Dyslexia as the most prevalent form of specific learning disabilities

Dyslexia is the most common form of specific learning disabilities. Dyslexia is observed in 5-17.5 % of schoolchildren, and among children with specific learning disabilities, it accounts for about 70-80 %. Usually, dyslexia manifests itself as the inability to achieve an appropriate level of reading skills development that would be proportional to their intellectual abilities and writing and spelling skills. Secondary consequences of dyslexia may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background skills. The review discusses neurological management of reading and writing as complex higher mental functions, including many components that are provided by various brain areas. The principles of dyslexia classification, the main characteristics of its traditionally defined forms are given: phonemic, optical, mnestic, semantic, agrammatic. The article analyzes the cerebral mechanisms of dyslexia development, the results of studies using neuropsychological methods, functional neuroimaging, and the study of the brain connectome. The contribution to dyslexia development of disturbances in phonological awareness, rapid automated naming (RAN), the volume of visual attention (VAS), components of the brain executive functions is discussed. The origin of emotional disorders in children with dyslexia, risk factors for dyslexia development (including genetic predisposition) are considered. Dyslexia manifestations in children are listed, about which their parents seek the advice of a specialist for the first time. In the process of diagnosing dyslexia, attention should be paid to the delay in the child’s speech development, cases of speech and language development disorders and specific learning disabilities among family members. It is necessary to consider possible comorbidity of dyslexia in a child with attention deficit hyperactivity disorder, dyscalculia, developmental dyspraxia, disorders of emotional control and brain executive functions. Timely diagnosis determines the effectiveness of early intervention programs based on an integrated multimodal approach.

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Electroencephalographic changes as neuroscience-based cognitive skill training program

Asian Journal of Medical Sciences ◽

10.3126/ajms.v11i1.26527 ◽

2020 ◽

Vol 11 (1) ◽

pp. 63-68

Author(s):

Phakkharawat Sittiprapaporn

Keyword(s):

Learning Disabilities ◽

Executive Functions ◽

Training Program ◽

Cognitive Processing ◽

Cognitive Skills ◽

Skill Training ◽

Computer Training ◽

Specific Learning Disabilities ◽

The Brain ◽

Specific Learning

Background: Brain is an organ that is easily affected by the physical changes.Abnormalities are known to occur with the brain in terms of memory, eyesight, intellect, and balance as the brain is an organ that is easily affected by the physical changes. Executive functions have been shown to be related to academicachievement and the ability to learn, as well as a range of a neurodevelopmental disorders. The failure of many traditional educational interventions for students with specific learning disabilities may be attributed to large deficits in executive functions, including working memory and inhibition. Aims and Objective: This study examined how BrainWare SAFARI, a computer-based training, aid students with specific learning disabilities in enhancing their executive functions and specific learning disabilities. Materials and Methods: The present experimental study examined the effectiveness of a specific 12-week neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, on the cognitive processing of elementary students with specific learning disabilities. Results:The results of this study showed that all students Participants were able to complete a sufficient number of sessions in BrainWare SAFARI experienced significant improvements in multiple areas of cognitive processing. The results showed that the attention level changed with statistically significant while the meditation level was not changed. Conclusion: Thus, this neuroscience-based, cognitive skills computer-training program, BrainWare SAFARI, could result in increased academic performance.

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Eye Tracking as a Tool for Diagnosing Specific Learning Disabilities

Emerging Trends in the Diagnosis and Intervention of Neurodevelopmental Disorders - Advances in Medical Technologies and Clinical Practice ◽

10.4018/978-1-5225-7004-2.ch008 ◽

2019 ◽

pp. 153-170

Author(s):

Azeez Rizwana

Keyword(s):

Learning Disabilities ◽

Eye Tracking ◽

Specific Learning Disabilities ◽

Eye Tracker ◽

Common Technique ◽

Personal Wellbeing ◽

Functional Areas ◽

The Brain ◽

Specific Learning ◽

Potential Tool

The chapter intends to highlight the use of eye tracker, a tool that tracks eye movements, as a potential tool to aid diagnosis of specific learning disabilities along with psychometric tests. The issue of identifying and assessing children for specific learning disabilities is very difficult and crucial for the psychological, social, and personal wellbeing of the child growing into an adult. A common technique for diagnosing specific learning disabilities is the need of the hour. The eye is considered to be the window to the brain. Any differences in the eye movement can reflect disorders or diseases in the functional areas of cerebral cortex, brain stem, cerebellum, and other areas of the brain. The most important contribution of eye tracking research is it allows examination of different aspects of cognitive performance in moment-to-moment details on very simple tasks and infer the neurobiological basis of cognitive processes. Therefore, the chapter focuses on studies related to use of eye trackers as a futuristic technique in the diagnosis of specific learning disabilities.

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The comparison of sluggish cognitive tempo, processing speed, and executive functions in female children with specific learning disabilities and typically developing female children: A pilot study

Applied Neuropsychology Child ◽

10.1080/21622965.2021.2007097 ◽

2021 ◽

pp. 1-8

Author(s):

Zeinab Robati Firoozehchi ◽

Ali Mashhadi ◽

Imanollah Bigdeli

Keyword(s):

Learning Disabilities ◽

Pilot Study ◽

Executive Functions ◽

Processing Speed ◽

Specific Learning Disabilities ◽

Sluggish Cognitive Tempo ◽

Typically Developing ◽

Female Children ◽

Specific Learning ◽

Cognitive Tempo

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Identifying children with developmental and behavioural problems

Health for all Children ◽

10.1093/med/9780198570844.003.0013 ◽

2006 ◽

pp. 238-268

Author(s):

David M. B. Hall ◽

David Elliman

Keyword(s):

Learning Disabilities ◽

Emotional Disorders ◽

Social Services ◽

Early Identification ◽

Specific Learning Disabilities ◽

Motor Disorders ◽

High Prevalence ◽

Definition Of ◽

Low Prevalence ◽

Specific Learning

Chapter 13 deals with the definition of disablement and the epidemiology of disabling conditions, the importance of identifying, detecting, and caring for children with disabling conditions, the distinction (for convenience only) between two categories of disabling condition—low-prevalence high-severity disorders, and high-prevalence low-severity problems, the ways in which disabling conditions are identified, screening for autism, the place of developmental screening, the early identification of speech and language impairments and how they may be managed, motor disorders and specific learning disabilities, psychological, behavioural, and emotional disorders and service provision for them, and the vital importance of collaboration between health, social services, and education in the planning of early identification activities.

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