scholarly journals ERP Correlates of Altered Orthographic-Phonological Processing in Dyslexia

2021 ◽  
Vol 12 ◽  
Author(s):  
Vera Varga ◽  
Dénes Tóth ◽  
Kathleen Kay Amora ◽  
Dávid Czikora ◽  
Valéria Csépe
Keyword(s):  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Event Related Potential ◽  
Orthographic Processing ◽  
Poor Reading ◽  
Reference Target ◽  
Audiovisual Processing ◽  
Processing Deficits ◽  
Study Participants ◽  
And Control

Automatic visual word recognition requires not only well-established phonological and orthographic representations but also efficient audio-visual integration of these representations. One possibility is that in developmental dyslexia, inefficient orthographic processing might underlie poor reading. Alternatively, reading deficit could be due to inefficient phonological processing or inefficient integration of orthographic and phonological information. In this event-related potential study, participants with dyslexia (N = 25) and control readers (N = 27) were presented with pairs of words and pseudowords in an implicit same-different task. The reference-target pairs could be identical, or different in the identity or the position of the letters. To test the orthographic-phonological processing, target stimuli were presented in visual-only and audiovisual conditions. Participants with and without dyslexia processed the reference stimuli similarly; however, group differences emerged in the processing of target stimuli, especially in the audiovisual condition where control readers showed greater N1 responses for words than for pseudowords, but readers with dyslexia did not show such difference. Moreover, after 300 ms lexicality effect exhibited a more focused frontal topographic distribution in readers with dyslexia. Our results suggest that in developmental dyslexia, phonological processing and audiovisual processing deficits are more pronounced than orthographic processing deficits.

Orthographic processing deficits in developmental dyslexia: Beyond the ventral visual stream

NeuroImage ◽  
2016 ◽  
Vol 128 ◽  
pp. 316-327 ◽  
Author(s):  
Marianna Boros ◽  
Jean-Luc Anton ◽  
Catherine Pech-Georgel ◽  
Jonathan Grainger ◽  
Marcin Szwed ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Orthographic Processing ◽  
Visual Stream ◽  
Ventral Visual Stream ◽  
Processing Deficits

scholarly journals Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review

2021 ◽  
Author(s):  
Réka Vágvölgyi ◽  
Kirstin Bergström ◽  
Aleksandar Bulajić ◽  
Maria Klatte ◽  
Tânia Fernandes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Developmental Dyslexia ◽  
Phonological Processing ◽  
Empirical Studies ◽  
Developed Countries ◽  
Low Literacy ◽  
Behavioral Profile ◽  
Quantitative Studies ◽  
Functional Illiteracy ◽  
Basic Reading Skills

AbstractA considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals The Effects of Emotional Content on Phonological Processing in Children Who Stutter

2020 ◽  
Vol 18 (4) ◽  
pp. 431-444
Author(s):  
Sousan Salehi ◽  
◽  
Ahmad Reza Khatoonabadi ◽  
Mahmoud Reza Ashrafi ◽  
Ghasem Mohammadkhani ◽  
...  
Keyword(s):  
Reaction Time ◽  
Language Processing ◽  
Phonological Processing ◽  
Repeated Measures ◽  
Event Related Potential ◽  
Emotional Content ◽  
Time Range ◽  
High Time Resolution ◽  
Similar Distribution ◽  
Emotional Words

