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A COGNITIVE TOOL FOR THE DIFFERENTIAL DIAGNOSIS OF
DYSLEXIA FROM ATTENTION DEFICIT DISORDER- PREDOMINANTLY
INATTENTIVE TYPE.
AARON, P.G.
Professor, Dept. of Educational Psychology, Indiana State University, Terre Haute, Indiana,
USA
Poor performance on tests of reading comprehension could be the result of weak
word-recognition skills, inconsistent attention (ADD), or a combination of the two.
Identifying the source of the reading disability (RD) reliably has been difficult
because inconsistent attention interferes with reading and weak word recognition skill
makes attention to wander. The situation is further complicated by the fact that there
are no objective diagnostic tests for ADD (Breggin, 1998; Diller, 1998). We proposed
a new model of differential diagnosis of ADHD-I/RD and field-tested its utility in
two studies. The new diagnostic procedure utilizes intra-individual differences seen in
the performance of at-risk learners on tasks related to reading which vary in the
degree of sustained attention required for successful performance. The hypothesis is
that children with inconsistent attention would perform poorly on tests such as
listening comprehension which require sustained attention than on tests such as
reading comprehension which are more tolerant of inattention. Such differences will
not be seen in the test scores of children who have only reading disability because
their performance on reading tests is determined more by the difficulty level of the
tests than by the sensitivity of the tests to attention.
The validity of this proposition was tested in two studies. These two studies were
conducted in two different schools in two separate years. The children involved in
the study came from grades 2 through 5 and were considered to be at risk for reading
by their classroom teachers. There were 50 children in Study I and 37 children in
Study II.
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They were administered tests of reading comprehension (Woodcock, Cloze format)
and Gates McGinitey (Paragragrah format). They were also administered the test of
Listening comprehension from Woodcock Language Proficiency Battery.
In addition, they were also administered Woodcock listening and reading vocabulary
as well as informal oral and written spelling tests. The validity of the model was
tested by comparing the differential performance of the children on these tests with
that of Conners Continuous Performance test (CPT).
The CPT provides a measure of inconsistency of attention. The expectation was that
the performance of children who have higher listening comprehension score than
reading comprehension score (dyslexics) will not show signs of inconsistent attention
on the CPT. In contrast, children with higher reading comprehension scores than
listening comprehension scores (ADHD) will show a profile of inconsistent attention
on the CPT. By administering all the tests described above and analyzing the scores
for statistical significance, we found that the following pairs of tests were successful
in separating children with dyslexia from children with ADHD:
(1). Reading comprehension test vs. Listening comprehension test;
(2). Reading comprehension test in Cloze format vs. Reading comprehension test in
Paragraph format;
(3). Administration of reading comprehension test in one session vs. Administering
an equivalent format in two sessions.
The tests used in the two studies can be administered by teachers in the classroom
and will be helpful in identifying children with ADHD and separating them from
those who have Dyslexia.
ELECTROPHYSIOLOGICAL EVALUATION IN CHILDREN WITH ADHD
Agapitou, P. 1 & Karapetsas, A. 2
1 PhD Laboratory of Neuropsychology, Department of Special Education, University of
Thessaly,Volos, Greece.
2 Professor, Laboratory of Neuropsychology, Department of Special Education, University of
Thessaly, Volos, Greece.1 [email protected] 2 [email protected]
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The comprehension of Attention Deficit Hyperactivity Disorder (ADHD) is still
evolving and the existence of the syndrome is still actively debated. The symptoms
include developmentally inappropriate levels of attention, concentration, activity
distractibility and impulsivity. Children with ADHD usually have functional
impairments across multiple settings including home, school, and play. However,
these children’s impairments are specially evidence at school. Several
electrophysiological studies have reported different findings in the central nervous
system of children with ADHD. Emission topography has showed decreased blood
flow in striatal areas. SPECT studies have revealed greater hemispheric asymmetry
with less activity in the left frontal and left parietal hemispheres in subjects with
ADHD.
The purpose of this paper is to compare brain-stem auditory (short latency) evoked
responses (BSAER) and long latency auditory evoked responses (LLAER) in school
children with and without ADHD.
This study was carried out at the Laboratory of Neuropsychology University of
Thessaly. The diagnosis of ADHD was done using a behavioral assessment scale
according to the DSM-IV diagnostic criteria, which was completed by parents and
teachers. The parents of 19 children agreed to participate in the evaluation. Two
children were females and 17 males. The methods of brain-stem auditory evoked
responses (BSAER) and long latency auditory evoked responses (LLAER) were
applied.
The results of this study indicate that school children with ADHD show significant
abnormalities in LLAER.
The differences which several authors have reported in different procedures including
electrophysiological, biochemical and imaging studies could in theory be the basis of
ADHD. There has to be a distinction in causation and correlation. The claim that the
results of LLAER in children with ADHD reported in this study, may be useful as a
diagnostic tool can be misleading. In the future, the results from these
electrophysiological measures can detect children with ADHD more likely to respond
to specific therapeutic agents.
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THE CURRENT STATE OF DYSLEXIA IN KUWAIT AND HOW TO
IMPROVE SERVICES: THE ROLE OF THE KUWAIT DYSLEXIC
ASSOCIATION
AL- QATAMI, M.
Chairman Kuwait Dyslexia Association P.O. Box 24409 Safat 13105 Kuwait
www.q8da.com
The aim was to come up with a service that can provide help for dyslexics in Kuwait.
Dyslexia in Kuwait affects at least 50,000 people (the Kuwait population is around
1.5 million.). This gives an indication of how large is the problem that the KDA is
facing. There is a huge need for specialists to do the job. There should be tools to
screen and diagnose dyslexics. Treatment is a big problem because Arabic is different
from the English language therefore we cannot translate teaching program from
English to Arabic. We have to come up with an Arabic version for teaching dyslexics
and to educate the people about dyslexia. Therefore, the KDA’s strategies are:
1. Training people to be qualified
2. Prepare diagnostic tools in Arabic for screening and assessment in Kuwait
3. Increase public awareness for dyslexics, specially to their family, work, place
and society
4. Having an international centre concerned with dyslexia locally and
internationally
5. Priority on prognosis and early diagnosis.
6. Provide help for schools to be specialized in treating dyslexia
7. Conferences and meetings concerned with dyslexia
8. Helping center to support dyslexics either by telephone, mail, personal contact
or by the internet.
The aim is to built clear strategies and good planning so it can provide services for
people concerned with dyslexics in a proper way and also to give a strong base for
other organizations to follow. What KDA has done in the last two years can be
consider an elementary step for the goal that it seeks and can be looked upon as seeds
for the bright future.
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COMPARISON BETWEEN COGNITIVE MAPS' FOR CHILDREN WITH
L.D., & M.R. IN COGNITIVE ASSESSMENT SYSTEM (PASS) - AMONG
EGYPTIAN SCHOOL CHILDREN
AL SHEIKH, H. F. 1
Ph.D. researcher -Ain Shams university & teacher in general mental retarded school - Egypt,
Gharbia- Mahalla Kobraa-14st.Abd Elrehiem Sabry-Sabaa Banat-street number 31952
Planning, Attention, Simultaneous, & Successive (PASS) theory is based on the
neuropsychological, information processing & cognitive psychological research of
Luria. PASS theory could be the identification of specific LD children on this basis
or a dysfunction in basic cognitive processing related to the academic failure. CAS
measures of cognitive processes can assist in differential diagnosis using Feuerstein's
delineation of the cognitive functions that could be determined & analyzed from the
mental acts, according to the three phrases (input, elaboration, and output) that
itemize the cognitive map. The illustration of the range & nature of the differences of
the zone of proximal development "ZPD" in the cognitive maps for children with
learning disabilities, learning difficulties, mental retardation wiil be shown by
analyzing their performance in cognitive assessment system (PASS) and focussing the
discussion of ways that given as mediation. Dynamic Assessment used as an
application approach, structural equation modelling was used to analyze the data. The
results illustrated that: There are differences between the cognitive maps' of children
with L.D. & M.R. with & without neurological conditions or with & without
educational deprivation.
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LANGUAGE AND READING DEFICITS FOLLOWING CEREBELLAR
DISORDERS
ANDREOU, G. & VLACHOS, F.
University of Thessaly Department of Special Education Volos, Greece
Introduction:The interest in the role of cerebellum in cognitive functioning has
been increasing in recent days, based on both theoretical considerations and
empirical evidence. It is claimed that the cerebellum is involved in the acquisition
of skills related to language, making cerebellar dysfunction a prime candidate for
an underlying cause of dyslexia. The aim of this preliminary study was to examine
further the hypothesis of cerebellar involvement in word generation as well as in
the reading process – justified by its emergent role in language and cognition.
Method: Two standardized verbal fluency tasks (a phonological task and a
semantic task) were administered to three patients who suffered from cerebellar
dysfunction due to hemorrhage or tumour at the right cerebellum area. No patient
included in the study had history of neurologic illness or developmental learning
disorder in childhood nor clinical or neuroradiological evidence of extracerebellar
disease and mini mental state examination was within the normal range. Patients’
reading skills were assessed using the Greek adaptation of the reading scale of the
Luria-Nebraska Neuropsychological Battery.
Results and Discussion: The present study showed that all three cerebellar patients
performed lower than normal people do in verbal fluency tasks, according to
normative verbal fluency data stratified by age and education in the Greek
population More specifically, in the letter verbal fluency test they produced fewer
words than normals which reveals that the verbal fluency deficit seen in cerebellar
patients is specifically linked to phonological processing. In the semantic task they
produced fewer words than normals for all three semantic categories they were
given which reveals the active role the cerebellum plays in semantic word
generation. In contrast to their verbal fluency deficit, no obvious difficulty was
obtained in cerebellar patients during reading tasks. This could be due to the fact
that the reading impairment following cerebellar dysfunction is very mild and
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difficult to be observed by an instrument designed to detect cognitive deficits after
cerebral lesions. Overall, the results of this preliminary study support the view of
cerebellar influence on verbal fluency, extending its role in linguistic processing.
THE LINKS BETWEEN PSYCHOSOCIAL FUNCTIONING AND MOTHER-
CHILD INTERACTION IN DYSLEXIC CHILDREN
BARKAUSKIENE, R. 1, BIELIAUSKAITE, R. 2
1 Vilnius Psychological Pedagogical Service, Lithuania, 2 Vilnius University,
Lithuania1 [email protected], 2 [email protected]
Though psychological studies reveal that dyslexic children are at greater risk for
psychosocial disturbances than other children are, little is known about environmental
factors related to behavioral and emotional difficulties in these children. The present
study aimed at investigation the relationship between behavioral emotional problems
and mother-child interactions (reflected by the level of child’s “goodness of fit”
within maternal expectations, mother’s positive and negative feelings toward a child
and mother’s involvement with child’s learning) in dyslexic children subject to the
comorbidity of dyslexia with arithmetic disabilities.
The sample of the present study consisted of 102 children with learning disabilities
aged 8-11. The subjects were subdivided into two subgroups: 1) 39 children with
dyslexia (RD); 2) 63 children with dyslexia comorbid to arithmetic disabilities
(RD/ArD).
Though children with pure dyslexia cases and comorbid cases did not differ on
measures of mother-child interactions, the different tendencies of its relationship to
child’s psychosocial outcomes revealed. For the group of children with pure dyslexia
cases, mother’s positive feelings, negative control of homework and mother-child
discussion about learning were negatively to emotional-behavioral difficulties. In
contrary, child’s “goodness of fit” with maternal expectations level and positive
feelings were negatively associated with child’s problems. In the subgroup of children
with dyslexia/arithmetic problems, two measures of mother-child interaction -
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mothers’ negative feelings and mother-child discussions about learning - correlated
with child’s psychosocial outcomes.
The obtained results may show children with pure dyslexia to be more vulnerable to
the environment’s changes. Secondly, results allow hypothesize about different
mechanisms involved in association of mother-child interaction to psychosocial
difficulties of dyslexic children. Despite the correlational design of this study, its
findings do highlight the importance of the family factors for psychosocial
functioning of children with dyslexia and this association needs further study to
determine the precise nature of the relationship.
SYMBOL IMAGERY: A SENSORY-COGNITIVE FACTOR UNDERLYING
PHONOLOGICAL & ORTHOGRAPHIC PROCESSING
BELL, N.
Lindamood-Bell Learning Processes 416 Higuera Street San Luis Obispo, CA 93401
The ability to visually image the identity, number, and sequence of letters in words is
directly related to reading and spelling skills. Data on over a thousand subjects
indicates that symbol imagery is more predicative to work attack, word recognition,
spelling and paragraph reading than phoneme awareness. What is this factor and how
does it relate to literacy skills?
Objectives:
1. Understanding that reading relies on an integration of the three sensory-
cognitive functions, concept imagery, phonemic awareness, and symbol imagery.
2. Understanding that symbol imagery—the ability to visualize letters within words—is
a critical factor in phonemic awareness, word attack, word recognition, spelling and
contextual reading.
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3. Understanding of the role of symbol imagery in relationship to phonemic awareness,
especially in the area of automatically.
4. Understanding the role of symbol imagery for the development of sight words,
spelling and contextual reading fluency.
5. Understanding the research documenting the significant correlation of symbol
imagery to phoneme awareness, word attack, word recognition, spelling, and
contextual reading.
THE NEURAL BASIS FOR READING ACQUISITION IN ALPHABETIC
SCRIPTS: AN FMRI STUDY
BLOMERT, L.1, VAN ATTEVELDT, N.2, FORMISANO, E. 3 & GOEBEL, R. 4
Dept. of Cognitive Neuroscience, Faculty of Psychology, Universiteit Maastricht, The
Most people acquire literacy skills with remarkable ease even though the human brain
is not evolutionary adapted to this relatively new cultural phenomenon. Associations
between letters and speech sounds form the basis of reading acquisition in alphabetic
scripts. We investigated the functional neuroanatomy of associations between letters
and speech sounds using functional magnetic resonance imaging (fMRI). The most
interesting finding is a modulation of the response to speech sounds in early auditory
cortex by visual letters. Based on the analyses of single-subject data and group data
aligned on the basis of individual cortical anatomy, we will present a model for the
integration of graphemes and phonemes. Our data indicate that the efficient
processing of culturally defined associations between letters and speech sounds may
be based on a naturally evolved neural mechanism for integrating audiovisual speech
(VanAtteveldt, Formisano, Goebel & Blomert, submitted). This insight contrasts with
a recently advanced cerebellar account of the integration of graphemes and phonemes.
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NEURAL CORRELATES OF A PHONOLOGICAL CORE DEFICIT IN
DYSLEXIA: ERP STUDIES
BLOMERT, L. 1, BONTE, M. 2 & MITTERER H. 3
Dept. of Cognitive Neuroscience, Faculty of Psychology, Universiteit Maastricht, The
Dyslexics seem to suffer from a categorical-speech perception deficit. This deficit
may be an emergent property of poor context-sensitivity in speech perception. Thus
we tested the use of acoustic, phonetic, and phonological context cues. Dyslexics did
not show any evidence of a speech-perception deficit and the results do not support a
general auditory deficit in dyslexia. Dyslexics also perform below average on a
variety of phonological tasks. Because it is not clear how this relates to on-line speech
perception, we investigated possible deviant processes by means of event-related
potential (ERP) measures of implicit phonological processing. The ERP results of
phonological priming experiments indicated deviant pre-lexical phonological
processing in dyslexics. To further investigate these deviancies we measured the ERP
response to phonotactic regularities. The mismatch negativity (MMN) data reveal a
different sensitivity to the statistical regularity of phonological sequences in dyslexics.
