Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test

2017 ◽  
Vol 51 (3) ◽  
pp. 236-249 ◽  
Author(s):  
Maryse De Clercq-Quaegebeur ◽  
Séverine Casalis ◽  
Bruno Vilette ◽  
Marie-Pierre Lemaitre ◽  
Louis Vallée
Keyword(s):  
Developmental Dyslexia ◽  
Standardized Test ◽  
Phonological Representation ◽  
Mental Calculation ◽  
Assessment Battery ◽  
The Core ◽  
Arithmetic Performance ◽  
Individual Profiles ◽  
5Th Grade ◽  
High Comorbidity

A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ( Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit.

Evidence for a domain-specific deficit in developmental dyslexia

2002 ◽  
Vol 25 (6) ◽  
pp. 767-768 ◽  
Author(s):  
Franck Ramus
Keyword(s):  
Cognitive Deficits ◽  
Developmental Dyslexia ◽  
Developmental Disorders ◽  
Cognitive Deficit ◽  
A Priori ◽  
Domain Specific ◽  
The Core

Thomas & Karmiloff-Smith (T&K-S) claim that “Residual Normality” is a priori unlikely, that is, that specific cognitive deficits should not exist in developmental disorders. Here I review evidence that a specific cognitive deficit is at the core of developmental dyslexia and I provide a possible neurological account thereof.

Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs.

1994 ◽  
Vol 30 (6) ◽  
pp. 805-822 ◽  
Author(s):  
Maureen W. Lovett ◽  
Susan L. Borden ◽  
Teresa DeLuca ◽  
Léa Lacerenza ◽  
Nancy J. Benson ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Transfer Of Learning ◽  
Training Programs ◽  
The Core ◽  
Core Deficits

Slow perceptual processing at the core of developmental dyslexia: A parameter-based assessment of visual attention

2011 ◽  
Vol 49 (12) ◽  
pp. 3454-3465 ◽  
Author(s):  
Prisca Stenneken ◽  
Johanna Egetemeir ◽  
Gerd Schulte-Körne ◽  
Hermann J. Müller ◽  
Werner X. Schneider ◽  
...  
Keyword(s):  
Visual Attention ◽  
Developmental Dyslexia ◽  
Perceptual Processing ◽  
The Core

scholarly journals Developmental dyslexia: clinical aspects

2010 ◽  
Vol 16 (5) ◽  
pp. 380-387 ◽  
Author(s):  
M. S. Thambirajah
Keyword(s):  
Developmental Dyslexia ◽  
Developmental Disorders ◽  
Reading Interventions ◽  
Clinical Aspects ◽  
Learning To Read ◽  
Hyperactivity Disorder ◽  
Educational Professionals ◽  
English Speaking ◽  
High Degree ◽  
High Comorbidity

SummaryDevelopmental dyslexia (reading disability) is a specific impairment in learning to read that affects 3–6% of school children in English-speaking countries. It is overrepresented in clinical populations referred to child and adolescent mental health services because of its high comorbidity with conduct disorder, attention-deficit hyperactivity disorder and other developmental disorders. Clinicians may fail to identify it unless they maintain a high degree of awareness and make specific inquiries. A three-stage approach (routine screening, in-depth examination and referral for further testing) is described. The features of dyslexia and the clues to its diagnosis are discussed. A number of simple tests for identifying it are available and familiarity with these should improve diagnostic accuracy. In addition to treating psychiatric comorbidity, the clinician can help the child by working with educational professionals to ensure that educational needs are met. Evidence-based early interventions are available. Later reading interventions improve reading but rarely bring about normalisation.

scholarly journals Mathematical Profile Test: A Preliminary Evaluation of an Online Assessment for Mathematics Skills of Children in Grades 1–6

2020 ◽  
Vol 10 (8) ◽  
pp. 126
Author(s):  
Giannis Karagiannakis ◽  
Marie-Pascale Noël
Keyword(s):  
Large Scale ◽  
Numerical Cognition ◽  
Assessment Tool ◽  
Standardized Test ◽  
Primary School Children ◽  
Preliminary Evaluation ◽  
The Core ◽  
School Grades ◽  
Visual Spatial ◽  
Wide Range

The domain of numerical cognition still lacks an assessment tool that is theoretically driven and that covers a wide range of key numerical processes with the aim of identifying the learning profiles of children with difficulties in mathematics (MD) or dyscalculia. This paper is the first presentation of an online collectively administered tool developed to meet these goals. The Mathematical Profile Test (MathPro Test) includes 18 subtests that assess numerical skills related to the core number domain or to the visual-spatial, memory or reasoning domains. The specific aim of this paper is to present the preliminary evaluation both of the sensitivity and the psychometric characteristics of the individual measures of the MathPro Test, which was administered to 622 primary school children (grades 1–6) in Belgium. Performance on the subtests increased across all grades and varied along the level of difficulty of the items, supporting the sensitivity of the test. The MathPro Test also showed satisfactory internal consistency and significant and stable correlation with a standardized test in mathematics across all grades. In particular, the achievement in mathematics was strongly associated with the performance on the subtests assessing the reasoning and the visuospatial domains throughout all school grades, whereas associations with the core number and memory tasks were found mainly in the younger children. MD children performed significantly lower than their peers; these differences in performance on the MathPro subtests also varied according to the school grades, informing us about the developmental changes of the weaknesses of children with MD. These results suggest that the MathPro Test is a very promising tool for conducting large scale research and for clinicians to sketch out the mathematical profile of children with MD or dyscalculia.