Objectives: Stuttering and phonological processing are mutually related. Emotion is an effective factor in fluency and language processing; however, its underlying neural mechanism remains unclear. Event-Related Potential (ERP) is a non-invasive highly-beneficial method with high time resolution for language processing. The present study aimed to explore phonological processing in emotional words in Children Who Stutter (CWS), compared to Typically-Developing Children (TDC). Methods: Ten Persian-speaking CWS (3 girls, 7 boys), aged 7-10 years (Mean±SD = 8.9±0.11) and 10 TDC who are matched in age (Mean±SD = 8.7±0.12) and gender were given 120 emotional words (high-valence low-valence) and neutral words to read. Phonological processing was measured by the aloud reading task, while ERP was simultaneously recorded. The collected results were analyzed as behavioral (reaction time and reading accuracy) and electrophysiological (amplitude and topography). Repeated-measures Analysis of Variance (ANOVA) and Independent Samples t-test were used for between-group comparisons. Results: The obtained behavioral data included Reaction Time (RT) and accuracy. There were no significant differences between the explored CWS and TDC in RT and accuracy (P>0.05). The mean value of amplitudes presented significant differences between CWS and TDC in language processing areas (P<0.05). The collected results indicated higher mean values of amplitude for neutral words. The distribution highly differed between the investigated CWS and TDC in neutral and negative words. However, there were similarities in positive words in distribution between the study groups. Discussion: The studied CWS and TDC were similar concerning behavioral results. High-valence words in the CWS group presented a higher similar distribution, compared to the TDC groups; however, low-valence words in the explored CWS had a more similar amplitude to the TDC group for neutral words. Then, emotional content facilitated phonological processing in the investigated CWS in the given time range.

scholarly journals The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

2020 ◽  
Vol 19 (9) ◽  
pp. 363-381
Author(s):  
Moustafa Mohamed Abdelmohsen ◽  
Rohaya Abdullah ◽  
Yasir Azam
Keyword(s):  
Writing Skills ◽  
Control Group ◽  
Efl Teachers ◽  
Foundation Program ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

scholarly journals Prevalence of active tuberculosis disease among healthcare workers and support staff in healthcare settings of the Amhara region, Ethiopia

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253177
Author(s):  
Melashu Balew Shiferaw ◽  
Mulusew Alemneh Sinishaw ◽  
Desalegne Amare ◽  
Genetu Alem ◽  
Dawit Asefa ◽  
...  
Keyword(s):  
Prevention And Control ◽  
Healthcare Workers ◽  
Support Staff ◽  
Control Measures ◽  
Health Centers ◽  
Amhara Region ◽  
Healthcare Settings ◽  
Prevention And Control Measures ◽  
Study Participants ◽  
And Control

Background Health care workers (HCWs) are at an increased risk of acquiring tuberculosis (TB) compared to the general population, because of the frequent face to face contact or potential exposure to TB through shared air or space with infectious patient(s), regardless of economic setting and local TB incidence. Information on the burden of active TB disease among HCWs will help guide control measures, can be utilized to evaluate the effectiveness of TB infection prevention programs in the health care setting, and guide necessary actions. However, data on TB among HCW in Ethiopia is limited. Therefore, this study aimed to determine the prevalence of active TB disease among healthcare workers and support staff in healthcare settings in the Amhara region of Ethiopia. Methods A cross-sectional study design was used to recruit a total of 580 randomly selected study participants in the Amhara region. Data were collected over four months in selected hospitals and health centers. Implementation of TB prevention and control measures was evaluated using a standardized checklist. The main outcome indicator was active TB as measured by a laboratory diagnosis using GeneXpert technology. Results A total of 580 study participants were enrolled. The mean age was 31.3 (±7.8 standard deviation) years, with about two-thirds (65.3%) aged between 18–24 years. A total of 9 (1.6%) MTB cases were detected, 4 (1.4%) in HCWs and 5 (1.7%) in support staff, which did not significantly differ (P = 0.50). About 90% of the participants had not received TB infection prevention and control training ever. More than half (54%) of the study participants worked in poorly ventilated rooms. Triage of coughing patients was not practiced in 32% of the studied facilities (health centers and hospitals). Conclusions The magnitude of TB among healthcare workers and support staff in healthcare settings was higher than in the general population (140 per 100000 population). The status of implementation of tuberculosis prevention and control measures indicated missed opportunities. Hence, strict implementation of developed infection control plans of TB in healthcare settings needs to be improved.