The results together make a strong case for a phonological deficit in the neural basis
of the spoken language system in dyslexia and do not support a magnocellular deficit
hypothesis.
THE RIGHTS OF DYSLEXIC CHILDREN IN EUROPE
BOGDANOWICZ, M.2 & PETRUS, P.1
1University of Gdansk, Institute of Psychology, Gdansk, Poland ul. Okrętowa 8, 80-299
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The results presented came from a survey on rights of dyslexic children in Europe
conducted in co-operation with associations gathered in European Dyslexia
Association (EDA) in years 2002-3. Nineteen EDA Members replied to the survey,
which provided very interesting results. It appeared that although all the countries
represented by Associations signed The UN Convention on Rights of the Child
(1989), the situation of dyslexic children in most of them is not satisfying yet. The
level of awareness of dyslexia-related problems is described mostly as poor. Both
legal and educational situation of dyslexic pupils differs significantly in various
countries. In some of them certain special rights for dyslexic at school are provided
( 70% of respondents claimed to have such privileges), but not fully respected (in
60% of the countries they were guaranteed by law). Generally it should be stated that
not all the dyslexic pupils are treated as children with Special Educational Needs in
the sufficient range. Special rights of dyslexic children are applied at schools in more
than a half of the surveyed countries but guaranteed by law in 2/3 of countries
applying them. Special rights of dyslexic children include the following areas:
assessing dyslexic children according to their abilities; allowing them alternative ways
of performance at school; supplying them with special conditions during examinations
and learning foreign languages. In most cases the only people responsible for
applying special rights are teachers. One of the most important bases for allowing
dyslexics special rights is the request of teachers and parents. However both
teachers and parents have insufficient awareness of dyslexia-related problems (in
most countries described as 'poor ') .It is especially important to raise the level of
awareness of dyslexia and quality of education among school teachers and parents in
many European countries.
DECODING, MONITORING AND READING COMPREHENSION OF GOOD
AND POOR READERS
BOTSAS, G. 1 IATRAKI , E. 2 & HATZIGIANNI, A.3
1 University of Thessaly Volos, Greece 2 Aristotle University of Thessaloniki, Greece 3
Aristotle University of Thessaloniki Halkidiki, Greece
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1 [email protected] [email protected]
Monitoring refers to student’s online awareness of reading comprehension process Monitoring refers to student’s online awareness of reading comprehension process
and achievement.and achievement.
There are a lot of data suggesting that poor readers do not monitor their reading
comprehension actively and consequently they have a rather low understanding of
texts. Monitoring activity has been studied very few times along with other reading
parameters such as decoding ability.
The aim of this study was to explore the profiles of good and poor readers in regard to
decoding, metacognitive monitoring and reading comprehension. Further, the
relationship among the three variables and the contribution of decoding and
monitoring in reading comprehension were examined.
One hundred and two 5th and 6th graders from Central Macedonia took part in the
study (mean age 11 years and 3 months). Half of them (N = 51) were good and half
were poor readers.
The use of a “think-aloud” protocol, in which inconsistencies were included, provided
data for metacognitive monitoring and decoding (reading elapsed time and reading
accuracy). Reading comprehension performance scores were collected through the
reading comprehension part of TORP (Test Of Reading Performance).
Based on the analysis data, poor readers needed significantly more time to finish their
reading task and made significantly more decoding errors, compared to good readers.
Further, they were not able to metacognitively monitor their comprehension, and
therefore, could not remedy problems that came up during reading. On the contrary,
good readers completed their reading earlier and without making reading errors, while
they were monitoring their comprehension. It was also found that decoding and
metacognitive monitoring could explain a major part (75.9%) of the reading
comprehension performance.
The results are discussed in the context of understanding reading disability.
INTERPRETING DYSLEXIA DOCUMENTATION IN ADOLESCENTS AND
ADULTS: AN INTERNATIONAL PERSPECTIVE
BRINCKERHOFF, L.
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Director, Office of Disability Policy Educational Testing Service 57 Gorham Street, Apt. #3
Cambridge, MA 02138 USA
Educational Testing Service (ETS) is the world's largest producer of standardized
tests. Each year over 8,000 persons with disabilities request testing accommodations
for a variety of examinations such as the GMAT, GRE, and TOEFL tests. An
increasingly large number of individuals taking examinations are from countries
outside of North America. The intent of this session is to discuss the complexities of
reviewing disability documentation from an international perspective. Actual case
studies will be used from a variety of foreign countries.
How adequately do dyslexic student cope with the academic demands of Higher
Education in the UK? The First degree results of three cohorts of dyslexic and non-
dyslexic students.
THE PHONOLOGICAL HYPOTHESIS OF DEVELOPMENTAL
DYSLEXIA : DOES A HISTORY OF LANGUAGE DELAY MATTER?
BRIZZOLARA, D.1, CHILOSI, A.M.1,2, PECINI, C.1, LAMI, L.2, PIGNATTI, B.2 PIZZOLI, C.2,
CIPRIANI, P.1, DE FILIPPI, G.3 & ZOCCOLOTTI, P.3
1IRCCS Stella Maris - University of Pisa -2 CRLD- USL Bologna – 3 IRCCS S. Lucia - University of Roma ITALY
The core deficit of dyslexia has been identified as a language-related condition in
which specific reading disabilities may stem largely from an impairment in the
representation and manipulation of phonemes ('phonological core deficit' Stanovich
and Siegel, 1994). The aim of this study is to verify whether phonological deficits are
a common marker of all cases of dyslexia or specifically affect dyslexic children with
a history of previous language delay. 120 dyslexic children (age ranging from 8 to 13
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years) were selected on the basis of a deficit in reading speed (2 or more sd below the
mean value expected for school level) and divided in two groups according to the
presence (LD) or absence of a history of early language delay (NoLD). A standardised
neuropsychological battery was used in order to assess: intelligence, reading and
writing of single words, non words and texts. Phonological processing abilities were
measured with tasks tapping verbal working memory, phoneme awareness and
phonemic fluency. In a sub-group of 37 children (LD = 15, NoLD = 22), rapid
automatized naming (RAN) was assessed with a test requiring fast retrieval of names
of colours, figures and digits.
The results showed that a higher proportion of LD than NoLD children were more
impaired in reading accuracy than in reading speed, whereas the reverse pattern was
observed among NoLD subjects (p<0.05). Children with previous language delay
were impaired in phonological processing tasks. Both groups were similarly impaired
in the RAN task.
These findings suggest that the “phonological deficit hypothesis” of DD should not be
generalised to all cases, but only to a subset of dyslexic children with previous
language acquisition delay. Since both groups had a deficit of rapid naming, our data
suggest, in agreement with Wolf and Bowers’ (1999) ‘double deficit model’, that
phonological deficits and impaired naming speed could be two separable sources of
reading dysfunction, and their combined presence would lead to both speed and
accuracy impairment as in our LD group.
A MODEL OF SPECIFIC LEARNING DIFFICULTIES: ASSESSMENT,
INTERVENTION AND RESEARCH.
BROOKS, P. 1, EVERATT, J. 2 & WEEKS, A. R.3
1Chartered Educational Psychologist, University of Surrey and Roehampton University of
Surrey, UK
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A series of studies will be described across groups of matched children assessed as
having dyslexia, attention deficit, speech and language difficulty, emotional and
behaviour difficulty, and lower general learning levels or intelligence. Group
differences and similarities will be illustrated with tasks measuring reading,
phonological awareness, working memory, freedom from distraction, verbal and non-
verbal ability, and creativity. The need for full cognitive profiles for assessment will
be demonstrated in describing these children's educational needs.
Single case and group studies will be described viewing the learning styles of children
assessed as having dyslexia, general learning difficulties, dyspraxia and
attention/emotional difficulties. Relations between strengths in processing and
effective learning of spellings will be demonstrated.
A framework for specific learning difficulties will be offered, together with its
consequences for assessment, intervention and future research.
ASSESSMENT OF ADULT READING ACCURACY, COMPREHENSION AND
SPEED: THE DEVELOPMENT OF A READING TEST AND INITIAL
OBSERVATIONS FROM ITS USE IN A UNIVERSITY POPULATION.
BROOKS, P. 1, EVERATT, J. 2 & WEEKS, A. R.3
Chartered Educational Psychologist, University of Surrey and Roehampton University of
Surrey, UK
This paper describes the development and standardisation of a prose reading accuracy
test, with associated measures of comprehension, speed and writing speed, within the
adult population of UK further and higher education (age 16 years to adult).
The Adult Reading Test (ART) has performed successfully within these
investigations, and is proving an effective instrument in guiding assessments of
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difficulty, viewing literacy strategies in students and assisting in structuring
appropriate interventions.
Issues will be described that have been of particular interest including: ceiling effects
on accuracy, the validation of such an instrument, comparisons with other UK and US
measures, and the use of spoken versus silent reading comprehension.
ART has proved effective in discriminating dyslexics and literacy difficulty in initial
comparisons with control groups. It offers an insight into the strategies used by adult
dyslexics in compensating for their literacy weaknesses; they may maintain
comprehension levels by some sacrifice of reading accuracy and, especially, speed.
Single cases will be used to illustrate the range of strategies used. By the time of the
conference, it is likely that further evidence will be available.
Areas for further research will be described.
CORRELATES OF DEVELOPMENTAL DYSLEXIA IN BRAZILIAN
PORTUGUESE
CARDOSO-MARTINS, C. & MICHALICK, M. F.
Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas Universidade
Federal de Minas Gerais Belo Horizonte, MG, BRAZIL
This study investigates the correlates of developmental dyslexia among children
learning to read in Portuguese. Participants were 14 Brazilian children referred by
their teachers because of difficulties in learning to read. At the time of the referral, the
children were, on average, 6 years and 9 months-old. They were individually matched
to children of the same gender and classroom who were judged by their teachers to be
progressing normally (Mean age = 6 years and 8 months). All children were enrolled
in private schools serving children from upper/upper-middle class children. All scored
within or above the normal range in the Weschler Intelligence Scale for Children.
Participants were tested twice: At the end of kindergarten, that is, approximately 8
months after the beginning of reading instruction, and at the end of 1st grade. At both
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occasions, we evaluated children’s reading and spelling ability. At the beginning of
the study, we also assessed their phonological processing skills with measures of
phoneme awareness, rapid serial naming (RSN) skills, and verbal short-term memory.
The children whose reading difficulties persisted over the course of the study
performed more poorly than controls on several of the phonological processing
measures. Specifically, they scored significantly lower on our measure of implicit
phoneme awareness, on the digit subtest of the WISC, and on RSN of letters. There
also was a trend for them to perform lower than controls on RSN of colors and
pictures, and on one of our explicit measures of phoneme awareness. Finally, they
scored significantly below controls on two of the WISC’s factors: Resistance to
Distractibility and Speed of Processing. These results are discussed in light of
Pennington’s multiple deficit model of developmental dyslexia. Results also suggest
that measures of implicit phonological processes constitute a more reliable predictor
of reading difficulties in Brazilian Portuguese than more explicit measures.
PSYCHOLOGICAL AND LINGUISTIC ASPECTS OF THE STUDY OF
WRITTEN DISCOURSE IN CHILDREN WITH SPEECH PATHOLOGY
CHIRKINA, G. V.1 & ROSSIJSKAJA, E. N. 2
1 Research Institute for Special Education Russian Academy of Education, Moscow 2 Kursk State University, Kursk
Children with speech pathology demonstrate that their oral speech is not formed,
which generate difficulties on various stages of mastering the written speech. It has
been proved that disgraphy and dislexy reflect the violation of all components of
speech system. It is confirmed by works of many Russian scholars on the materials of
different linguistic systems: Russian, Georgian, Ukranian, Moldovan, and other
languages.
Contemporary research pays a great role in a lot of the study of structural operations
constituting the psychological and linguistic structure of discourse production, which
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is varied and depends on the kind of a particular writing activity (dictation,
composition, rendering, copying). Discourse production activity is a consecutive
chain of operational components, such as intention – internal production of an
utterance with regard to specifics of written speech -- division into lexical units --
lexeme rejection – lexeme substitution -- phonematic analysis – identifying a spelling
problem – solving a spelling problem -- arriving at a graphemic conclusion –
realisation of grapho-motoric programme – reading verification.
This paper is devoted to the experimental research with regard to the above mentioned
model of discourse production activity. Research included analysis of 1000 written
works by pupils with grave speech pathology aged 9-14. The following specific
features of operational components of children’s written speech have been
established:
- difficulties in phonematic analysis in 71,7 % of pupils;
- low level of realisation of grapho-motoric programmes in 45% of children;
- low level of productive solution of spelling problems in 52,2 % of children;
- 13,3 % of pupils do not use reading verification of writing;
- low level of receptive control in 16% of pupils;
- operations on the level of lexeme are relatively retained.
Research led to the following conclusion:
1. The basic structural operations of discourse production activity are not formed
in children with grave speech pathology, which accounts for under-development of
independent written speech production.
2. In this connection special remedial work is necessary. This remedial programme
should be oriented towards the formation of operational structure of the written
discourse, which in its turn raises the level of discourse production and form and
contributes to speech correction in children with grave speech disorder.
NURTURING PUPILS WITH ADHD: EVIDENCE SUGGESTING THE
EFFICACY OF NURTURE GROUPS IN PROMOTING THE SOCIAL,
EMOTIONAL AND EDUCATIONAL DEVELOPMENT OF YOUNG
HYPERACTIVE CHILDREN AND CHILDREN WITH OTHER LEARNING
AND BEHAVIOURAL DIFFICULTIES
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COOPER, P.
Professor, Director of the Centre for Innovation in Raising Educational Achievement School
of Education The University of Leicester
Leicester, England
Nurture Groups (NGs) are a form of educational provision, our understanding of
which is centrally influenced by Bowlby’s Attachment Theory. NGs are designed for
children with social, emotional and educational difficulties, and are usually located in
mainstream elementary schools. NGs are characterised by low teacher-pupil ratios (2
staff to 10 or 12 children) and an holistic approach to curriculum. The study set out to
measure: (1) the effects of NG in promoting pupil improvement in the NG; (2) the
extent to which these improvement generalised to mainstream settings, and (3) the
impact of NGs on whole schools. 359 pupils (71.5% males; mean age: 6 years 5
months) attending NGs were studied. A further 187 pupils (matched to a random
sample of NG pupils) were studied, composing 4 groups: (1) 64 pupils with
(Emotional, Social and Behavioural Difficulties) ESBD (including hyperactivity)
attending NG schools; (2) 65 pupils without ESBD attending NG schools; (3) 31
pupils with ESBD attending schools which do not have NGs; (4) 27 pupils without
ESBD attending schools that do not have NGs. Data gathering tools were: the
Goodman Strengths and Difficulties Questionnaire; the Boxall Profile and interviews
with stakeholders. Measures were taken at termly intervals over a 2 year period.
Quantitative findings indicate that NGs have significant whole school and individual
pupil effects, leading to improvements in pupils' behaviour, social-emotional status
and academic engagement. Qualitative findings indicate high levels of parental,
teacher and pupil enthusiasm for NGs, and the belief that they make a powerful
contribution to protecting at-risk students from social and academic failure. In this
paper particular attention is given to the study’s findings in relation to the effects of
NGs on pupils displaying hyperactive behaviours (ADHD). The implications of these
findings are considered in relation to the likely social and psychological impact of
NGs on children with AD/HD.