scholarly journals Movement Assessment Battery for Children-Second Edition (MABC2): Cross-Cultural Validity, Content Validity, and Interrater Reliability in Thai Children

2019 ◽  
Vol 2019 ◽  
pp. 1-5
Author(s):  
Rujira Jaikaew ◽  
Nuntanee Satiansukpong
Keyword(s):  
Content Validity ◽  
Interrater Reliability ◽  
Standardized Test ◽  
Intraclass Correlation ◽  
Panel Discussion ◽  
Cross Cultural ◽  
Assessment Battery ◽  
Cultural Validity ◽  
Forward Translation ◽  
Movement Assessment

Introduction. The Movement Assessment Battery for Children-Second Edition (MABC2) is a standardized test for detecting children with movement difficulty. It was established and is used widely in Western countries. Studying cross-cultural validity and reliability was necessary before using the MABC2 with Thai children. Purposes. To study cross-cultural validity, content validity, and interrater reliability of the MABC2. Method. The MABC2-Age Band 2 (AB2: children aged 7-10 years) was translated into Thai from the source version of the MABC2 by using the following steps: forward translation, backward translation, panel discussion, and testing of the prefinal version of the Thai-MABC2-AB2. Five occupational therapists checked the content validity of the test. Twenty-nine children, aged 7-10 years, were examined by two testers in order to establish interrater reliability. Results. This cross-cultural study demonstrated validity in the Thai context. Content validity was good with an item-objective congruence (IOC) range from 0.73 to 0.95. The intraclass correlation coefficient (ICC) of interrater reliability ranged from 0.71 to 1.00. Conclusion. The Thai-MABC2-AB2 is a good fit for use in a clinical and Thai cultural setting. Interrater reliability was moderate to good, which meant results between testers were consistent.

A-192 Preliminary Evidence to Support Use of Personal Protective Equipment (PPE) during Administration of the Neuropsychological Assessment Battery (NAB)

2021 ◽  
Vol 36 (6) ◽  
pp. 1247-1247
Author(s):  
Sierra Iwanicki ◽  
David M Lechuga ◽  
Lisa Fasnacht-Hill
Keyword(s):  
Neuropsychological Assessment ◽  
Personal Protective Equipment ◽  
Standardized Test ◽  
American Psychological Association ◽  
Preliminary Evidence ◽  
Protective Equipment ◽  
Test Administration ◽  
Assessment Battery ◽  
Neuropsychological Assessment Battery ◽  
The Impact

Abstract Objective In June 2020, the American Psychological Association acknowledged that use of personal protective equipment (PPE) was key to psychologists safely resuming in-person services. However, there is no empirical evidence on the impact of PPE in delivering the provision of essential mental health services. Of particular concern is the unprecedented use of PPE during psychological assessment, which inherently breaches standardized test administration procedures. The current study provides preliminary evidence to support use of PPE during administration of the Neuropsychological Assessment Battery (NAB). Method This is a paired-case control study in which participants were administered the NAB using PPE. These individuals were matched based on age, sex, and education with participants from the same setting who were administered the NAB using standardized test administration procedures. Results Independent samples t-tests were run to determine if there were differences in index scores between the PPE and non-PPE groups. There were no significant differences in the standard scores for the NAB Total Index and all NAB Index scores with the exception of Language. Among the subtests that comprise the Language Index, only T-scores on the Oral Production subtest difference significantly between the PPE and non-PPE groups. Conclusions With the exception of the Language Index, index standard scores for both groups were found to be generally statistically equivalent. Given the sample size and setting limitations, no clear conclusions can be drawn about why performance varied between groups on the Language Index. Nevertheless, these data provide preliminary support for the use of PPE during administration of selected modules of the NAB.

scholarly journals Movement performance and movement difficulties in typical school-aged children

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249401
Author(s):  
Rujira Jaikaew ◽  
Nuntanee Satiansukpong
Keyword(s):  
Primary Schools ◽  
Standardized Test ◽  
Developmental Coordination Disorder ◽  
Age Groups ◽  
Assessment Battery ◽  
Test Items ◽  
Movement Performance ◽  
Sport Activities ◽  
Movement Assessment ◽  
Movement Difficulties

Introduction Developmental Coordination Disorder (DCD) is an impairment of executive motor skills. Children aged 7–10 years gradually develop effective movement that enables smooth performance in various daily self-care, academic and sport activities. The purpose of this study was to examine whether the Movement Assessment Battery for Children-Second Edition-Age Band 2, (MABC2-AB2), which is a western standardized test, could be used in Thai children for differentiating between movement performance and movement difficulties. Method Three hundred and sixty typical Thai children aged 7–10 years old were recruited from three primary schools in Chiang Mai district, Thailand. The participants were divided into four age groups and tested using the Movement Assessment Battery for Children-Second Edition-Age Band 2-Thai version (MABC2-AB2-T). Results Manual Dexterity, Aiming and Catching, and Balance rose with age increment. Older participants had better movement performance than younger ones. The results showed that 91.11 percent of the participants had typical movement, while 3.61 and 5.28 percent of them had movement difficulty and movement at risk, respectively. In addition, three test items: Drawing Trail, Walking Heel to Toe Forward, and Hopping on Mats had a ceiling effect when used for Thai children. Conclusion The MABC2-AB2-T could be used to assess movement performance and movement difficulties in Thai children. About 9 percent of typical Thai children aged 7–10 years old needed early intervention. Administration of the three test items may need to be revised.

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