scholarly journals Psychophysiological Characteristics of Children with Dyslexia

2020 ◽  
Vol 1 (1) ◽  
pp. p61
Author(s):  
Pop-Jordanova N ◽  
Markovska-Simoska S ◽  
Loleska S ◽  
Loleski M.
Keyword(s):  
General Population ◽  
Early Diagnosis ◽  
Early Identification ◽  
Brain Activity ◽  
Morphological Markers ◽  
Learning Disorder ◽  
Neurological Development ◽  
Specific Learning Disorder ◽  
The Right ◽  
Specific Learning

Dyslexia is a specific learning disorder that involves difficulty reading due to decoding problems for letters and words. Statistics shows that 5-10% of the general population has dyslexia. The aetiology of reading disorder supposes some biological causes and morphological markers useful in the classification and early identification of the problem.The aim of this article is to find appropriate parameters, which will be useful for early diagnosis and finding the right modalities for treatment.Our findings about QEEG characteristics are not conclusive. However, slowing of brain activity in dyslexic children appeared to be confirmed. These findings lead to the possible hypothesis of delay in neurological development of these children. Significant theta/beta ratio suggest possible comorbidity with ADHD.Further research with more children included is proposed.

Knowledge, Attitude, and Practices of Primary and Secondary School Teachers on Specific Learning Disorder

2018 ◽  
pp. 39-71
Author(s):  
Nandini Jayachandran ◽  
Mary Iype ◽  
Poovathinal Azhakan Suresh ◽  
Divya Vinod
Keyword(s):  
Secondary School ◽  
Early Identification ◽  
Secondary School Teachers ◽  
Learning Disorder ◽  
School Teachers ◽  
Short Term ◽  
Behavioral Issues ◽  
Specific Learning Disorder ◽  
Specific Learning ◽  
Primary And Secondary School

Early identification of Specific Learning Disorder (SLD) is essential not only for effective remediation of their problems but would also prevent the problems from aggravating. The role of general education teachers in early identification becomes crucial, as they are the ones who first identify the academic and behavioral issues of school children. The main aims of the study are to assess the knowledge, attitudes, and current practices pertaining to SLD, among pre-primary, primary, and secondary school teachers in public schools from Trivandrum, India, to find whether there exists any relation between years of teaching experience and awareness on SLD and to assess the effect of a short-term training program on the knowledge, attitude, and practices of school teachers. In conclusion, short-term training programs of a multi-disciplinary nature are found to be effective in bringing about improvements with both pre-primary and primary teacher's knowledge factor, but such training is maximally beneficial for improving attitude and practice of teachers in the primary level.

scholarly journals Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

2021 ◽  
Vol 11 (5) ◽  
pp. 602
Author(s):  
Eleni Bonti ◽  
Sofia Giannoglou ◽  
Marianthi Georgitsi ◽  
Maria Sofologi ◽  
Georgia-Nektaria Porfyri ◽  
...  
Keyword(s):  
Adult Population ◽  
Relevant Literature ◽  
Well Being ◽  
Demographic Characteristics ◽  
Self Report ◽  
Learning Disorder ◽  
Northern Greece ◽  
Everyday Functioning ◽  
Specific Learning Disorder ◽  
Specific Learning

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Specific Learning Disorder among Primary School Children of Sarai Alamgir

2021 ◽  
pp. 1-10
Author(s):  
Noreena Kausar ◽  
Nadia Farhat ◽  
Fauzia Maqsood ◽  
Hafsa Qurban ◽  
Admin
Keyword(s):  
Primary School ◽  
Diagnostic Criteria ◽  
School Children ◽  
Learning Disorders ◽  
Primary School Children ◽  
Learning Disorder ◽  
Cross Sectional ◽  
Reading And Writing ◽  
Specific Learning Disorder ◽  
Specific Learning

Abstract Objective: To examine the frequency of specific learning disorder (SLD) among primary school children of Sarai Alamgir, Pakistan. Methods: The current cross-sectional study was conducted from January to July 2018 in Sarai Alamgir. Multistage stratified sampling technique was used to select the sample from target population (N=914) of school children studying in 3rd and 4th class of six primary schoolsof Sarai Alamgir, Pakistan.Sample of n=837 children was selected through the Taro Yamane formula. Structured Clinical Diagnostic Interviews based on DSM-V (APA, 2013) diagnostic criteria of specific learning disorder were used to collect data. Children were approached in their classes. Screening tool was applied on all selected children to screen out the vulnerable cases. After screening the vulnerable cases, diagnostic criteria of different specific learning disorders were applied on all vulnerable cases. The frequencies and percentages were analyzed to see the frequency  of learning disorder among children. Results:Findings indicate that 174 (20.7%) children were vulnerable to specific learning disorders out of sample of 837 children. Total 13 (7.5%) children were diagnosed as suffering from different specific learning disorders from vulnerable participants. From vulnerable cases, 1(7.7%) childfulfilled the diagnostic criteria of reading impairment, 3 (23.1%) were diagnosed with mathematics impairment, 4 (30.8%) with multiple impairments in mathematics and writing, 1 (7.7%) with multiple impairments in mathematics and reading, 1 (7.7%) with multiple impairments in reading and writing, and 3 (23.1%) children were diagnosed as suffering from multiple impairments in mathematics, reading and writing. Continuous...

scholarly journals The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne

2017 ◽  
Vol 54 (4) ◽  
pp. 343-349 ◽  
Author(s):  
Isik GORKER ◽  
Leyla BOZATLI ◽  
Umran KORKMAZLAR ◽  
Meltem YÜCEL KARADAG ◽  
Cansin CEYLAN ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Sociodemographic Characteristics ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Specific Learning
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