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Children who attend NGs early in their school careers have less need for SEN
intervention throughout their subsequent school careers than children with similar
initial characteristics who do not attend NGs. If this is generally the case then it
means that NGs are highly cost-effectively. More importantly, the study suggests that
an holistic approach to the education of young, vulnerable children helps to impede
the development of childhood behavioural disorders and promotes the development of
behaviours that are associated with positive engagement in school based learning
activities.
ACQUISITION OF READING AND WRITTEN SPELLING IN ITALIAN
ORTHOGRAPHY
Cossu, G.
Professor of Child Neuropsychiatry, Department of Neuroscience, University of
Parma, ITALY Istituto di Fisiologia, Via Volturno 39, 43100 Parma ITALY
The present study investigates readings and spelling strategies in normal school
children acquiring a highly transparent orthography, such as Italian.
Method and Sample: Seven hundred and eighty six Italian school children,
attending the first three grades from elementary schools were examined. Children
were presented with a first list containing 20 words that differed in length. A
second list containing 20 words that differed in orthographic complexity was also
presented. An equivalent list of non-words was derived, by substituting two letters.
Results: A very high degree of orthographic accuracy is achieved at around the
middle of the first grade. Furthermore, notwithstanding the transparency of Italian
orthography, reading is easier than spelling. A three-way ANOVA with Task
(reading vs. spelling), Lexicality (words vs. non-words) and Grade (first vs. second
vs. third) as main factors show that all main effects are significant. Task: F =
126.002, df = 1, p < 0.0001; Lexicality: F = 1489.378, df = 1, p < 0.0001; and
Grade: F = 82.33, df = 2, p < 0.0001.
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Unlike accuracy, both the discrepancy in time across grades and the related sd is
much wider than for accuracy . A two-way ANOVA for reading of the “length list”
with Lexicality (words vs. non-words) and Grade as main factors, shows that both
factors (Lexicality: F= 732,018; p <.0001; Grade: F=124,080; p <. 0001) and their
interactions (Lexicality by Grade: F=4,316; p<. 0151) are significant. Similar
results hold for the other variable investigated.
Discussion
By the end of March to the beginning of June, first graders come close to ceiling in
accuracy for both reading words and spelling words correctly. Furthermore, accuracy
across grades shows minimal between-subjects variations.
The situation is different for time-reading, with a much higher discrepancy across
grades and inter subject variability.
The present study, confirms the occurrence of a developmental discrepancy between
reading and spelling.
DISSOCIATIONS BETWEEN READING ACCURACY AND PHONEME
AWARENESS IN LITERACY ACQUISITION: FURTHER EXPERIMENTAL
EVIDENCE
Cossu, G.
Professor of Child Neuropsychiatry, Department of Neuroscience, University of
Parma, ITALY Istituto di Fisiologia, Via Volturno 39, 43100 Parma ITALY
Since the early description of developmental dissociation between reading accuracy
and phonemic awareness (Cossu and Marshall, 1989; Cossu, Rossini and Marshall,
1993), several attempts have been either to disprove these findings or to minimize
their theoretical (and educational) implications. In those early works we maintained
that reading processes are intrinsically metaphonological in nature, namely they are
operations performed upon a string of phonemes. Reading qua transcoding is
conceived of as a low-level process, whereas phonemic awareness is placed at a high
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level, thus requiring a wider range of cognitive competences. Here we present further
evidence of dissociation between reading accuracy and phonemic awareness from two
new studies.
The first study involves 14 adult patients with Down Syndrome, with a mean age of
22.3 and a mean total IQ of 43. All the patients were skilled readers and practiced
reading regularly; they were able to read 96.3% of the stimuli (both words and non-
words). When presented with a series of phonemic awareness tasks (Phoneme
Deletion, Oral Spelling and Phonemic blending), their performance was at random.
The differences between the Downs and a control group of 15 normal second graders
were all highly significant.
The second study describes two identical twins, aged 10.5 and with a full scale IQ
(WISC-R) of 49. Their reading skills were outstanding, with a mean reading accuracy
of 62 out of 62 words and 58.5 out 62 non-words. The control group includes 12 first
graders with a mean age of 6.5 and a mean full scale IQ of 120.7. Assessment of
reading skills and testing for phonemic awareness took place around the middle of
May. Four phonemic awareness task were presented: Phoneme segmentation, the
Odd one out task, the Picture rhyming task and the Same initial phoneme task.
Although no difference was detected in the reading tasks for both words and non-
words between the control group and the hyperlexic twins, the twins failed in the
phoneme awareness tasks, where they obtained significantly lower.
Overall, these findings cast doubts on the phoneme awareness hypothesis and further
suggest that reading skills are implemented by highly specific mechanisms.
Reference: Cossu, G., Marshall, J.C. (1990) Are cognitive skills a prerequisite for
learning to read and write? __Cognitive_ Neuropsychology_,_7, 21-40 .
Cossu, G., Rossini, F. and Marshall, J.C.(1993) When
reading ss acquired but phonemic awareness is not: A
study of literacy in Down's Syndrome. Cognition_, _46,
129-138 .
GENDER DIFFERENCES IN SPELLING ERRORS BETWEEN GREEK
DYSLEXICS
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DELIGIANNIDOU , C. 1& PAVLIDIS, G. TH. 2
1 Elaiones Pilaias, 55535, Thessaloniki, Greece 2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece1 [email protected] 2 [email protected]
The existence of gender differences within the population of dyslexic children,
concerning their spelling achievement is an area in a need of further investigation.
Although the limited number of the studies in the literature found to support the
presence of such differences in dyslexics, these however weren’t focused on spelling
performance independently.
Aim: The aim of this study is to investigate the quantity (total amount) of errors and
the types of errors (grammatical, visual, phonological, etc.), which are made by Greek
male and female dyslexics, and to find out whether there are differences in their
spelling performance.
Method: One hundred dyslexic children participated in this study, 50 boys and 50
girls (mean age 9.5, SD= 1.9). The participants had been carefully matched for age,
I.Q, socio-economic level and reading and spelling speed. The selection of both
groups of dyslexics was based on the Research Diagnostic Criteria for dyslexia used
by Pavlidis. (1990)
Three spelling tests were used in order to find out whether there were differences in
the spelling errors of the 2 groups. The first one was the dictation assessment; the
second spelling test was a composition on a topic of pupils’ choice; and the third test
was a list of 50 words.
Results: The spelling errors were categorized according to Prof. Pavlidis’
Categorization of Spelling errors. The results showed that both groups made many
mistakes. However out of 168 categories that have been analysed, there were
significant differences in 15 favouring females, while there were only 9 favouring
males ( ranging in the different categories from p.001 to p.045)
Conclusion: Although small but significant differences were exhibited in some tests
by one sex or another, the results did not show an overall superiority for any of the
sexes in spelling in the Greek language. However the findings have furthered our
understanding of Greek males’ and females’ spelling performance, helped us for the
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better understanding of the domains in which they confront the greater difficulties,
and gave us guidelines for a more accurate intervention on the basis of the differences
found in the different categories.
A CROSS-LINGUISTIC COMPARISON OF READING AND SPELLING
DIFFICULTIES BETWEEN GREEK AND ENGLISH CHILDREN WITH
DEVELOPMENTAL DYSLEXIA
DIAMANTI, V.1, GOULANDRIS, N. 2 & CAMPBELL, R. 3
1 University College London, Department of Human Communication Science, Chandler
House, 2 Wakefield Street, WC1N 1PF London UK
2 Doctor University College London, Department of Human Communication Science,
London UK,
3 Professsor, University College London, Department of Human Communication Science,
London UK
1 [email protected] & [email protected] 2 [email protected]
The study examined the reading and spelling difficulties in Greek-speaking and
English-speaking dyslexic children, compared with two same-language control groups
matched on reading-level and chronological age. Twenty-five Greek (mean
chronological age: 10 years 5 months) and seventeen English dyslexic children (mean
chronological age: 9 years 11 months) were matched on the basis of their reading
score, short-form IQ and chronological age. The experimental and control groups
were assessed on a large battery of tests, including word and nonword reading,
orthographic choice tasks, rapid naming, verbal short-term memory, and a number of
phonological tasks, such as phoneme deletion and spoonerisms. Test stimuli were
matched for word frequency, syllable length, and phonemic similarity across
languages whenever feasible. Analyses of Variance revealed that the Greek dyslexic
children outperformed significantly their English counterparts on word and nonword
phoneme deletion, and word and nonword reading accuracy and speed (p<0.001).
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However the two language groups performed similarly on rapid digit naming,
spoonerisms and on the orthographic choice tasks. Results are discussed in relation to
the differences in orthographic consistency between the two languages.
LEARNING DISABILITIES (LD) WITH OR NO- ATTENTION DEFICIT
HYPERACTIVITY DISORDER (ADHD) AND DEVIANT CHILD
BEHAVIOUR (DCB) PROBLEMS. IS THERE A LINK?
DROSSINOU-KOREA, M.
Doctor, Department 23 Κapaneοs Street, Κolonοs, GR-104 44, HELLAS.Home and Office
[email protected], [email protected]
The purpose of this paper is to describe recent empirical research findings about
Learning Disabilities (LD) with or no Attention –deficit Hyperactivity Disorder
(ADHD) and to give a link between deviant child behavior (DCB) problems by
systemic approaches to human behavior. Poor achievement is the more frequent
reason to the special education in school among pupils with poor phonological
ability. The hypothesis are examined: a) children in subtypes of LD (LD + Dyslexia +
DCB= pupils had often early reading and writing problems documented,
LD+ADHD+DCB, LD+DCB=they reported more often that they preferred to listen
before reading, Dyslexia + DCB=they had lower average marks in school than pupils
with good phonological ability) are correlate with DCB, delinquent behavior,
antisocial behavior, b) the systematic attachment of special education (special
classes) is properly addressed to support children with emotional behavior disturbers
(EBD) and deviant behavior problems, and c) Environmental factors such as school
failure, low socioeconomic family status, enhance the risk of development DCB .
The sample consist from 60 children with diagnosis spesific learning dissabilities
‘’dyslexia’’, ages 8-14 years old (M.A. 11) who attend remedial programs of special
classes in Athens and 60 parents ages 32-54 years old (M.A. 43) who have problems
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with deviant child behavior (DCB). The methodology is focus in ways of educational
interventions with selected phychoeducational and special educational issues.
The results appears to be robust support for the following:
a) Each LD subtype with or no ADHD poses a unique and very particular risk of a
child to development Deviant behavior, b) the effective intervention in the system of
special education in school support children with DCB and EBD and c) often,
environmental factors such as school failure, low socioeconomic family status - as
parents had on the average lower education and less well paid employment, enhance
the risk of development DCB
NEUROBIOLOGY OF ADHD
EPSTEIN, J. N.
Professor, Duke University Medical Center, Duke Child and Family Study Center, 718
Rutherford St., Durham, NC 27705.
Objective: Structural magnetic resonance imaging (MRI) studies have identified
several brain regions (e.g., prefrontal cortex, basal ganglia, cerebellum) in which
patients with Attention-Deficit/Hyperactivity Disorder (ADHD) appear to be show
smaller volumes than normal controls. The few functional MRI (fMRI) studies
conducted to date with ADHD samples have largely reported areas of decreased brain
activation during response inhibition tasks in similar brain regions. Going beyond the
mere report of structural and functional abnormalities, the proposed presentation
presents a theoretical neurobiological framework within which to understand the
compendium of diverse findings related to ADHD. Methods: This presentation will
critically review the imaging literature on ADHD, integrate these findings with
current theories of ADHD, and describe new work designed to overcome existing
limitations in the literature. A multisite, NIMH-funded, study which utilizes the
Multimodal Treatment Study of ADHD Children (MTA) sample to comprehensively
examine structural and functional neuroanatomical deficits in ADHD adolescents and
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their affected parents, as well as their responses to methylphenidate, will be described.
Conclusion: The methods and analytical techniques used in this multisite study
illustrate the potential for neuroimaging to answer questions about the neurobiological
etiology of ADHD, as well as other psychiatric disorders (e.g. LD). An attempt will
also be made to compare some of the neurobiological results from the ADHD
literature to what it known about the neurobiology of learning disorders.
SCREENING AND SUPPORT FOR DYSLEXIA: CRADLE TO GRAVE!
FAWCETT, A.1& NICOLSON, R. 2
1 Doctor University of Sheffield, Department of Psychology. Western Bank, Sheffield S10
2TP. UK 1 [email protected]
In this talk we present the findings of a 15 year research programme motivated by two
applied issues - how can we identify children and adults at risk of dyslexia in a cost-
effective fashion; and use this information to provide timely and cost-effective
support. This research has led to the development of a series of best selling tests. We
started with school aged tests which we could validate against existing diagnoses, and
then progressed to screening tests for the early school years. Next we developed an
adult test, since there is increasing recognition that adult identification and job support
is highly neglected. Most recently, we developed screening and intervention for pre-
school children. We will discuss briefly the format and rationale of the tests, together
with the results of the intervention studies undertaken to date. The evidence shows
that early intervention is the most effective - and that a stitch in time can indeed save
nine! Published Interventions using the DEST Intervention packages, were developed
to scaffold learning in 64 children, (age just under 6) identified by their teachers as 'at
risk' of reading problems. The intervention was undertaken by a support teacher,
with children in groups of 3-4, for 30 minutes twice per week for 10 weeks. Results
were very encouraging, with average standard score improvement in reading and
spelling of around 3-5 points (eg. 89-92), and effect sizes (compared with no
intervention controls) of around 1.0. These data lead to an index of cost-effects per
teacher hour greater than those reported elsewhere in the literature. Of course, despite
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the significant overall improvement of the intervention groups, some children (c25%
of the intervention cohort) appeared to make little progress. Interestingly, 88% of
these 'problem' children were 'at risk' on the DEST, as opposed to 28% of the
improvers. A similar approach was used with children at age 7, but this was less
successful overall.
THE CEREBELLUM AND DYSLEXIA: THEORY INTO PRACTICE
FAWCETT, A.1& NICOLSON, R. 2
1 Doctor University of Sheffield, Department of Psychology. Western Bank, Sheffield S10 2TP. UK [email protected]
Over the past 15 years we have tried to discover the underlying cause(s) of dyslexia
adopting a learning perspective. One of our most intriguing findings was that children
with dyslexia have problems in becoming automatic in even the simplest skills such
as balance. These problems in learning are able to explain not only the literacy
difficulties these children experience, but also their problems with phonology,
because phonological awareness is a skill that is picked up initially just by listening to
one's own language. What was not clear was WHY dyslexic children have problems
in skill automatisation, and for this we looked for an explanation at the brain level.
We proposed the cerebellar deficit hypothesis (CDH). - that cerebellar abnormality
was a cause of the difficulties suffered by dyslexic children.
In this paper, I consider the progress which has been made in understanding dyslexia
since the previous World Congress in 1997, including a range of theoretical
perspectives, but with greatest emphasis on the cerebellar deficit hypothesis. We shall
consider converging evidence for the CDH from a range of experimental studies,
including a PET study showing abnormal activation of the cerebellum in dyslexia, and
a study which has demonstrated that dyslexic adults from our panel show abnormal
properties in the classical conditioning of the eye blink reflex. We shall also consider
the implications of a deficit in automaticity and cerebellar abnormalities for the
dyslexic child in their day to day learning, using a long-term training on a simple
choice reaction task.
