Effect of time and frequency manipulation on syllable perception in developmental dyslexics
- Dyslexics' Profile on the Working Memory Test Battery for Children, Phoneme Awareness and Literacy Measurements. Anastasia, Grammenou // International Proceedings of Economics Development & Research;2011, Vol. 5 Issue 1, p227
This study aims to present Greek dyslexics' cognitive profile on literacy, Working Memory and phoneme awareness tasks. The reported studies in the Greek language so far, focus on pre-literate or emerging literate students, but dyslexics' spelling and reading deficits are prominent in early...
- Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration. Žarić, G.; González, G. Fraga; Tijms, J.; van der Molen, M.; Blomert, L.; Bonte, M. // Frontiers in Human Neuroscience;Jun2015, Vol. 9, preceding p1
A failure to build solid letter-speech sound associations may contribute to reading impairments in developmental dyslexia. Whether this reduced neural integration of letters and speech sounds changes over time within individual children and how this relates to behavioral gains in reading skills...
- Association of a Rare Variant with Mismatch Negativity in a Region Between KIAA0319 and DCDC2 in Dyslexia. Czamara, Darina; Bruder, Jennifer; Becker, Jessica; Bartling, Jürgen; Hoffmann, Per; Ludwig, Kerstin Urte; Müller-Myhsok, Bertram; Schulte-Körne, Gerd // Behavior Genetics;Jan2011, Vol. 41 Issue 1, p110
It has been repeatedly shown that mismatch negativity (MMN), an event related potential measurement, reveals differences between dyslexic children and age-matched controls. MMN reflects the automatic detection of deviance between a stream of incoming sounds presented to the passive listener, and...
- ASR technology for children with dyslexia: Enabling immediate intervention to support reading in Bahasa Melayu. Husni, Husniza; Jamaludin, Zulikha // US-China Education Review;Jun2009, Vol. 6 Issue 6, p64
Reading is an essential skill towards literacy development, and should be provided so that children can master the skill at their early ages. For dyslexic children, mastering the skill is a challenge. It has been widely agreed that the theory behind such difficulties in reading for dyslexic lies...
- Phonological processes, confrontational naming, and immediate memory in dyslexia. Ackerman, Peggy T.; Dykman, Roscoe A. // Journal of Learning Disabilities;Nov1993, Vol. 26 Issue 9, p597
Reports on a study comparing a group of poor readers classified as dyslexic with adequate-for-age readers with attention deficit disorder (ADD) and poor-for-age readers. Variables chosen for the study; Two poor reader groups as distinguishable; Three key measures similar for the dyslexic and...
- Cognitive patterns of children with dyslexia: A comparison between groups with high and average... Das, J.P.; Mishra, Rama K. // Journal of Learning Disabilities;Apr1994, Vol. 27 Issue 4, p235
Tests the hypothesis that children with dyslexia identified by word decoding deficit will be poor in specific cognitive processes that require successive processing and rapid articulation, irrespective of their high or average nonverbal IQ. Comparison with normal readers; Measures administered;...
- Neurolinguistic differentiation of children with subtypes of dyslexia. Masutto, Cristina; Bravar, Laura // Journal of Learning Disabilities;Oct1994, Vol. 27 Issue 8, p520
Analyses the neurolinguistic differentiation of children with subtypes of dyslexia. Patterns of organization of intellectual functions; Patterns in hemispheric specialization; Patterns in reading errors of right-handed children with dyslexia.
- Encoding Speed and Memory Span in Dyslexic Children. Spring, Carl // Journal of Special Education;Spring76, Vol. 10 Issue 1, p35
Deals with a study which investigated the encoding speed and memory span in dyslexic children. Methodology; Results of the study; Conclusions.
- Dyslexia diagnosis. Kelly, Elizabeth; Fallows, Carol // Australia's Parents;Dec96/Jan97, Issue 96, p58
Reports on a test developed by a team at the Sheffield University, England, that may identify children with dyslexia even before they start school. Test's measurement of a range of simple skills; Earlier studies revealing the better chance of children with early diagnosis.