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Dyslexia Medical and Health News Headlines
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All Recent Dyslexia Medical Condition News Headlines |
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Subtypes of developmental dyslexia in transparent orthographies: A comment on Lachmann and Van Leeuwen (2008).
Authors: Spinelli D, Brizzolara D, De Luca M, Gasperini F, Martelli M, Zoccolotti P
Lachmann and Van Leeuwen (2008) proposed two diagnostic subtypes of developmental dyslexia in a language with transparent orthography (German). The classification was based on reading time, rather than reading errors, for lists of words and nonwords. The two subtypes were "frequent-word reading impaired" (FWRI) and "nonword reading impaired" (NWRI). Notably, FWRI were very slow in reading high-frequency words but as fast as controls in reading nonwords; ca. one-third of these children showed this "reversed lexicality effect" in a particularly marked fashion (i.e., read nonwords two to three times faster than high-frequency words). Since Italian is a highly transparent language, we applied this classific......
POSTED 01/28/2010 at 06:00 PM --
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UC Innovation Promises New Hope For Children With Dyslexia
Reading and retaining information. That's the challenge faced by the one in five children who have some form of dyslexia. Overcoming that challenge could soon become easier for educators and children thanks to pioneering design research from the University of Cincinnati's internationally ranked College of Design, Architecture, Art, and Planning (DAAP)... (Source: Health News from Medical News Today)...
POSTED 01/28/2010 at 02:00 AM --
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UC Innovation Promises New Hope For Children With Dyslexia
Reading and retaining information. That's the challenge faced by the one in five children who have some form of dyslexia. Overcoming that challenge could soon become easier for educators and children thanks to pioneering design research from the University of Cincinnati's internationally ranked College of Design, Architecture, Art, and Planning (DAAP)... (Source: IT / Internet / E-mail News From Medical News Today)...
POSTED 01/28/2010 at 02:00 AM --
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Ambidextrous behaviour studied
Conclusion
This research has intriguing findings, but there are a number of limitations to consider:
The small number of ambidextrous children studied (87) means that the results are more likely to be affected by chance, thus reducing their reliability.
Although the study took into account some factors that could affect the results (gender, birth weight and gestational age), there are likely to be other confounding factors that could have affected the results.
It was not clear whether the methods used to assess handedness, language problems and school achievement had been tested and shown to be valid ways of measuring these characteristics. For example, the children’s hand dominance was reported by their parents at age eight, and the presence of individual language problems was ......
POSTED 01/26/2010 at 11:08 AM --
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Brain plasticity in developmental dyslexia after phonological treatment:, a beta EEG band study.
Authors: Penolazzi B, Spironelli C, Claudiovio , Angrilli A
Linguistic EEG hemispheric reorganization was investigated in 14 dyslexic children after a 6-month phonological training (10min/day through PC software). Error rates from three linguistic tasks significantly decreased and reading speed improved after the training. A significant positive correlation (r(12)=0.536) was found at posterior sites for the phonological task only, showing that those children who had the greatest reading speed enhancement showed the largest left posterior EEG beta power increase.
PMID: 20109496 [PubMed - as supplied by publisher] (Source: Behavioural Brain Research)...
POSTED 01/24/2010 at 06:00 PM --
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Editorial
No Abstract (Source: Dyslexia)...
POSTED 01/22/2010 at 08:43 AM --
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Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities' response to treatment?
Authors: Calhoon MB, Sandow A, Hunter CV
The primary purpose of this study was to explore if there could be a more beneficial method in organizing the individual instructional reading components (phonological decoding, spelling, fluency, and reading comprehension) within a remedial reading program to increase sensitivity to instruction for middle school students with reading disabilities (RD). Three different modules (Alternating, Integrated, and Additive) of the Reading Achievement Multi-Modular Program were implemented with 90 middle school (sixth to eighth grades) students with reading disabilities. Instruction occurred 45 min a day, 5 days a week, for 26 weeks, for approximately 97 h of remedial reading instruction. To assess gains, reading subtests of the Woodcock Johnson-III, the......
POSTED 01/19/2010 at 06:00 PM --
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Dyslexia: a deficit in visuo-spatial attention, not in phonological processing.
Authors: Vidyasagar TR, Pammer K
Developmental dyslexia affects up to 10 per cent of the population and it is important to understand its causes. It is widely assumed that phonological deficits, that is, deficits in how words are sounded out, cause the reading difficulties in dyslexia. However, there is emerging evidence that phonological problems and the reading impairment both arise from poor visual (i.e., orthographic) coding. We argue that attentional mechanisms controlled by the dorsal visual stream help in serial scanning of letters and any deficits in this process will cause a cascade of effects, including impairments in visual processing of graphemes, their translation into phonemes and the development of phonemic awareness. This view of dyslexia localizes the core deficit with......
POSTED 01/13/2010 at 06:00 PM --
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Computational modeling of reading in semantic dementia: Comment on Woollams, Lambon Ralph, Plaut, and Patterson (2007).
Woollams, Lambon Ralph, Plaut, and Patterson (see record 2007-05396-004) reported detailed data on reading in 51 cases of semantic dementia. They simulated some aspects of these data using a connectionist parallel distributed processing (PDP) triangle model of reading. We argue here that a different model of reading, the dual route cascaded (DRC) model of Coltheart, Rastle, Perry, Langdon, and Ziegler (2001), not only provides a more accurate simulation of these aspects of reading in semantic dementia than does the PDP model but also provides highly accurate simulations of other aspects of reading in this disorder that the PDP approach has not simulated. We conclude that our findings add to evidence both from simulations of normal skilled reading and from simulations of other kinds of acqu......