I will demonstrate that the major hypotheses of dyslexia are indeed perfectly
compatible, and that resolution of the relative contribution of each is an empirical
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issue. Finally, I shall consider the targets for the next few years, focusing on issues of
subtypes and co-morbidity.
“VISUAL SCANNING IN NORMAL AND DYSLEXIC READERS”
FERRETTI, G.1, BRIZZOLARA, D. , MAZZOTTI, S.
IRCCS Stella Maris – University of Pisa ITALY
The underlying biological and cognitive causes of developmental dyslexia are still
hotly debated. Although phonological deficits have been extensively
demonstrated, more recently visuo- perceptual impairments (such as difficulties
in discriminating “crowded” letters) have also been described in children with
dyslexia. The role of a particular aspect of the visual search, namely the visual
scanning (VS) direction from left to right has not been yet investigated in
relation to normal reading acquisition and in dyslexic children.
To study the development of VS from pre-school illiterate children to adolescents, we
devised a new computerised test, which consists of 35 trial, in each of which 18
geometrical figures, subtending 1°, are presented on a PC screen, aligned on a
horizontal line. The subject is asked to press the space-bar as soon as he/she detects
the target (triangle), which appears randomly in 7 different positions. Results obtained
in 150 subjects (four groups attending the 2nd and 3rd pre-school year, the 1st
elementary grade and the high school) show that: 1) overall TRs decrease with age; 2)
a position effect, with TRs to targets on the left being faster than RTs to targets on the
right. This difference is already present in pre-readers and, probably due to reading
practice, strengthens with age.
A pilot study on 10 dyslexics, each matched with two control subjects of the same age
and sex, shows that dyslexics: 1) are overall slower than normal readers, 2) have an
abnormal RTs pattern, not linearly increasing from left to right. These results may
suggest that dyslexics have a reduced automatism of the visual scanning processes.
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WHY SPELLING ERRORS ACCURATELY DIFFERENTIATE GREEK
FROM ENGLISH SPEAKING DYSLEXICS: IMPLICATIONS FOR THE
CAUSES & TREATMENT OF DYSLEXIA
GIANNOULI, V. 1 & PAVLIDIS, G.TH. 2
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece2 [email protected]
Till recently, little research was published on non-English speaking dyslexics. This
major limitation has led to faulty assumptions and theoretical positions on the possible
causes of dyslexia. English speaking dyslexics make significantly more phonological
than visual errors, which led to the faulty assumption that the cause of dyslexia was
the lack of phonological awareness. According to phonological theory, the level of
phonological consistency-difficulty of a language determines the reading speed as
well as the amount of reading and spelling errors dyslexics make, i.e. the
phonologically highly consistent Greek language should had resulted in almost
perfect reading and spelling and certainly significantly better than the English
speaking dyslexics. This theory, however, has been seriously challenged by the
results of a number of recent studies in more phonologically consistent languages, like
Greek, Italian or Japanese. On the contrary, according to the neuro-sequential &
ophthalmokinetic theory put forward by Pavlidis (1981, 1990, 2003), both reading and
spelling problems will be of similar magnitude (but of different quality because of
morphology), irrespective of the phonological structure of the language.
Subjects: To test the above hypothesis, 116 dyslexics took part in the experiment and
were matched on age, sex, socioeconomic background, I.Q. and psycho-educational
performance. Fifty eight (58) English speaking USA dyslexics were compared to
fifty eight (58) Greek dyslexics. Both groups of dyslexics met stringent diagnostic
criteria (Pavlidis, 1990). The only grouping difference among the dyslexics was their
language, English (irregular) vs Greek (regular).
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Results: It was found that, contrary to phonological theory, Greek dyslexics made
significantly less phonological errors (11.0%) than the USA ones (85.4%, p<.000),
secondly they made significantly more visual errors (66.8% to USA 14.0%, p<.000)
and finally significantly more grammatical errors (22.2% to USA 0.1%, p<.000). The
data showed that so highly significant quantitative and/ or qualitative spelling
differences existed between Greek and USA dyslexics, that they accurately
differentiated the two groups, based on three types of spelling errors, visual,
grammatical & phonological. So, discriminant analysis can differentiate the two group
membership with the impressive accuracy of 98.3%.
Conclusions: It is commonly accepted that in practice two factors mainly determine
the value-worth of a testable theory, namely if it: 1) describes reality, and 2) predicts
it. The phonological theory failed to predict the aforementioned data. On the
contrary, they were predicted by neuro-sequential & ophthalmokinetic theory of
dyslexia, put forward by Pavlidis which also predicts the results all the 14 commonly,
accepted conceptual-criterion categories of data. The implications for the causes of
dyslexia as well as for the development of more effective psycho-educational
remediation programs for dyslexics will be discussed.
THE IMPACT OF PARENTAL SES IN LD DYSLEXIC
CHILDREN’S PSYCHO-EDUCATIONAL PROFILE
GGOULAOULA , M. , M. 11 & & PPAVLIDISAVLIDIS ,, G. G. TTHH. . 22
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia54060
Greece
It was examined whether there are significant differences between LD children from
high and from low socio-economic backgrounds in the following characteristics, in: 1)
their personality, educational and in their psychosocial profile, and 2) their personality
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traits at home and school, as well as the impact of the socioeconomic status (SES) has
in their behaviour.
METHODOLOGY: The present study made use of the questionnaire, developed by
prof. Pavlidis, which was comprehensive and was used in England. USA, Greece with
dyslexic and other LD populations.
SUBJECTS : Fifty (50) LD children participated, from 8 to 12 years old, from
Greece. Their parents filled in the questionnaires. The children were divided into two
groups, according to their SES in high, 25 children (20 males, 5 females, average
age=10.24) and low, 25 children (20 males, 5 females, average age=10.32)
RESULTS : Children from the low SES had a more problematic personality
(p< .003), educational (p< .000) and psycho-social (p< .000) problems than these
from high SES. The results also indicated that children from low SES exhibited more
problematic behaviour both at home and at school than children from high SES (p<.
000). Also, all LD children’s behaviour irrespective of their SES at school was more
problematic than it was at home (p< .000).
DISCUSSION: It is well established fact that SES significantly influences the child’s
psycho-socio-educational well being. The present data show that SES also
significantly affects the psycho-socio-educational behaviour and performance of the
LD- dyslexic child, even in a family centred society, like the Greek.
STRATEGIES TO DEVELOP CONCEPT AND PROCEDURE OF DIVISION IN
CHILDREN WITH DYSCALCULIA
GOWRAMMA, I.P. 1 & RAMAA, S 2
1 Lecturer, Doctor in Special Education All India Institute of Speech And Hearing Mysore
570 006, INDIA 2 Doctor Reader in Special Education Regional Institute of Education(NCERT) Mysore
570 006, INDIA
1 [email protected] [email protected]
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Objectives :The objectives were to develop concept and skills of division in different
steps like division involving just one step, long division and simple problem solving,
which involved planning and experimental validation.
Sample: Eight (8) dyscalculics without any other kind of learning disorders were
chosen from the point of view of feasibility.
Results:Percentage of pupils who mastered each item of the division included in the
tool administered was compared at pretest and posttest stage.
[Number concept average = 15.12-(41.00), t-ratio= 21.01
Condition average = 5.37-(52.25), t-ratio = 17.96,
Substraction average = 1.12-( 43.0), t-ratio= 32.17,
Multiplication average = 0.75-(25.88), t-ratio=25.61]
Major Findings and Implications : The remedial instruction program for developing
the concept and procedure of division for dyscalculics was very effective.
Developing arithmetic concepts and skills should be emphasized among dyscalculics,
through remedial programs.
THE EFFECTIVENESS OF THE PAVLIDIS MULTIMEDIA METHOD ON THE
READING PERFORMANCE OF GREEK DYSLEXIC & LD PUPILS
HHATZIPHILIPPIDOUATZIPHILIPPIDOU, D, D11. & . & PPAVLIDISAVLIDIS ,, G.T G.THH..22 1PhD (Cadidate), Brunel University,UK
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece
Aim: To evaluate the possible effectiveness of the Pavlidis (Multimedia) Method on
the reading speed and accuracy of Greek dyslexic and LD (ADHD) pupils.
Subjects: Twenty-eight (28) dyslexic and LD pupils, males and females, 2nd to 5th
grade, from 7 up to 10.8 years old, participated.
Procedure: The subjects, who came from the Dyslexia & IQ Center in Thessaloniki,
were tested twice, before and after the training. Before the training, they were tested
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on the reading of a non-taught text of their grade and a word list, and after the
training, on the same tests as well as on another non-taught text of their grade and
another word list, both of similar difficulty with the respective pre-training tests.
During the training period, the pupils were trained individually on reading with the
Pavlidis Multimedia Method (PMM) for the 5.7 months average for in only 4.6 hours
average according. The lessons were individualised for each pupil and adjusted to
their specific strengths and weaknesses in the beginning of as well as during the
training.
Results: The pupils’ reading speed was significantly improved in both texts, for
21.21% in the one text and 27.47% in the other text (p< 0.05). Their reading
accuracy was also significantly improved on average, 20.14 % and 30.71%
respectively (p<0.05), and especially, in misintonation (56.82%) and in syllable
substitutions (55.79%). During reading the word list, the pupils’ reading speed
was also significantly improved (p<0.05). Their most striking improvement in
accuracy was found in word repetitions and omissions for 53.92% and 96.77%
respectively (p<0.05).
Conclusions: Despite the fact that the pupils were trained for only a few hours
with the Pavlidis (Multimedia) Method over the 5.7-months period, the results
showed that the method was very effective with Greek dyslexic and LD pupils, as
it significantly improved both their reading speed and accuracy, and beyond their
school expected progress. Therefore, the results made us to strongly believe in the
potentiality of the specific method over a longer training period with pupils of
learning problems and dyslexia, will be even more effective as our extensive
experience with many hundreds of the treated dyslexics-LD.
SPECIFIC FEATURES OF VISUAL PERCEPTION IN CHILDREN WITH
DYSLEXIA
INSHAKOVA, O1., LEVASHOV, O2. & INSHAKOVA, A. 3
Moscow State Pedagogical University, Russian University of Innovation, Moscow, Russia
[email protected], [email protected]
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There is a lot of data on visual function deviations at dyslexia: eye movements
specifity (Pavlidis, 1997); reversal of visual attention (Levashov et al., 2002);
reduction of pattern recognition (ibid.); breakdown in binocular fixation (Hogben,
1997); deviation in visual masking (ibid) and so on. In order to investigate some of
these functional deviations in more details we propose a program of experimental
study of vision in normal children (good readers) and children with reading
disabilities.
We have developed computer tests to evaluate: 1. Visual reaction time in the left and
the right visual hemyfields. 2. Visual recognition of line and halftone images of
known objects. 3. Time course of visual masking of letter-like stimuli. 4. Apparent
motion detection in visual hemyfields.
SACCADIC EYE MOVEMENT DIFFERENCES BETWEEN DYSLEXICS
AND CONTROLS
JEŘÁBEK , J. 1& VYHNÁLEK, M. 2
Neurologic Clinic Charles University, 2nd medical faculty, Prague, Czech Republic
Introduction: The saccadic eye movements control disturbance is suspected in
dyslexia as was shown by Pavlidis. Recent oculomotor studies have found hypometria
and asymmetrical distribution of reaction times with more anticipatory and express
saccades in reflexive saccades tasks in dyslexic children , although there are studies
with different results.
Methods: Reflexive horizontal saccades, gap paradigm, were recorded by infrared
video-oculography. Eighteen saccades ranging from 5 to 20 deg presented in random
sequence to both sides were examined in each subject. Latency, amplitude and peak
saccadic velocity were calculated for further evaluation.
Subjects: Experimental subjects were 10-12 years old children referred for reading
disabilities (n =27 , women = 10, men = 17 ). Group was divided into D1 – learning
disability incl. reading disturbance and D2 - diagnosed as specific developmental
dyslexia.
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A group of school children of the same age without learning problems, (n =21 ,
women = 8, men = 13 ) served as controls.
Results: The group D2 shows decreased number of express saccades (saccades with
latencies 80-135 ms) p<0,001 and more saccades with latencies between 180-400 ms
p<0,001 comparing to control group. No difference in saccadic latencies was found
between the group D1 and controls.
Saccadic hypermetria was found in 22% (n=2) of pure dyslexic comparing with 7%
(n=1) of dyslexic with attentional disorder and 3% (n=1) of controls.
No group difference was found in saccadic velocity.
Conclusion:
- pure dyslexia is associated with another distribution of saccadic latencies, not
found in children with learning disability
- these anomalies could be due to specific deficit in visual attention found in
dyslexic children
- further investigations must be made before use for screening preschool
children
- the higher prevalence of saccadic hypermetria in dyslexic population could be
due to cerebellar deficit found in numerous recent studies
SPELLING PROBLEMS OF ADULTS WITH LEARNING DISABILITIES
LEARNING TO LISTEN, NOTICE, AND MEAN
JOHNSON, D. J.
Professor in Learning Disabilities Northwestern University Evanston, Illinois U.S.A.
The purpose of this paper is to illustrate the types of spelling errors made by adults
whose scores on standardized dictated tests were 80 or below. All subjects were seen
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for comprehensive psycho-educational evaluations and have at least average mental
ability. Emphasis will be given to the error patterns of a subgroup of good
decoders/poor spellers, and a second group whose spelling and decoding scores are
both below 75. The latter were found to have relatively global language difficulties.
Problems on dictated tests as well as spontaneous written language will be discussed.
Implications and recommendations for intervention will be reviewed. A multi-
pronged approach that integrates semantics with phonology, orthography, and
morphology will be described.
READING DISABILITY AMONG BILINGUALS
JOSHI, M. R. 1, PADAKANNAYA, P.2 & SURENDRANATH, S. 3
1 Professor, Texas A & M University, College Station, USA 2 University of Mysore 3
Samveda Training & Research Center1 [email protected]
According to the Simple View of Reading, the two important components of reading
are word recognition and comprehension. Since components are independent of each
other, poor reading could be due to poor decoding or poor comprehension or both
decoding and comprehension. Generally, individuals with poor decoding but good
comprehension are referred to as dyslexics and those with good decoding but poor
comprehension are referred to as hyperlexics, and those with both decoding and
comprehension problems are referred to as either ' slow learners’ or ‘garden-variety’
poor readers. The validity of the component model has traditionally been tested using
monolingual subjects, especially English-speaking, children. As a general rule,
reading disability research has been conducted on monolinguals with rare exceptions
on bilinguals, even though majority of the world's population speaks two or more
languages. In this report, we present two cases, MD & VJ, who had reading disability
in two languages, Kannada and English which differ in orthographic depth. The
writing system of Kannada is alpha-syllabic in nature and the orthography is
transparent meaning it maps on to phonology in a one-to-one manner. MD, showed
good decoding ability in both languages but his listening and reading comprehension
of both English and Kannada was poor. His performance was above average on
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phonological awareness, spelling, and pseudoward reading but he performed poorly
on both the comprehension tasks. VJ, on the other hand, was below average on
Phonological awareness, spelling, and pseudoword reading tasks. His listening
comprehension in both Kannada and English, however, was above average. His
reading comprehension in Kannada, English, was below average, primarily because of
his weak decoding skills. The overall performance of both subjects is in contrast with
each other suggesting that MD has hyperlexia and VJ has dyslexia. The important
observation is that in spite of the differences in their performances in the different
components of reading, both are poor readers indicating that orthography is not a
major factor that affects the performance of these two subjects. It is concluded that
reading problems are relatively independent of the orthographic systems. The
orthography-phonology relationship may not, therefore, in itself be the causative
factor of reading problems even though it could very well exacerbate a preexisting
cognitive problem.
