scholarly journals Learning Disorder (Dyslexia): An Overview Description of the Entity through Available Researches

2021 ◽  
Author(s):  
Sambhu Prasad ◽  
Rajesh Sagar
Keyword(s):  
Nervous System ◽  
Learning Disability ◽  
Educational Interventions ◽  
Learning Support ◽  
Learning Disorder ◽  
Phonological Decoding ◽  
Policy Interventions ◽  
Group A ◽  
Teacher Policy ◽  
Specific Learning

Dyslexia is a specific learning disability can be explained with number of biological and neuropsychological theories. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The available research in this field show that there is impairment in processing the sensory input that enters the nervous system. It also indicate that there are problem in phonological decoding. There are various educational interventions and programs to address dyslexia which includes regular teaching in small group, a learning support assistant like a specialist teacher, policy interventions etc. The basic strategies of intervention focus on phonemic skill such as the ability to identify and process word sounds.

scholarly journals Meta-analysis of the Effectiveness of Therapeutic-Educational Interventions on the Improvement of Specific Learning Disorder

2020 ◽  
Vol 7 (3) ◽  
pp. 264-277
Author(s):  
Marjan Manavi Shad ◽  
Javad Mesrabadi ◽  
Ramin Habibi Kelibar ◽  
Abolfazl Farid ◽  
◽  
...  
Keyword(s):  
Meta Analysis ◽  
Educational Interventions ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Specific Learning

scholarly journals The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

2021 ◽  
Vol 9 (2) ◽  
pp. 93-102
Author(s):  
Sabora Tahmasbnezhad ◽  
◽  
Narges Firoozzadeh Pasha ◽  
Morteza Homayounnia Firoozjah ◽  
Alireza Homayouni ◽  
...  
Keyword(s):  
Educational Interventions ◽  
Influential Factor ◽  
Control Group ◽  
Learning Disorder ◽  
Control Group Design ◽  
Active Memory ◽  
Specific Learning Disorder ◽  
Significant Difference ◽  
And Control ◽  
Specific Learning

Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280). Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

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.

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

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.

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