POSTED 01/12/2010 at 10:26 AM --
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SD-squared revisited: Reply to Coltheart, Tree, and Saunders (2010).
The connectionist triangle model of reading aloud proposes that semantic activation of phonology is particularly important for correct pronunciation of low-frequency exception words. Our consideration of this issue (Woollams, Lambon Ralph, Plaut, & Patterson, 2007) (see record 2007-05396-004) reported computational simulations demonstrating that reduction and disruption of this semantic activation resulted in the marked deficit in low-frequency exception word reading that is characteristic of surface dyslexia. We then presented 100 observations of reading aloud from 51 patients with semantic dementia (SD) demonstrating a universal decline into surface dyslexia, a phenomenon we termed “SD-squared.” Coltheart, Tree, and Saunders (see record 2009-25263-008) have more recently provided a s......
POSTED 01/12/2010 at 10:26 AM --
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An Investigation of Methods to Detect Feigned Reading Disabilities.
Authors: Harrison AG, Edwards MJ, Armstrong I, Parker KC
No clinically proven method currently exists to determine if a test taker is feigning or exaggerating symptoms of a specific reading disability (RD) for potential secondary gain (i.e., extra time on examinations, access to bursary funds, or tax benefits). Our objective was to examine the utility of previously proposed symptom validity measures (i.e., the Dyslexia Assessment of Simulation or Honesty [DASH] and the resulting Feigning Index [FI]) in discriminating students with genuine RDs from sophisticated simulators given ample time to prepare, who were warned that noncredible performance could be detected. The DASH correctly classified almost 83% of coached simulators with no false positives. The FI accurately classified 86% of ......
POSTED 01/09/2010 at 06:00 PM --
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Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.
Authors: Torgesen JK, Wagner RK, Rashotte CA, Herron J, Lindamood P
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significant......
POSTED 01/05/2010 at 06:00 PM --
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An fMRI study of multimodal semantic and phonological processing in reading disabled adolescents.
Authors: Landi N, Mencl WE, Frost SJ, Sandak R, Pugh KR
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI......
POSTED 01/04/2010 at 06:00 PM --
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Fish oil supplements in dyslexia - is there evidence of benefit?
Source: North West Medicines Information Centre
Area: Evidence > Medicines Q & A
There is some evidence that a deficiency in essential omega-3 and omega-6 polyunsaturated fatty acids (PUFAs) is involved in the aetiology of dyslexia in males (a correlation has yet to be found in females).
There is little published literature to support the efficacy and safety of PUFA supplementation using fish oils in dyslexia. Available studies have examined the effect of fish oil supplements in children with a broad range of neurodevelopmental disorders, including dyslexia. There is very limited evidence to suggest that supplementation may produce a clinical improvement in some cases, but larger randomised controlled trials are required to confirm this.
The only trials involving adults with dyslexi......
POSTED 12/29/2009 at 06:00 PM --
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The decade we learned language of life
This article was amended on Wednesday 30 December 2009. In the article above we made several corrections. Our genetic code is 3bn letters long, not 6bn. There was an editing error in the subsection that was headed 'Cloning' and Ardipithecus was misspelt.GeneticsBiologyIan Sampleguardian.co.uk © Guardian News & Media Limited 2009 | Use of this content is subject to our Terms & Conditions | More Feeds (Source: Guardian Unlimited Science)...
POSTED 12/29/2009 at 03:42 PM --
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Dyslexia Defined: New Yale Study 'Uncouples' Reading And IQ Over Time
Contrary to popular belief, some very smart, accomplished people cannot read well. This unexpected difficulty in reading in relation to intelligence, education and professional status is called dyslexia, and researchers at Yale School of Medicine and University of California Davis, have presented new data that explain how otherwise bright and intelligent people struggle to read. The study, which will be published in the January 1, 2010 issue of the journal Psychological Science, provides a validated definition of dyslexia... (Source: Health News from Medical News Today)...
POSTED 12/29/2009 at 02:00 AM --
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Dyslexia Defined: New Yale Study 'Uncouples' Reading And IQ Over Time
Contrary to popular belief, some very smart, accomplished people cannot read well. This unexpected difficulty in reading in relation to intelligence, education and professional status is called dyslexia, and researchers at Yale School of Medicine and University of California Davis, have presented new data that explain how otherwise bright and intelligent people struggle to read... (Source: Psychology / Psychiatry News From Medical News Today)...
POSTED 12/29/2009 at 02:00 AM --
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Dyslexia Defined: New Yale Study 'Uncouples' Reading And IQ Over Time
Contrary to popular belief, some very smart, accomplished people cannot read well. This unexpected difficulty in reading in relation to intelligence, education and professional status is called dyslexia, and researchers at Yale School of Medicine and University of California Davis, have presented new data that explain how otherwise bright and intelligent people struggle to read. The study, which will be published in the January 1, 2010 issue of the journal Psychological Science, provides a validated definition of dyslexia... (Source: Health News from Medical News Today)...
POSTED 12/29/2009 at 02:00 AM --
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Reading fluency: implications for the assessment of children with reading disabilities.
Authors: Meisinger EB, Bloom JS, Hynd GW
The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, sug......
POSTED 12/23/2009 at 06:00 PM --
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Dyslexia: Reading not linked with IQ
NEW HAVEN, Conn., Dec. 21 (UPI) -- Reading ability does not track with intelligence among people with dyslexia, U.S. researchers say. (Source: Health News - UPI.com)...
POSTED 12/21/2009 at 12:03 AM --
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