HOW EFFECTIVE IS THE PAVLIDIS MULTIMEDIA METHOD FOR THE
TREATMENT OF GREEK DYSLEXIC’S SPELLING.
KKATANAATANA, V. , V. 11 & & PPAVLIDISAVLIDIS ,, G. G. TTHH. . 22 2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece
Spelling errors represent one of the major problems for dyslexics. Their remediation
is the target. The aim of this study was to evaluate the effectiveness of the
multimedia method developed by Pavlidis, in collaboration with another 6 European
countries, for the remediation of the spelling errors of dyslexics. It is an easy to use
and highly individualised multimedia treatment method for dyslexics.
Greek spelling, unlike English, is Phonologically highly Consistent – Transparent in
spelling and ret.
Methodology: The accurate and detailed diagnosis was achieved in addition to the
extensive psycho-educational testing, also with the Ophthalmokinesis (Pavlidis) Test.
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1st Assessment: (pre-training) Immediately before the remediation program started, the
pupils were assessed in two conditions. They wrote a dictated text (appropriate for
their age) as well as a composition.
2nd Assessment: (post-training) Immediate after the remediation program, the pupils’
spelling performance was reassessed in the same way described above.
The Remedial Program: Between the two assessments the pupils took part in the
remediation program with our Multimedia Treatment Method. Every session lasted
for 30 minutes, for 1-2 times a week, for 4-6 months. The average total training time
was 5 months. The accurate and detailed diagnosis guided the individualized
remediation. The method was adapted to the educational profile of each pupil when
planning the remedial program and also during the training according to the progress
and abilities of each pupil.
Results: The statistical analysis showed significant improvement in the performance
of the pupils in all categories of spelling errors (most with P<0.000). In the short
period of the remediation program, the spelling performance of the pupils improved
significantly. Moreover, the progress of the dyslexic pupils was 6.5 times faster than
their expected usual school progress. Particularly their progress in intonation was
more than 8 times faster.
Conclusions-Discussion: The results establish the Pavlidis Multimedia Method
among the most effective treatment methods for LD- Dyslexia referred in the
literature.
RE-EXAMINING THE AUDITORY TEMPORAL PROCESSING THEORY
OF DYSLEXIA USING THE AUDITORY SALTATION ILLUSION
KIDD, J. C.1 & HOGBEN, J. H 2
School of Psychology The University of Western Australia Perth, Western Australia
Australia 1 [email protected] 2 [email protected]
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Poor phonological processing skills are characteristic in a large proportion of
dyslexics. A prominent avenue of research has hypothesised the aetiology of this
deficit to lie in poor Auditory Temporal Processing (ATP) which is thought to impede
the reception of transient phoemic contrasts in speech. Mixed findings currently
render this hypothesis tenuous. ‘Auditory saltation’ is a relatively unexplored stimulus
used to study ATP. Auditory saltation is an illusory misperception of stimulus
location that occurs when multiple stimuli are presented first to one ear, then the
other, at short inter-stimulus intervals (ISIs, <200msec). Under these conditions,
stimuli are non-veridically perceived as traveling between the ears. Consistent with
the ATP hypothesis, existing research suggests that saltation ceases at longer ISIs in
adult dyslexics (Hari & Kiesilä, 1996) but contrary results have been found in
dyslexic children (Kronbichler, Hutzler & Wimmer, 2002). Two studies using a two-
alternative forced-choice psychophysical procedure were conducted to re-examine
these findings. Study One examined the relationship between ATP, reading and
phonological processing and addressed whether these relationships undergo
developmental change. Seventy-eight participants from four age groups (7-8, 9-20,
11-13 and 18+ years), who were unselected for reading ability, participated. Contrary
to the ATP hypothesis, no consistent pattern of strong or significant relationships was
found between these variables at any stage of development. Study Two therefore re-
examined the extent to which poor saltation task performance is actually characteristic
of dyslexia. The auditory saltation thresholds of ninteen adult controls and nineteen
adult dyslexics were compared. Significant between group differences were found,
however, sizable overlap was observed between the distributions to the extent that
discriminant function analysis could only correctly classify 68% of cases. This result
does not replicate the large effect reported by Hari and Kiesilä (1996). Together, these
findings are inconsistent with a causative role of ATP in dyslexia.
ABOUT MULTIFACTORIAL MODEL OF DYSLEXIA
KORNEV, A.N.
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Dyslexia in Russia as mach a problem as it is in other countries. Incidence of dyslexia
reaches 5 % and some tendency to growth of this figure was detected at last decade.
The main topic of current presentation is the analysis of dyslexia mechanisms.
For this purpose fifty 7-8 years old children with severe disorder in reading
proficiency was selected. Two control the same age groups were used. The first -
consisted of 30 children with normal reading skills. The second - consisted of 30 LD
children, who have no specific reading difficulties.
The evaluation procedure includes wide range of intellectual, cognitive, linguistic and
metalinguistic tests.
Statistical analysis revealed the 4 specific clusters of deficient functions, that are
significantly often observed in dyslexic group as compared with two control groups.
1) deficit of short-term verbal memory (STVM) for serially ordered stimuli
+dynamic praxis deficiency + poor ability to create visuo-visual and visuo-motor
associations,
2) STVM deficit + poor verbalization of special concepts + low drawing and graphic
abilities,
3) STVM deficit + low drawing and graphic abilities + poor serial ordered routines
automation,
4) poor verbalization of special concepts + low drawing and graphic abilities + poor
serial ordered routines automation
ANALYSIS OF STRESSFUL AND RESILIENT FACTORS IN FAMILIES WITH
CHILDREN WITH SPECIFIC LEARNING DISABILITIES (SLD)
MATÌJÈEK, Z. 1 , KREJČOVÁ , L. 2, MARCINÁŠKOVÁ, A.2 & LEDNICKÁ , I. 4
1Prague Psychiatric Center, Prague, Czech Republic2Faculty of Arts, Charles University, Prague, Czech Republic3Faculty of Pedagogy, Charles University, Prague, Czech Republic
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[email protected], [email protected]
This research project of Psychiatric Centre Prague, supported by Grant Agency of the
Czech Republic, aimed at the protection of the mental health of children at risk and
their parents. It consists of three parts.
The first one, inspired by the work of Professor Marta Bogdanowicz, is a population
survey to learn more about the knowledge of SLD and dyslexia in Czech population.
Selected groups of respondents are: children with dyslexia (sample of 60 children,
grades 3, 5, 8), children without dyslexia, parents of both, teachers from special
dyslexic classes, teachers of so called normal classes, students of secondary schools,
university students of medicine, university students of pedagogy. Total number of
respondents was 800.
In the second part of the project 60 children from the sample mentioned above are
individually assessed by means of questionnaires, standardized tests of cognitive
functions and projective methods.
The third and the key part of the project, currently performed, is an in-depth
investigation into families with children with SLD. Sixty families are approached by
means of questionnaires, semi-structured interview and other qualitative methods. The
examinees are parents of sixty children individually assessed in the part two. Among
others parents and children fill in the same questionnaires as their children in part two
of the project. The interviews with parents are recorded and qualitatively analysed.
Preliminary findings will be presented.
“PHONOLOGICAL SENSITIVITY ALSO IMPORTANT IN LEARNING TO
READ CHINESE – IMPLICATIONS FOR DYSLEXIA AND INSTRUCTION”
LEONG, C. K.
Department of Educational Psychology and Special Education, University of Saskatchewan,
28 Campus Drive, Saskatoon, Saskatchewan, Canada S7N 0X1.
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This report discusses two studies on the role of phonological sensitivity in learning to
read morphosyllabic Chinese. In one study involving 180 grades 3, 4 and 5 Beijing
Chinese children, speech-sound repetition, working memory, onset deletion tasks (all
in spoken Chinese) predicted Chinese pseudoword reading. These tasks also
accurately classified “poor” and “good” readers. In another study involving 77 Beijing
and 80 Hong Kong children, Chinese speech-sound repetition, English rhyming and
phoneme deletion tasks explained about half of the variation in reading English
pseudowords. For Chinese pseudoword the Chinese speech-sound repetition
explained considerable individual differences. Implications are drawn for dyslexia
studies and instruction.
The present report attempts to address the questions of the nature of phonological
processing and the phonological units that are important in learning to read Chinese
words, which are mainly meaning based but which also involve addressed phonology
as a constituent.
Study 1 involved 180 grades 3, 4 and 5 Chinese children in Beijing. They were given
a two-character Chinese pseudoword reading task, an English pseudoword reading
task, and these phonological processing tasks in spoken Chinese(Putonghau): rime
deletion, onset deletion, speech-sound repetition, tongue twister, verbal working
memory and Raven’s Progressive Matrices. In a stepwise multiple regression analysis
the total contribution to individual differences in Chinese pseudoword reading from
speech-sound repetition (18%), verbal working memory (6%), onset deletion (3%)
and age (3%) was 30%. These variables also maximally discriminated between the
approximately lowest and highest performing 10% of the children in discriminant
function analyses. In comparison, English pseudoword reading with the same
predictor variables was best predicted by onset deletion and rime deletion for a total
R2 of 0.287.
Study 2 examined the different ways in which the same Chinese speech-sound
repetition task, 4 new phonological sensitivity tasks given in English (rhyme
detection; rhyme oddity; initial phoneme deletion; and initial, medial & final phoneme
deletion) contributed to individual differences of English pseudoword reading and
Chinese pseudoword reading by 77 grades 4 and 5 Beijing Chinese children and 80
grades 4 and 5 Hong Kong Chinese children. Where only rhyme detection and initial
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phoneme deletion added significantly to variations to English pseudoword reading
after control for age for the Beijing children, the pattern was quite different for the
same reading task for the Hong Kong children. For this group, all the 4 phonological
sensitivity tasks together accounted for 50% out of the 56% of individual variation.
The pattern of performance for Chinese pseudoword reading was also different for the
two samples. These results for one group (Beijing children) brought up in reading
Chinese characters with the aid of the phonetic Pinyin system and in speaking
Putonghua or Mandarin and the Hong Kong group without the benefit of these
phonetic aids are explained in terms of the phonological saliency hypothesis.
The overall results of the two studies are discussed in relation to studies of dyslexia in
the Chinese language and learning to read Chinese.
POSSIBLE VISUAL PROCESSING BREAKDOWN WHILE READING AT
DYSLEXIA
LEVASHOV, O. & INSHAKOVA, O.
Moscow State Pedagogical University, Russian University of Innovation, Moscow, Russia
[email protected], [email protected]
In order to provide a normal reading, several visual and motor mechanisms must be
involved, in particularly: 1. Visual scanning of a text. 2. Precise fixation of the next
word (or word segment). 3. Storage of visually fixated word in iconic memory and
recognition of it. 4. Erasing the trace of recognized word before the next eye fixation.
A breakdown in any step of this process can disturb the whole reading act.
In this report we concern with step 4. The erasing of traces in iconic memory can be
made by means of so called M-cannel which contains “transient” neurons (in
particular, neurons of LGB magnocellular layers) and interact with P-channel. The
latter contains “sustained” neurons and provide as suggested pattern recognition. The
M-channel optimally tuned to transient (e.g. moving) stimuli and can inhibits P-
channel (it appears as “visual masking”) during eye movements.
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The weakness of M-channel at dyslexia (there is a number of data of a kind) can not
provide the total erasing in this case. As a result the next input word is fused with
previous trace in iconic memory and prevent from fast and correct word recognition.
To test this hypothesis we experimentally studied the effect of static and dynamical
visual masking on letter-like stimuli recognition in 25 normal readers and 25
dyslexics of aged 7-8. We observed masking is less effective for dyslexics than for
good readers. Moreover dynamical masking facilitates a recognition in compare to
static masking. These results confirm the hypothesis of specific interaction between
M- and P-channel in dyslexics.
ADHD - SPECIFIC PROFILE OF TEMPERAMENT OR DISORDER.
LIPOWSKA, M. 1, BOGDANOWICZ, M. 1& LIPOWSKI, M. 2
1 University of Gdansk, Institute of Psychology, Poland 2 Academy of Physical Education and
Sport, Gdansk, Poland
[email protected] or [email protected]
Children with ADHD are more active and lively than their peers but very often all
active children are seen by teachers as pupils with ADHD. High level of activity or
problems with concentration do not always mean that the child may be diagnosed as a
child with ADHD – nevertheless this term seems to be overused by teachers. The
majority of the pupils who do not obey the rules of behaviour in class are
characterised as hyperactive. According to American Psychiatric Society attention
deficit hyperactivity disorder-ADHD (DSM-IV, 1994) is a disorder whose
characteristics are: difficulties with concentration, hyperactivity and impulsiveness
that make it difficult for the child to function either properly or incommensurate to his
development. This is mostly visible in the situations, in which they are required to
remain silent for a longer period of time. Their impulsiveness caused them to act
without predicting the consequences of their behaviour. As a result, they are not able
to conform to the rules obeyed in the surroundings. Pupils with ADHD, although they
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know all the rules, they can not control their behaviour and often, even at presence of
the teacher, they express their uncontrolled emotions and energy.
In our research we wanted to find the answer to the question whether the pupils
characterised as hyperactive actually show the behaviour given by DSM-IV as
characteristic for attention deficit hyperactivity disorder-ADHD or rather they are
children with characteristic temperamental profile.
We used Buss’s and Plomin’s Temperament Questionnaire (EAS) for characterising
the temperamental features of 160 children between 8 and 11 years of age, which
were characterised by the teachers as hyperactive. Additionally the teachers filled the
survey constructed on the basis of DSM IV evaluating the behaviour of each child.
The data gathered were compared with the results obtained from control group.
WIDER RECOGNITION IN PERIPHERAL VISION IN DIFFERENT SUBTYPES
OF DYSLEXIA
LORUSSO, M.L.1, FACOETTI, A.2, PESENTI, S.3, CATTANEO, C.4, MOLTENI , M.5 &
GEIGER , G.6
1 Scientific Institute “E. Medea”, Bosisio Parini, Italy2 Dept. of General Psychology, University of Padua, Italy, Scientific Institute “E. Medea”,
Bosisio Parini, Italy3 Scientific Institute “E. Medea”, Bosisio Parini, Italy4 Scientific Institute “E. Medea”, Bosisio Parini, Italy5 Scientific Institute “E. Medea”, Bosisio Parini, Italy6 Center for Biological and Computational Learning – Brain and Cognitive Sciences,
Massachusetts Institute of Technology, Cambridge, MA
1 [email protected] 2 [email protected] [email protected] 4 [email protected]
5 [email protected] 6 [email protected]
The spatial distribution of lateral masking was measured in a task where pairs of
letters, one at the centre of gaze and one in the periphery (along the horizontal axis),
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were briefly presented (Geiger, Lettvin, & Zegarra-Moran, 1992). By plotting the
recognition rate of the peripheral letter against eccentricity, a distribution is obtained
that Geiger and coll. (1992) named FRF (Form Resolving Field). While ordinary
readers show a sharp decrease in the recognition rate of the peripheral letter with
increasing eccentricity, adult dyslexic readers had a wider area of correct
identification in the periphery of the right hemifield (Geiger & Lettvin, 1987).
Since different dyslexia subtypes have often been shown to be characterised by
distinct patterns of impairment on auditory, visual or cross-modal tasks, a study was
designed to check whether they also differ in the FRF. One-hundred-eight Italian
children (age 8-16) were classified into dyslexic (n=81) and ordinary readers (n=27).
