, only in the Oddball condition. Several other effects of stimulus type, age and laterality were also observed. Our data suggest that neuronal responses underlying some aspects of auditory sensory processing may be impaired in dyslexia.

Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of phonological processing, the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific difficulty with the neural representation of the phonological structure of speech. The identification of a robust sensory marker of phonological difficulties would enable early identification of risk for developmental dyslexia and early targeted intervention. Here, we explore whether phonological processing difficulties are associated with difficulties in processing acoustic cues to speech rhythm. Speech rhythm is used across languages by infants to segment the speech stream into words and syllables. Early difficulties in perceiving auditory sensory cues to speech rhythm and prosody could lead developmentally to impairments in phonology. We compared...

Introduction: Rhythm organises musical events into patterns and forms, and rhythm perception in music is usually studied by using metrical tasks. Metrical structure also plays an organisational function in the phonology of language, via speech prosody, and there is evidence for rhythmic perceptual difficulties in developmental dyslexia. Here we investigate the hypothesis that the accurate perception of musical metrical structure is related to basic auditory perception of rise time, and also to phonological and literacy development in children. Methods: A battery of behavioural tasks was devised to explore relations between musical metrical perception, auditory perception of amplitude envelope structure, phonological awareness (PA) and reading in a sample of 64 typically-developing children and children with developmental dyslexia. Results: We show that individual differences in the perception of amplitude envelope rise time are linked to musical metrical sensitivity, and that musical metrical sensitivity predicts PA and reading development, accounting for over 60% of variance in reading along with age and I.Q. Even the simplest metrical task, based on a duple metrical structure, was performed significantly more poorly by the children with dyslexia. The accurate perception of metrical structure may be critical for phonological development and consequently for the development of literacy. Difficulties in metrical processing are associated with basic auditory rise time processing difficulties, suggesting a primary sensory impairment in developmental dyslexia in tracking the lower-frequency modulations in the speech envelope.

Across languages, children with developmental dyslexia have a specific difficulty with the neural representation of the sound structure (phonological structure) of speech. One likely cause of their difficulties with phonology is a perceptual difficulty in auditory temporal processing . proposed that basic auditory processing of brief, rapidly successive acoustic changes is compromised in dyslexia, thereby affecting phonetic discrimination (e.g. discriminating ⁄ b ⁄ from ⁄ d ⁄ ) via impaired discrimination of formant transitions (rapid acoustic changes in frequency and intensity). However, an alternative auditory temporal hypothesis is that the basic auditory processing of the slower amplitude modulation cues in speech is compromised . Here, we contrast children's perception of a synthetic speech contrast (ba ⁄ wa) when it is based on the speed of the rate of change of frequency information (formant transition duration) versus the speed of the rate of change of amplitude modulation (rise time). We show that children with dyslexia have excellent phonetic discrimination based on formant transition duration, but poor phonetic discrimination based on envelope cues. The results explain why phonetic discrimination may be allophonic in developmental dyslexia , and suggest new avenues for the remediation of developmental dyslexia.