Cognitive‐Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System

Dyslexia, Journal Year: 2025, Volume and Issue: 31(1)

Published: Jan. 7, 2025

ABSTRACT While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive‐linguistic may manifest differently depending on language and writing system characteristics. This study examined profiles underlying RD in Hebrew, characterised by rich Semitic morphology two versions differing orthographic consistency—a transparent‐pointed version a deep‐unpointed version. A two‐step cluster analysis grouped 96 s graders 81 fourth based their phonological awareness (PA), rapid naming (RAN), knowledge (OK) morphological‐pattern identification (MPI) abilities. Word‐reading accuracy fluency both were also examined. The revealed substantial variation functioning levels, identifying distinct homogeneous at ages. PA RAN most significant across grades. OK deficit profile emerged among graders, particularly manifested Hebrew's script. Moreover, findings converge conclusion that while primary persists over time, its importance secondary to main morphological deficit, reflecting central independent factor explaining Hebrew. These results support hybrid‐dynamic perspective, emphasising how relevance varies with development, influenced unique

Language: Английский

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Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification

Dyslexia, Journal Year: 2025, Volume and Issue: 31(1)

Published: Feb. 1, 2025

ABSTRACT This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement set key statements about defining identifying dyslexia: why it should be assessed how when this assessment conducted. Two rounds survey responses provided vehicle moving towards consensus on to assess dyslexia. Forty‐two ultimately accepted. Findings suggested that practice take account risks accurate identification An model, guidelines assessors, is presented, based Delphi's findings. hypothesis‐testing model requires assessors investigate weigh up factors most likely result an before reaching conclusions, assigning terminology, making recommendations intervention management.

Language: Английский

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Verbal short-term memory in developmental dyslexia: The role of the temporoparietal area

Brain and Language, Journal Year: 2025, Volume and Issue: 265, P. 105570 - 105570

Published: March 21, 2025

Developmental dyslexia (DD) is characterized by difficulties in reading but includes a general verbal short-term memory (vSTM) dysfunction. However, the behavioral and brain basis of vSTM deficits within DD are unknown. 81 children with 17 typically developing (TD) completed MRI repetition task which length (6 9-syllable phrases) meaningfulness phrases varied (more or less meaningful phrases). A battery reading, phonological, tests was administered to all DD. Children had impaired compared TD, especially when repeating long non-meaningful phrases. Lower associated greater cortical thickness left temporoparietal area The findings enhance our understanding one neurocognitive mechanisms DD, suggesting that deficit may be related phonological store auditory dorsal stream.

Language: Английский

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An interdisciplinary perspective on the strengths and weaknesses of the International Dyslexia Association definition of dyslexia

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: 74(3), P. 337 - 354

Published: June 13, 2024

Language: Английский

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Rapid automatized naming: what it is, what it is not, and why it matters

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: unknown

Published: July 30, 2024

Language: Английский

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Dyslexia in the 21st century: revisiting the consensus definition

Annals of Dyslexia, Journal Year: 2024, Volume and Issue: 74(3), P. 273 - 281

Published: Sept. 11, 2024

Language: Английский

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Training rapid automatized naming in children with developmental Dyslexia

Child Neuropsychology, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 27

Published: Oct. 17, 2024

The recommended rehabilitation procedures for Developmental Dyslexia (DD) are not well defined, and there is currently a large debate on which therapeutic approaches shown to be more useful effective. Among the trainings focused general dysfunctional cognitive processes associated with reading disorder, recent studies suggested efficacy of Rapid Automatized Naming (RAN) compared others. present study was aimed at confirming effectiveness RAN training (RANt) improve performances children DD (n = 32) waiting list (WL, n 25) in different treatment groups, one following text (RT, 26) other combining exercises (RANt+RT, 20), through an online platform that allows intensive self-adaptive activities. Results confirmed RANt improving speed accuracy WL group (r2 ranging from small (.16) medium (.48)) found absence differences active control groups. single-subject level analysis results, high inter-subject variability response pre-post were found. Further could consider such functional profile subjects, but valid tool decoding skills.

Language: Английский

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Diagnostic Study of the Dyslexion Factor in Urdu Language at Early Classes in Public Schools of South Punjab

VFAST Transactions on Education and Social Sciences, Journal Year: 2024, Volume and Issue: 12(1), P. 01 - 08

Published: March 3, 2024

Dyslexia, a specific learning disability, exerts profound effects on language acquisition and educational attainment. This study delves into the underexplored domain of dyslexia within context Urdu language, as encountered by students in public schools South Punjab, Pakistan. Employing comprehensive battery standardized tasks tests, diagnoses presence assesses its impact reading writing processes. The findings reveal spectrum dyslexic characteristics among students, evidenced challenges phonological awareness, letter-sound recognition, rapid automatized naming, comprehension. Dyslexia significantly affects their ability to decode unfamiliar words comprehend text. Concurrent qualitative interviews shed light diverse attitudes reactions toward dyslexia, from determination anxiety. study's results underscore necessity for tailored interventions, early screening, teacher training support with mastering language. By focusing both diagnosis implications learning, hopes contribute more inclusive effective education Punjab's schools. Keywords: Language, Public Schools, Language Learning, Standardized Tasks, Reading, Writing

Language: Английский

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The Emotional Impact of Family Involvement during Homework in Children with Neurodevelopmental Disorders: A Systematic Review

Children, Journal Year: 2024, Volume and Issue: 11(6), P. 713 - 713

Published: June 10, 2024

Neurodevelopmental disorders can be studied from two distinct perspectives: an internal approach, which examines the causes and consequences of these disorders; a contextual considers role family in lives children adolescents. Research has demonstrated that most significant form involvement families raising child with NDD is through homework. This been shown to have emotional impact on neurodevelopmental such as ADHD or dyslexia. The objective this study review published articles homework disorders, particular attention health families. Method: followed PRISMA guidelines. final sample consisted 11 articles, samples ranging less than 30 participants more 100 at international level. Results: results demonstrate complex methodological bibliometric picture sample, well many variables influence relationship between disorders. Conclusions: Future research should consider how affects engagement

Language: Английский

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Dynamical interaction between the cerebrum and the cerebellum during visual word processing

Cortex, Journal Year: 2024, Volume and Issue: 180, P. 147 - 162

Published: Oct. 5, 2024

Language: Английский

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