The dyslexics were further subclassified according to Boder and Bakker subtypes.
All the children were tested with the Form-Resolving Field (FRF). As compared to
normally reading children, dyslexic children had higher percentage of correct
identifications of letters presented in the periphery relative to the ones presented in the
center of the visual field. This supports the notion of a different distribution of lateral
masking in dyslexic and ordinary readers.
Criterion 2, expressing the ratio of recognition rates between the central and the
peripheral field of vision, has been shown to discriminate between dyslexics and
ordinary readers with a high degree of reliability (9% false negatives and 22% false
positives). Moreover, the particular distribution of lateral masking in dyslexics is
common to all the subtypes of dyslexia classified according to either Boder’s or
Bakker’s models. These findings suggest a general characteristic of visual perception
in the dyslexic population, which could be related to visual-attentional deficits.
CHANGES IN VISUAL SPATIAL ATTENTION AFTER TACHISTOSCOPIC
TREATMENT OF DYSLEXIA
LORUSSO, M.L.1, FACOETTI, A.2, TORALDO, A.3 & MOLTENI , M. 4
1Unità di Psicologia e Neuropsicologia Cognitiva, IRCCS “E. Medea”, Bosisio Parini, Lecco,
Italy
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2 Dipartimento di Psicologia Generale, Università di Padova, Italy,Unità di Psicologia e
Neuropsicologia Cognitiva, IRCCS “E. Medea”, Bosisio Parini, Lecco, Italy3 International School for Advanced Studies (SISSA), Trieste, Italy4Unità di Psicologia e Neuropsicologia Cognitiva, IRCCS “E. Medea”, Bosisio Parini, Lecco,
Italy
1 [email protected] 2 [email protected] 3 [email protected] 4 [email protected]
Computerized tachistoscopic presentation of words according to Bakker’s program
of Visual Hemisphere-Specific Stimulation (VHSS) has been found to produce
significant effects not only on reading speed and accuracy, but also on visual-
spatial attention (Facoetti, Lorusso, Paganoni, Umiltà, & Mascetti, 2003). The
spatial distribution of visual-spatial attention (or lateral masking) was measured in
a task where pairs of horizontally aligned letters, one in the center and another in
the periphery, were briefly presented. By plotting the recognition rate of the
peripheral letter against its eccentricity, a distribution is obtained that was named
FRF (Form Resolving Field) (Geiger, Lettvin, & Zegarra-Moran, 1992).
The aim of the present study is to further investigate the relationship between
reading and visual attention in the treatment of dyslexia, assuming that changes in
spatial attention parallel changes in the shape of the FRF.
Twelve children with developmental dyslexia (age 8-14) underwent a 4-month
treatment with tachistoscopic presentation of words, according to Bakker’s
methodology. One group received standard lateral presentation of words on the PC
screen, while the other group received the same stimuli in random lateral position.
The spatial distribution of visual attention was measured by means of the Form-
Resolving Field (FRF; Geiger et al., 1992), which was administered along with
reading tests, before and after treatment. The FRF of the children who received
random presentation widened on the left side at -12.5 deg of eccentricity, while the
FRF of the group that received standard lateral presentation narrowed at the same
eccentricity and side. Both groups significantly improved in reading accuracy for both
words and nonwords (all Ps < .02). The relationship between FRF widening at –12.5
deg and reading improvement was a directly proportional one in the standard-lateral
group, indirectly proportional in the random group. Some hypotheses are proposed
concerning the mechanisms responsible for the changes in the FRF and their
correlation with reading improvements.
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PHONEMIC AWARENESS IN SETSWANA AND ISIXHOSA IS THE BEST
PREDICTOR OF ENGLISH VOCABULARY: A BILINGUAL
PSYCHOMETRIC AND OBSERVATIONAL STUDY.
MADISENG, H.
Tswana Dyslexia Project, Rustenberg, Northwest Province, Republic of South Africa.
1890 SeTswana-speaking learners 400 IsiXhosa-speaking learners in 4th through 6th
grade were tested on phonemic awareness using a phoneme deletion task, rapid
naming of letters and digits, picture naming vocabulary, and reading of real words,
timed and untimed. All learners were currently receiving English instruction in their
schools, since third grade. The psychometric results showed that the test correlations
with English vocabulary were .22, .04, and .65, repectively for IsiXhosa vocabulary,
rapid naming, and phonemic awareness. In predicting English timed single word
reading, the respective correlations were .13, .47, and .71. The pattern was similar for
the SeTswana correlations with English, except that the spread between lowest and
highest correlations was not as great. In all cases, the differences between
correlations involving mother tongue vocabulary and those involving mother tongue
phonemic awareness are significant at p<.001. These results suggest the possible
importance of phonemic awareness as a source skill in learning language as well as in
learning reading. The implications for education in the primary grades are complex,
however, according to our experience in remedial tutoring. We find, for example, that
the transition from phonemic awareness in the mother tongue to phonemic awareness
in the second language is sometimes difficult, since not all sounds are in both
languages, and it does take time to learn to hear the second language sounds. For that
reason, we also think that actual letter-sound code instruction in the second language
must be timed sensitively so as to reinforce but not conflict with each other. Also, the
low correlation in vocabulary between the two languages is important for
understanding that a learner may not be having equal opportunities, in the two
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languages, to develop overall verbal skill, whatever the underlying skill in phonemic
awareness.
THE EFFECTS OF THE FIRST LAW FOR PROVISIONS FOR DYSLEXICS
IN THE USA
MARTIN, E. W.
Former Assistant Secretary of Education, U.S. Department of Education
Of the several disability groups which sought educational assistance from the federal
government in the mid 1960's, children with what was then called
"Specific Learning Disabilities" aroused the most resistance. As Director of the
Subcommittee on the Handicapped of the U.S. House of Representatives, I wrote
such children into the pending education legislation, only to lose a battle with the
Senate--who felt the group was too large, amorphous, and a threat to the funding for
other groups.
Over the years until 1975, and the passage of "The Education for All
Handicapped Children Act," the resistance continued, but limited progress was made.
Even when the 1975 Act was passed, there were additional hurdles before it could be
implemented.
The path for children with learning disabilities to receive appropriate education
continues to be a rocky one with opposition coming from others interested in
teaching reading, administrators and elected or appointed school officials and others.
Still, overall progress is made, and the growing research on effective teaching
suggests the battle will eventually be won. Won, that is, as much as education every
wins with very difficult challenges.
EFFICIENCY TEST OF MULTILINGUAL AND EXPANDABLE MULTIMEDIA
SOFTWARE ‘DYSLEARNING’ DEVELOPED FOR IMPROVING READING
SKILLS.
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MÁTRAI, R1., KOSZTYÁN, Z.T. 2 & LÁNYI, C.3
1Student, Department of Image Processing and Neurocomputing, University of Veszprém2Ph.D Student, Department of Management, University of Veszprém3Associate Professor, Department of Image Processing and Neurocomputing , University of
Veszprém
15-25% of children in the world have difficulties with reading. In the presentation a
program is introduced which promotes children to become acquainted with characters,
words and reading.
The program developed by us improves multifarious skills in a playful form. It is a
great advantage that every text, picture, bonus prize animation and even the buttons
are imported from external files, so these are exchangeable and expandable arbitrarily.
The software can be rewritten to other languages without any programming tasks.
English and German versions have also developed.
The skill-improving program stores the results of pupils in separate files that enables
tracing of their development. The program is being tested by pupils of 6-14 ages in
several elementary schools, where an efficiency test is made with a control group.
For treating the problems of children suffering from dyslexia were made some
programs earlier as well. But for such a program, which is expandable, there were no
attempts. Many ardent teachers need to be able to compile tasks suitable for special
claims. It is easy with our program. We also plan to prepare a teacher module that
makes compiling new tasks even easier.
LETTER NAMES AND PHONEME SOUNDS KNOWLEDGE IN POLISH
PRESCHOOL CHILDREN
MAURER, A.
Pedagogical Academy in Krakow, Poland Ul. Jerzmanowskiego 32/48, 30-868 Krakow,
Poland,
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The implicit and explicit aspects of learning to read are considered in the paper on the
base of later names and phoneme sounds knowledge in pre-readers. One hundred of
Polish preschoolers aged 5-6 years were asked to say the names and sounds of each
upper and lower-case letter of the Polish alphabet. The letters (written on individual
cards), were shown in a different random order for each child. In one part of the task,
the child was asked to provide the name of each letter; in another part (after a few
days break) - to provide the phoneme represented by each letter. Half of the children
have got the name task before the sound task, whereas the other half, have got the
tasks in the reverse order.
The results have shown that the children recognize more letters that they are able to
call. Most of preschoolers use phonemes as letter names; opposite to English pre-
readers (who use letter names in invented spelling). Polish pre-readers mostly know
the names of letters that representing vowels in print and the names of letters that
have the same shape in upper and lower-case. On the base of the data five stages of
acquisition of letter names and phoneme sounds knowledge were described and partly
checked in longitudinal study.
READING WHEN ENGLISH IS TAUGHT AS A SECOND OR FOREIGN
LANGUAGE: EVIDENCE FROM DUTCH SECONDARY SCHOOL
CHILDREN
MORFIDI, E.
University of Amsterdam Amsterdam, The Netherlands
[email protected] , [email protected]
The present research is a cross-linguistic comparison of reading and related skills in
two languages, Dutch (L1) and English (L2). A group of poor readers (n=26) with a
long history of reading problems is compared to a group of normal readers (n=26) of
the same age (14 year olds). These are Dutch secondary school students who started
learning English at the last stages of the primary school. The two groups are matched
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on age, gender and listening comprehension. The study examined the differences
between the two groups across a range of tasks in both languages and identified those
sub-skills related to reading ability in both in the first (L1) and second language (L2).
The relationship between L1 and L2 is also explored. The results indicate that rapid
naming is a stable predictor of reading cross-linguistically. The phonological and
orthographic skills of the newly introduced language may be more informative of the
underlying deficits at this developmental stage.
ASSESSMENT OF LITERACY SKILLS AND PHONOLOGICAL ABILITIES
OF ADULT DYSLEXICS AND BILINGUALS.
NENOPOULOU , S. 1& EVERATT, J. 2
Department of Psychology School of Human Sciences University of Surrey Guildford Surrey,
GU2 7XH UK1
1 [email protected] 2 [email protected]
This paper will present the findings from a series of assessment studies whose
primary aim was to contrast dyslexics and individuals with English-as-a-Second
language (ESL) on a number of literacy and phonological measures in order to
identify: a) whether there are specific areas of strengths and weaknesses, b) whether
they present the same or different literacy deficits c) whether they present literacy
deficits in the same domains and d) whether the kind of deficits are attributed to
underlying phonological, literacy deficits or general language problems. Six studies
will be reported that indicate similar literacy problems amongst dyslexics and ESL
adults studying in the UK. These will be contrasted with data suggesting that these
groups may be distinguished by measures of phonological ability. Findings will be
discussed in terms of the level of language experience of the ESL compared with the
phonological abilities of dyslexics and in terms of the assessment of literacy
difficulties across language backgrounds. Issues of language experience, script
transparency and cultural differences will also be considered. Theoretical
perspectives of dyslexia and bilingualism are presented and the role of first and
second language in literacy difficulties is investigated within the context of two
writing systems, Greek and English.
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Assessments of literacy skills were based on reading, spelling, phonological
processing and verbal abilities. Literacy tests produced measures of single-word
reading ability, text reading accuracy, rate and comprehension, cloze spelling, and
proof-reading. Literacy-related skills were assessed by non-word reading accuracy
and speed, and measures of orthographic choice and pseudo-homophone choice tasks.
Phonological measures included alliteration and rhyme fluency, rapid naming of
digits and objects, phonological short-term memory, and Spoonerisms.
Groups of E1L non-dyslexic, E1L dyslexic and ESL adult students were obtained
from a wide range of educational backgrounds (age range 16 to 50). E1L participants
were native language English speakers who reported no history of literacy difficulties.
E1L dyslexics were obtained via special needs department.
It was found that overall across measures of phonological ability bilinguals
outperformed the dyslexics. The two groups significantly differed in terms of single-
word reading, reading accuracy, speed of text reading and rapid naming of digits
(p<.001), but not in reading comprehension. Significant differences were also
revealed in non-word reading accuracy (p=.020) and non-word reading speed
(p=.006). Phonological fluency and manipulation were worse amongst dyslexic and
ESL than E1L controls (p<.05).
E1L dyslexics and Greek/English bilinguals showed lower levels of performance on
measures of literacy and literacy-related skills; however, they differed on general
English verbal skills and the lower performance of the ESL was better predicted by
these general language skills. Spelling data finally suggested that English speakers
depend much more on phonological cues, whereas Greek readers and spellers use
both phonological and visual-based information for recognizing and producing correct
spellings.
The findings obtained are valuable in allowing us to: assess theoretical causes of
dyslexia, in particular, the generality of the phonological deficit hypothesis across
different languages and language backgrounds, discuss definitions of dyslexia that
concentrate on poor word reading/spelling and avoid underlying causes of literacy
deficits, devise appropriate assessment procedures, and produce educational tools to
support dyslexics.
TEACHERS’ BELIEFS ABOUT ADHD BEHAVIORS: IMPLICATIONS FOR
IN-SERVICE TRAINING
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PAPAELIOU, C.F. 1 , MANIADAKI, K. 2, & KAKOUROU, N. 3
The present study aimed to investigate teachers’ beliefs about the nature and causes of
ADHD as well as their feelings of self-efficacy in coping with the problem.
Participants were 193 teachers, 55 (29%) male and 138 (71%) female (mean age: 35.5
years, mean teaching experience: 10.1 years). None of the teachers had any training or
experience on special education. Teachers were asked to complete an inventory
regarding their beliefs about ADHD, which presented a vignette i.e. a short
description of typical ADHD behaviors. According our results, teachers attribute
ADHD behaviors mainly to upbringing practices such as neglecting or spoiling the
child (79.7% and 73.2% respectively). On the other hand, relatively few teachers
(30.1%) consider neurobiologcial abnormalities as causal factors. Moreover, teachers
perceived themselves as more competent to deal with the problem compared to child
psychologists or pediatricians. In addition, teachers’ feelings of self-efficacy were
negatively correlated with their perceptions regarding the severity and cause of the
problem or its effects on the child’s life, and positively correlated with their
perceptions about its prevalence. These results suggests that in-service teacher
training should focus on informing teachers about ADHD and clarify their role in the
diagnosis and treatment of the disorder.
DYSLEXIA IN PERSPECTIVE AND PROSPECTIVE
PAVLIDIS, G.Th.Professor of Learning Disabilities, University of Macedonia, Thessaloniki, Macedonia 540 06 Greece
The symptoms of learning disabilities were first reported in ancient times but they were attributed to laziness and were treated with corporal punishment. How much have we progressed since? Does ignorance still rule? Was Socrates a dyslexic (never wrote anything) and Alexander the Great an ADHD?
At the end of the 19th and the beginning of the 20th century ophthalmologists and then neurologists were among the first to scientifically ‘discover’ dyslexia. Hence, it was natural for them to place the etiological emphasis on vision and its dysfunctions.
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Medics lost interest and towards the middle of last century mainly educators took over and as their professional knowledge was concentrated on language, naturally the emphasis and the etiology turned that way. As the causes of dyslexia are neurological, neurologists and the hi-tech medicine has lately entered the area and the emphasis slowly but steadily is balancing between language & vision. One wonders how could it be any different, since classic reading cannot exist without either vision or language.