scholarly journals The impact of online learning on student motivation in science and biology classes

2020 ◽  
Vol 13 (1) ◽  
pp. 73-87
Author(s):  
Mila Bulić ◽  
Ines Blažević
Keyword(s):  
Student Motivation ◽  
Online Teaching ◽  
Natural Sciences ◽  
Online Classes ◽  
Control Groups ◽  
Motivation For Learning ◽  
Significant Difference ◽  
Study Participants ◽  
And Control ◽  
The Impact

The research aimed to check for difference in learning motivation between students learning online and students participating in modern classroom instruction. The study participants included students attending grades 5 to 8, divided into experimental (online classes) and control groups based on pre-testing. The results show that there is no statistically significant difference in motivation between the tested sub-samples. Student motivation for learning natural sciences declines with their years of schooling, but this is not statistically significant. It can be concluded that online teaching of Science and Biology as a learning tool can be as motivating as modern teaching using active classroom methods.

Orthographic Processing of Developmental Dyslexic Children in China: Evidence from an Event-Related Potential Study

2021 ◽  
Author(s):  
Shu-ting Tang ◽  
Fang-fang Liu ◽  
Zeng-chun Li ◽  
Ke-gao Deng ◽  
Ran-ran Song ◽  
...  
Keyword(s):  
Event Related Potential ◽  
Orthographic Processing ◽  
Potential Study

Preventive efficacy of Grippol® plus in children aged 8 to 14 years residing in Almaty (Republic of Kazakhstan)

2020 ◽  
Vol 15 (6) ◽  
pp. 27-34
Author(s):  
L.T. Yeraliyeva ◽  
◽  
Zh.N. Suleymenova ◽  
M.A. Smagul ◽  
M.K. Smagulova ◽  
...  
Keyword(s):  
Viral Infections ◽  
Control Group ◽  
Open Label ◽  
Active Monitoring ◽  
Preventive Efficacy ◽  
Efficacy Index ◽  
Respiratory Viral Infections ◽  
Study Participants ◽  
And Control ◽  
Experimental Group

Objective. To evaluate preventive efficacy and reactogenicity of Grippol® plus vaccine in children aged 8 to 14 years residing in Almaty (Republic of Kazakhstan). Patients and methods. This open-label prospective study was conducted between October 2019 and April 2020 and included 600 children aged 8 to 14 years (mean age 10.6 ± 4.9 years) studying in two schools of Almaty. Study participants were divided into two groups (300 children in each): experimental group, in which children were vaccinated with Grippol® plus (Petrovax Pharm, Russia) in accordance with all rules and control group. Patients in both groups were matched for gender; children of the Mongoloid race prevailed in the experimental group. Parents (or official representatives) of all participants signed an informed consent before the enrollment. The efficacy of vaccination was evaluated by active monitoring (telephone contacts with parents) and assessment of the incidence of influenza and acute respiratory viral infections (ARVIs) during the next 6 months. We calculated the efficacy index and efficacy coefficient. Data analysis was performed using the Statistica 6.0 software; differences were considered significant at p < 0.05. Results. Follow-up of study participants during 6 months after vaccination demonstrated significant differences in the incidence of ARVIs and influenza between the two groups: 7 cases among vaccinated children (2,3%) vs 21 cases among controls (7%) (p < 0.05). One child from the control group had two episodes of ARVI. Mean duration of influenza and ARVIs in the experimental group was 1.8 times lower than that in the control group. The efficacy index and efficacy coefficient, calculated with the consideration of influenza diagnosis confirmation by polymerase chain reaction, were 3% and 66.7%, respectively. Local and systemic reactions to vaccination were observed in 3 children, were transient, and disappeared after 2–3 days. Conclusion. The trivalent inactivated polymer-subunit vaccine Grippol® plus was safe and effective in children aged between 8 and 14 years. Key words: vaccine, influenza, children, incidence, acute respiratory viral infections, efficacy

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