The so many theories of the causes of dyslexia are the sign of an immature science. Should we talk instead of dyslexia about dyslexias? In other words, is dyslexia a condition with a single etiology and expression or the opposite? Are spelling errors an acceptable criterion for the establishment of subgroups? What are the acceptable criteria and how should the subgroups be defined? The neurological cause of dyslexia dictates its universal expression across races, languages and cultures. A valid theory (e.g. neuro-sequential & ophthalmokinetic) has to at least describe and even better predict the reality, e.g. the various existing research findings and the symptomatology. When a hypothetical cause is successfully treated, then isn’t it expected the condition and its symptoms to disappear? Can any theory be even considered when it violates or when it is mutually exclusive with the above principles?
Is it acceptable to define dyslexia by qualitative and, hence, subjectively defined, exclusionary criteria? Is the time approaching to establish a positive, etiological definition based on neurological, cognitive or genetic findings? Till then, we urgently need to agree on strict comprehensive research quantitative diagnostic criteria in order to reduce to the minimum the plague of the field, namely to describe different populations with the same name and consequently to have so many contradictory results which undermine the credibility of the field. Why research diagnostic criteria can and should be different from clinical diagnostic criteria? Should spelling and ADHD become fundamental diagnostic criteria of dyslexia?
Can dyslexics be differentiated from normal controls on the basis of their psycho-socio-educational profile? Are their differences due to etiological reasons or are they the result of the secondary psycho-social problems that are created by their learning problems? What is worse, the learning difficulty or the secondary psycho-social problems they create?
Can dyslexia exist without some kind of attentional, impulsivity or hyperactivity problems? Rarely. Can learning be effective when attention is scattered? Are the dyslexics with or without ADHD the same populations and is treatment equally effective for the two groups? Can attention be trained?
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How much can I.Q. influence reading and spelling performance? Can dyslexics be differentiated from slow learners with mild mental retardation on the basis of their psycho-educational (I.Q., spelling and reading) or ‘biological’ profile (e.g. ophthalmokinesis)? Do they make the same amount and kind of reading and spelling errors? Who reads faster the highly intelligent dyslexic or the slow learner with mild mental retardation of the same age? Why Greek dyslexics make the opposite kind of spelling errors (visual) from the English dyslexics (phonological)? What determines this significant difference, the cause of dyslexia or the phonological transparency (the consistency between grapheme and phonemes) of a language or its morphology (Word formation in a language)? What matters more in a structure of a language: phonology or morphology? Speed or accuracy is the main criterion for reading efficiency? Are the current reading tests appropriate? Should they be changed to reflect reality? Can ophthalmokinesis accurately predict-diagnose reading efficiency?
Can treatment be effective without accurate diagnosis, dynamic-continuous adjustment to the each child’s needs and without psychological support? Can treatment be effective without directly treating the cause? Is there a minimum age for diagnosis or treatment? Why non-biological methods of treatment cannot easily be translated from one language to another? Are the laws dealing with LD-dyslexia fair for all?
Prognosis is the aim. Dyslexia and ADHD usually have a genetic cause, therefore they exist from birth. Prognosis at preschool age via genetic or biological tests is possible, most desirable, e.g. our biological test of ophthalmokinesis which proved to be an accurate predictor both for dyslexia and ADHD.
Dyslexics love computers and computers will offer the solution to dyslexia. The main difficulties of dyslexics are reading, spelling and the transfer of their thoughts on to paper. Computers already read any text accurately, and convert our speech and thoughts into text, without any spelling errors. Therefore, the problems that dyslexics face in the written world will disappear thanks to computers. Thankfully, one thing will still remain, the creative and inventive dyslexic mind, which thanks to computers will be freed to think and express itself in the fastest and most effective way, through visual thinking.
DYSLEXIC CHILDREN AND ADULTS IN THE EDUCATION SYSTEM:
MAKING IT WORK
PEER, L.
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Doctor, CBE International Dyslexia Consultant Former Education Director and Deputy CEO, British Dyslexia Association International Education ConsultantHead of Teaching and Learning - Immanuel College
Policy is one thing ... Practice is quite another! There is now a considerable body of
international research that ultimately influences thinking and policy. However turning
that knowledge into the practice that will change people’s lives is quite another matter
– and this must be at the heart of all that we do.
The speaker will show how educationalists and psychologists might lead the way to
making the critical difference to the achievements of dyslexic children and adults
wherever they are in the world.
Recognition of the hesitancy on the part of those who are resistant and ways for
effecting change will be demonstrated. Simple methodologies will be outlined for
implementing change and useful resources will be shared for the benefit of the
audience. Whether you are working with or on behalf of dyslexic children and/or
adults, there will be something for you to consider promoting in your country.
DYSLEXIA: UK POLICY PROVISION FOR SUCCESSFUL INCLUSION
PEER, L.
Doctor, CBE International Dyslexia Consultant Former Education Director and Deputy CEO, British Dyslexia Association International Education ConsultantHead of Teaching and Learning - Immanuel College
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The speaker will look at the implications of recent and current UK legislation in
relation to special educational needs generally and to dyslexia specifically. She will
then link these to the development of Dyslexia Friendly Practice within an inclusive
framework. Beyond legislation there have been significant changes in philosophy and
practice on the part of government departments, education authorities and in schools.
This has involved open dialogue with parents and in some cases young dyslexic
people themselves. Particular discussion will focus upon the motivating factors
behind such changes including provision, practice, role of parents, Statementing,
School Action and School Action Plus, national strategies and issues relating to
formal assessment. The Dyslexia Friendly Schools Campaign, backed by the UK
government, has and continues to be a major area of importance and activity. A
description of the various stages of change in practice and ultimately changes in
policy will be outlined together with recommendations for future needs from research
and practice.
PHONEMIC AWARENESS AND DYSLEXIA IN SOUTHERN AFRICAN
LANGUAGES: AFRIKAANS, ISIXHOSA, AND SETSWANA.
PELSER, I.
Tswana Dyslexia Project, Rustenberg, Northwest Province, Republic of South Africa.
N=1890 Setswana speaking children, N=400 IsiXhosa speaking children, and N=1900
Afrikaans speaking children were tested in grades 4 through 6 in their native
languages. Specific tests were created in each language, in identical formats across
languages, with verification of linguistic and dialect accuracy by panels of local
educators, and by back-translation. The tests comprised phoneme deletion (phoneme
awareness), rapid naming fluency, picture naming vocabulary, nonword reading,
single word reading, and timed single word reading. Correlation matrices were then
computed across the tests, within each language group, to examine the degree of
shared variance across tests, and to determine if the correlates of single word reading
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are similar across these languages. (Afrikaans is of European, largely Dutch and
German, origin, with some French, local African, and Malay influences as well. Its
orthography is relatively regular, simpler than English. SeTswana and IsiXhosa are
African languages, also relatively orthographically regular, but with different
structural and linguistic characteristics. Notably IsiXhosa has over 70 phonemes,
where English has 43.) The results show that phonemic awareness and rapid naming
separately predict large amounts of the variance in single word reading, with
remarkable similarity across these three languages. Single word reading correlations
with rapid naming were .45, .51, and .48, respectively in Afrikaans, SeTswana, and
IsiXhosa, respectively. The correlations of single word reading with phonemic
awareness were .61, .75, and .72, respectively for the three languages. The results are
interpreted as providing strong evidence that phonemic awareness and rapid naming
have similar roles in single word reading, across the three languages, despite the
considerable differences in linguistic structure.
ENGLISH LANGUAGE ACQUISITION AND PHONOLOGICAL
AWARENESS OF POLISH PRESCHOOL CHILDREN
PETRUS, P. 1 & BOGDANOWICZ, M. 2
2University of Gdansk, Institute of Psychology, Gdansk, Poland ul. Okrętowa 8, 80-299
Since numerous aspects of spoken language have been postulated to have a potential
influence on the acquisition of literacy, one may conclude that the language of
instruction may produce specific sensitivity to different language-specific features.
Research conducted by Bogdanowicz and Krasowicz (1996), Szczerbinski (2001) and
Sochacka (2004) shows that development of language skills involved in the reading
acquisition of Polish children proceeds in a different way from that of English ones.
Polish 4-year-olds perform well in syllable analysis of words, but much worse in
rhyme and alliteration detection tasks. However English 4-year-old children perform
better in rhyme detection, as well as syllable synthesis tasks. Furthermore, Polish
preschoolers do much better in alliteration than rhyme identification tasks, while
English children tend to perform better in rhyme detection exercises (Treiman,
Zukowski, 1990).
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In our research we were interested to find out if there is existing correlation between
phonological awareness assessed in both acquired languages: Polish and English and
if the level of certain aspects of phonological awareness differs in groups of children
who acquire English language together with their mother tongue and those who do
not.
Groups investigated consisted of 50 girls and 50 boys from 4;5 to 6;3 years of age,
who belonged to 3 groups depending on the intensity of the English language
acquisition. Such aspects of phonological awareness as phonemes comparison,
syllable analysis and synthesis or rhyme and alliteration detection were assessed by
specially prepared methods. The results were inconsistent. Phonological skills,
assessed by such tasks as syllable blending or operations on intrasyllabic units turned
out to be developed better in the group of children learning English in comparison
with those who did not and in the group learning more intensively comparing it to the
one who learnt less intensively. Research produced support for the hypothesis of
common phonological system in preschool children, who started to learn English after
3rd year of age.
STRONGLY BIMODAL DISTRIBUTION OF PHONEMIC AWARENESS
SKILLS IN ISIZULU SPEAKING CHILDREN.
PILLAY, C.
Department of Behavioural Medicine, Nelson R. Mandela School of Medicine, Durban,
Republic of South Africa.
A test of phoneme deletion was devised for IsiZulu speaking learners, consisting of
35 items of continuously graded difficulty. It was administered to 502 IsiZulu
speaking learners in 4th grade, in schools that were in urban townships and in rural
areas. A conventional digit span test was also administered. IsiZulu is an
agglutinative language of high phonemic complexity. The distribution of digit span
scores was entirely normal (Gaussian), but that of the phonemic awareness scores was
not only bimodal, but actually interrupted in the middle of the range: 10 to 15 percent
scored extremely low; the rest accumulated with increasing frequency as the top of
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the range was approached. Overall, the urban school learners performed marginally
worse than the rural school learners, but both groups showed quite the same
bimodality. The difference in the two distributions was at p <.001 The urban-rural
difference was considered important for reflecting differences in the language spoken
in the two areas: the rural more traditional, with a greater impact of oral tradition and
of extended families, and somewhat less influence from other languages. The
bimodality, on the other hand, is considered to have potential importance for
understanding both the possible genetic role in phonemic awareness and the potential
educational significance. Specifically, the normal digit span results suggest that
auditory oral short term memory is not what the bimodal phonemic awareness
distribution is reflecting. But educationally, the unexpectedly high level of phonemic
awareness in most learners may be partly the result of the high phonemic complexity
of the language, and this in turn may provide an educational advantage to native
IsiZulu speakers when they learn second and third languages.
RHYTHM MOVEMENT VOICE THE BASIC SUPPORTS IN READING,
WRITING AND COUNTING.
Piccinini , P.
Primary school teacher, Lucca (Italy), VI Circolo Didattico,
Our knowledge is essentially based on our understanding of space and time. People
without a good intuition of these categories have learning difficulties. This work aims
to show that we can increase people’s learning abilities by improving one’s intuition
of space and time.
My method increases the ideo-motor thought by having people doing corporeal,
manipulative and graphic exercises while they are listening to music or rhythmic
sounds; this allows them to link the auditory-rhythmic perception to the movements
they are doing. At a later stage the use of the voice to this scheme is added. Therefore,
I obtain the contemporarily use of the rhythmic-motor perception, of the rhythmic
movement and of the voice.
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1) 50 children, 6 years old, attending the first year of the primary school: at the
beginning of the year 35 of them were normal (70%); 14 had difficulties in
counting reading and writing syllables (28%); 1 had big difficulties in counting,
reading and writing (2%). Nine months later all of them were able to read, write
and to count from 0 to 20. They were also able to perform the four operation in the
0 – 20 range; 70% of them was able to perform the same operations in the range 0
– 100 and more (the aim of the second year).
2) 45 children of the primary school (6 – 10 age range); 30 children in the 11 – 13
age range with big reading difficulties: all them improved their fluency and
correctness from the beginning of the method, like other 10 certified dyslexic
children (6 – 13 age range).
Conclusions:
Training in rhythm, movement and voice may improve reading, writing and
counting.
THE IMPACT OF THE DYSLEXIC PROFILE ON CLINICAL PLACEMENT
OF DYSLEXIC NURSING TRAINEES: PEDAGOGICAL ISSUES AND
CONSIDERATIONS.
PRICE, G. A. 1& GALE , A.2
1 Professor, University of Southampton, [email protected]
Rumours abound questioning the safety of dyslexic nurses and whether they were a
danger to their patients.
The realities of learning nursing skills for individuals with dyslexia has not been well
researched. There are studies which examine the institutional infrastructure of
support, the dyslexic students’ perceptions of the support received in the academic
setting, and the effect of self esteem upon learning. No research has been found that
explores the impact that dyslexia has on clinical practice. One study by Wright
(2000) had recommended studies were undertaken to illuminate how dyslexia might
have an impact upon nursing care. He suggested that this would lead to an
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understanding of the support needs of this group of practitioners. Stenhouse (1987)
suggests that the study of cases is important in educational research as it can provide
the basis for educational judgements to be made so that inferences and informed
decisions can be made if similar data is collated from diverse settings.
This unique, phenomenological study sought to discover the impact of the dyslexic
profile on clinical practice for nursing trainees. Two focus groups of second year
nursing students in Higher Education were set up to gather the data: a control group
and a dyslexic group.
The findings were congruent with the literature in that students provided evidence of
literacy difficulties, memory problems, lack of automaticity skills, issues of self-
esteem and some specific skills deficits. The study discovered some cognitive
processing problems but it also uncovered some strategies the students were using to
compensate, as well as a significant underpinning ethos of ensuring patient safety. It
also revealed some evidence of apparent disability discrimination, usually resulting
from ignorance by nursing mentors who knew little or nothing about dyslexia.
Pedagogical considerations for the support of dyslexic students in the academic
setting have been well researched. However, it is apparent from this study that
methods do not always transfer to the clinical setting. This paper seeks to explore the
pedagogical issues for clinical practice and the implications for support in the work
setting.
This paper will provide examples of typical clinical practice to exemplify the
problems encountered by the dyslexic students.
”TREATING DYSLEXIA: A GORDIAN KNOT?”
PUMFREY, P. D.
Emeritus Professor of Education University of Manchester (England) and Visiting
Professor Centre for Special and Inclusive Education, University College Worcester.
Centre for Special and Inclusive Education, Institute of Education, University
College Worcester, Henwick Grove, WORCESTER, WR2 6AJ United Kingdom of
Great Britain
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The Gordian Knot symbolises any complex, challenging and possibly unsolvable
problem. Those who preceded Alexander the Great in attempting to untie the knot,
failed - and died. Alexander adopted a markedly different strategy. Can research help
“untie” the conceptual “knot” of Dyslexia? Or is a latter day Alexander needed?
Using the “Alltheweb” search engine, a recent interrogation of the www (13/07/04)
revealed 377,722 references to Dyslexia in any language. There were 369,869 in the
English language. Concerning Dyslexia and Treatments, the figures were 51,000
entries in any language and 50,700 in English. This highlights the existence of
tensions between those who believe that “The more one knows about a subject, the
nearer we can collectively move towards understanding it” versus the hypothesis that
“The more information available, the more confusing it gets”.
The word dyslexia is now firmly entrenched in the vocabularies of many nations. Its
etymological origins indicate difficulties in the use of words. These difficulties
include how words are perceived, stored, retrieved, uttered, spelt and understood.
Dyslexia is a variable syndrome involving combinations of difficulties in expressive
(oral and written) and receptive (listening and reading) language. This description
makes no reference to causality. In contrast, causal hypotheses are essential to
developing effective treatments. Approaches to the treatment of dyslexia are many
and varied. They involve colleagues from a wide and increasing range of disciplines.
AIMS.
In the context of accumulated research evidence, the aims include the consideration of
three key challenges facing professionals seeking to identify and/or develop effective
treatments that will alleviate dyslexia.
1. Dyslexia: treatment-related values and assumptions.
2. Professional expertise: causal modelling framework
3. Selected treatments: current causal hypotheses and controversial
treatment research.
The fourth aim is to provide selected references.
METHODOLOGY.
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The focus of this paper is on treatments for dyslexia that have been developed and
employed using mainly Primary school pupils (5:00 to 11:00 years of age).
My professional life as a teacher, psychologist and researcher has been, and continues
to be, largely devoted to trying to understand the nature of both inter and intra-
individual differences between children in their acquisition of literacy. This
presentation challenges me to select, synthesise and shorten what I have learned from
colleagues in various disciplines and from my own involvements in conceptualising,
assessing and alleviating individual and collective problems that arise from dyslexia.
FINDINGS.
1. Values and assumptions.
To be illiterate in many societies is to be marginalised socially, culturally and
economically. “Unexpected, unusual and unremitting difficulties in literacy
acquisition” continue to characterise qualitative attributes of the development of what
is currently call dyslexia.
Are these difficulties an inevitable consequence of the interactions between nature
and nurture? Can Treatments research be used to promote both “The greatest good for
the greatest number” and also address the unique needs of the individual.
Inclusive versus selective education: John v. James v. Jack.
2. Professional expertise: treatment-related issues.
Reading research: National Reading Panel.
Languages: the “opaque” - “transparent” dimension.
Levels of enquiry
Correlation, causality and confusion in treatment research.
A causal modelling framework
Current causal hypotheses
Qualitative and Quantitative treatment research:
hypothesis generation and testing.
Individual v. Group treatment research.
3. Selected treatments.
To highlight selected avenues of controversial current research and identify future
developments.
The demise of phonological awareness?
Treatment research: inter and intra-individual differences in information processing.
Speed of information processing.
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Aptitude x Instruction Interactions.
Blind, Deaf and Blind/Deaf
Learning styles and VAK.
Multi-sensory teaching.
ICT.
Genetics.
CONCLUSION.
Let us return to the Gordian knot analogy and the difficulties characteristics of
children with developmental dyslexia. Arguably, the metaphorical “sword” of science
may help. By combining the strengths of qualitative and quantitative research to
generate and test hypotheses concerning the efficacy of a range of interventions,
progress can be made.
Dyslexia is multi-faceted. Currently it can be descriptively defined as “a variable
syndrome”. Hypothesis and antithesis concerning the efficacy of treatments can lead
to synthesis. Informed critical acumen concerning the nature and treatment of dyslexia
is the professionals’ best defence. Fish oil may benefit some dyslexic children. Snake
oil will not.
TOWARDS A ‘DYSLEXIA FRIENDLY’ HIGHER EDUCATION SYSTEM IN
THE UK: THE IMPOSSIBLE DREAM?
PUMFREY, P. D.
Emeritus Professor of Education University of Manchester (England) and Visiting Professor
Centre for Special and Inclusive Education, University College Worcester.
Centre for Special and Inclusive Education, Institute of Education, University College
Worcester, Henwick Grove, WORCESTER, WR2 6AJ United Kingdom of Great Britain
“Our priority is to reach out and include those who have been under-represented in
Higher Education (H.E.) … including young people with disabilities” (Department for
Education and Employment, 1998). Currently (2004) the U.K. government’s
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objective is to have some 50% of 17 to 30 year olds experiencing H.E. by 2010.
Academic standards in H.E. must be maintained.
In H.E. in the U.K., dyslexia is one of nine legally recognised categories of disability.
To what extent has government policy been effective in relation to improving the
educational opportunities of students identified as being dyslexic since that date? The
numbers of dyslexic students and other disabled students who successfully complete
their First degree studies and their relative academic attainments, operationally
defined by their First degree classification, provide two important indices of the
effectiveness of government policy.
Analyses of data derived from a total of 723,581 non-disabled students and students
with disabilities successfully completing their First degree courses in the period
1998/9 and two subsequent cohorts, are presented. These data comprise three year
group cohorts of students representing the populations of students completing their
First degrees since 1998/1999. The total includes 13,977 students with dyslexia. Of
these, 7,200 are Male and 6,677 Female.
Currently students with dyslexia represent the largest of nine groups of disabled
students in H.E. This was not the case in 1998-1999. Recent legislation on Equal
Opportunities requires that H.E. Institutions must not treat disabled students less
favourably than non-disabled students and must make “reasonable adjustments” to
ensure that disabled students have access to H.E. The educational significance of the
demographic pattern changes identified, coupled with the problematic nature of
“reasonable adjustments” leads to important tensions within H.E. Seven of these are
identified.
A COMPARITIVE STUDY OF CHILDREN WITH WRITING DISABILITIES
AND NORMAL CHILDREN, THE DEVELOPMENT OF A REMEDIAL
INSTRUCTIONAL PROGRAM
RAGHAVAN, P.
Doctor, DESSH, Regional Institute of Education, Mysore
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In India, schools in which English is the medium of instruction have become a
lucrative industry.
With the emphasis given to writing both as a classroom activity and the mode of
evaluation uniformly accepted for promotion to higher grades in schools, there is a
need to study the manifestation of writing disabilities among children studying in
these schools. A remedial program which takes cognizance of the deficits present in
the writing of children with writing disabilities at the elementary level of schooling
will prevent stagnation and school dropouts.
The focus of this study are children identified as children with reading and writing
disabilities studying in grades IV, V and VI of thirteen English medium schools
whose performance on specific tasks involving the writing of reports and stories were
compared with those of their normally achieving peers.
The types of errors committed by children with writing disabilities as well as the
strengths and weaknesses discernable in their writing were used as a basis for a
remedial program which focused on improving handwriting, spelling and written
expression. In this study it was found that an improvement in the skills associated
with writing was accompanied by an increase in word recognition skills as well.
ANALYSIS OF THE DIFFICULTIES AND ERRORS IN NUMBER CONCEPT
AMONG CHILDREN WITH DYSCALCULIA, NORMAL ACHIEVERS AND
CHILDREN WITH VISUAL IMPAIRMENT
RAMAA, S 1 & GOWRAMMA, I.P 2
1 Reader in Special Education Regional Institute of Education(NCERT) Mysore 570 006,
INDIA
2 Lecturer in Special Education All India Institute of Speech And Hearing Mysore 570 006,
INDIA
2 [email protected] [email protected]
Objectives : Comparison of different grades and groups of dyscalclics, normal
achievers and visually impaired with reference to difficulties and errors in number
concept.
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Sample : The children came from normal schools, special education centre and
special school.
They attended from grades II, III and IV from normal primary schools. Grade VIII
students were referred from a normal school to a special education centre. The CWD
were grouped into those without reading and writing disorders, with writing disorders
and with both reading and writing disorders. The sample also consisted of normal
achievers selected from the same schools. The VIII grade students who were
undergoing full time remedial instruction in a special education centre were also the
subjects of the study. Children with visual impairment (N = 34) were selected from
special schools.
Method : An Arithmetic Diagnostic Test was administered to all the subjects of
the different studies. The items included under number concept are – counting the
dots, writing the numbers in words, writing the number words in digits, writing the
numbers in correct sequence, writing the numbers which are lesser and greater than a
given number as well as arranging the set of numbers in ascending order.
Analysis : Qualitative analysis was made with reference to the difficulties
experienced and errors committed by different types of subjects. Some of the
differences between pre and post training were statistically significant (P<0,01)
Major Findings and Implications : The findings suggest that the difficulties of
dyscalculics in number concept persist for longer duration, if intervention is not
provided. Remedial instruction should be tailor made. Visual Impairment may not
affect development of number concept.
DEVELOPMENTAL DYSLEXIA IN POLISH ADULTS: THEORETICAL
IMPLICATIONS
REID, A. 1 , SZCZERBINSKI, M. 2, ISKIERKA-KASPEREK, E. 3 & HANSEN, P. 4
1 Independent Researcher, Cambridge, UK
2 Department of Human Communication Sciences, University of Sheffield, UK
3 Psychology Clinic of the Polish Dyslexia Association, Cracow, Poland.
4 Centre for Cognitive Neuroscience, University of Oxford, UK.
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1 [email protected], 2 [email protected]
Our study addresses two issues: the cognitive profiles of developmental dyslexics, and
cross-linguistic differences in these profiles.
The proponents of the current theories of developmental dyslexia, with a few
exceptions, have usually restricted their investigations to a single cognitive domain
that they consider crucial. However, it is becoming clear that developmental dyslexics
may have difficulties across a whole range of skills and a selective focus on a single
domain can lead to limited conclusions (Reid, 2001). The first aim of this study,
therefore, was to extend our case study of DOZ (Reid & Szczerbinski, 2003) and
establish what profiles are exhibited by adults with developmental dyslexia across
three domains: phonological, visual-magnocellular and cerebellar.
Only relatively recently has cross-linguistic research started to explore the effects of
different orthographic systems on the mechanisms and manifestations of
developmental dyslexia. Our study contributes a data point from another language –
Polish – to this line of inquiry. We hypothesised that if the nature of the orthographic
system has an impact on the literacy skills of Polish dyslexics then: 1) the relatively
inconsistent sound-to-letter correspondence of Polish orthography would increase the
probability of spelling errors and 2) the relatively consistent letter-to-sound
correspondence of Polish orthography should decrease the probability of reading
errors and increase reading rate.
Our sample consisted of 15 Polish university students with a formal diagnosis of
dyslexia, without ADHD and 15 controls matched on education, age, gender, IQ and
handedness. A range of tests were used to tap into phonological, visual-magnocellular
and cerebellar processing.
There are two main findings. First, striking heterogeneity of cognitive profiles was
observed among our compensated dyslexics. Therefore, a hypothesis of different sub-
types of developmental dyslexia should be considered and larger population-based
studies need to address this issue. Second, a significantly lower reading speed and
accuracy in Polish dyslexics than in controls was found, suggesting that the impact of
consistent orthography on dyslexic literacy difficulties may be attenuated by the type
and severity of dyslexic difficulties. Future cross-linguistic studies in dyslexia, using
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matched literacy tasks, will need to examine factors, such as severity of dyslexia and
dyslexics‘ cognitive profiles to ensure more stringent comparisons.
ATTENTIONAL MODULATION OF VISUAL PROCESSING IN DYSLEXIC
ADULTS
ROACH, N. W. 1 & HOGBEN, J. H. 2
School of Psychology, The University of Western Australia, 35 Stirling Highway, Crawley,
WA 6009, Australia;
[email protected], [email protected]
A number of researchers have suggested that deficient visual attention may contribute
to reading difficulties in dyslexia. However, traditional methods for investigating this
assertion have been limited by the conflation of sensory and attentional factors and
the inability to isolate robust attentional effects in normal observers. We have sought
to overcome these problems by combining spatial cueing with a visual search task
measuring psychophysical thresholds. The search task requires the observer to
discriminate the direction of tilt of a target Gabor patch, presented in one of 16
possible locations equidistant from fixation. The target is presented either alone, or
along with a variable number of vertical distractor patches. Within a block of trials,
the degree of tilt is varied according to an adaptive procedure allowing calculation of
tilt discrimination thresholds. To measure the effect of attention on task performance,
we use a small black dot to pre-cue the target location. Both the cue and the search
array are presented rapidly, preventing any eye movements to the target location. In
an initial study (Roach & Hogben, in press Psychological Science) normal readers’
uncued search performance was characterised by a strong dependence on the number
of elements in the stimulus array. Cueing the location of the target removed much of
this effect. While dyslexic participants showed near identical performance to normal
readers for uncued search, all failed to gain the same effect of cueing. Given that
restricting search to a single fixation effectively equates the basic sensory
representation of the stimulus array for cued and uncued conditions, the cueing
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advantage seen in normal readers most likely reflects the effect of selective visual
attention. Accordingly, the absence of a cueing effect in adult dyslexics is consistent
with an impairment of visual attention within these individuals. In a series of
following studies, we have sought to investigate the replicability and generality of this
deficit in the dyslexic population and delineate the nature of the underlying attentional
mechanism.
HEMISPHERIC SPECIALIZATION IN DYSLEXIA: DEAD OR ALIVE?
ROSENBERGER, P. B.
MD Director, Learning Disorders Unit, Massachusetts General Hospital Boston, MA 02114
The concept that one of the two hemispheres of the brain might be specialized for a
particular human activity first arose in the mid-19th century, from observations that
people suffering destructive lesions of the left hemisphere are at risk for losing the
faculty of language. An entire science evolved to describe syndromes of functional
deficit related to focal brain lesions, first for language (aphasia), then for other aspects
of cognition and higher cerebral function (alexia, agraphia, apraxia, agnosia, amusia,
etc.) The complex relation between “cerebral dominance” and hand preference was
noted early on, and has fascinated scholars to the present day.
It was the American neurologist Samuel Torrey Orton who in the 1930’s first called
attention to evidence for anomalous hemispheric dominance in certain children having
difficulty learning to read. His theories aroused controversy and fell into disfavor
during the post-World War II period, but were vindicated by subsequent research
showing the importance of the speech code, a major temporal lobe function, to the
phonetic analysis required for acquisition of reading skills. This was followed by
numerous studies showing anatomical variations, both gross and microscopic, as well
as differences in electrical activity, in the brains of dyslectic children as compared
with normal readers. Measures of cerebral blood flow have shown hemispheric
asymmetries in children with atention deficits, known to be co-morbid with dyslexia.
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The relevance of hemispheric specialization has been called into question in recent
years by research showing that behaviors related to learning history can often account
for variations previously ascribed to physiological asymmetries. However, newer
studies using functional magnetic resonance have again supported many of the
classical concepts derived from correlation of functional deficit with anatomical
lesion.
FEATURES VISUAL-MOTOR FUNCTIONS FOR CHILDREN WITH
DYSLEXIA.
RUSETSKAYA, M.1 & CHIRKINA, G.2
The Moscow municipal pedagogical university. Russia, Moscow,
[email protected] 1 [email protected] 2
The analysis of the modern literature specifies presence of deficiency of visual
functions at children with the disorder of reading (dyslexia). It is known, that the
visual perception of the text is provided with teamwork gnostic and a motor
component. The purpose of research was studying interrelation of eye tracking with
specific mistakes in reading. For experiment it was selected 57 pupils with dyslexia
which was shown in low rate of reading and mistakes of the technical side (misses of
letters, syllables and words, rearrangements of letters, syllables and words, phonetic
replacements of sounds, optical replacements of letters, and distortions of words). For
the control the group of 43 pupils without dyslexia was typed and surveyed. Studying
of tracking movements was carried out with the help of the device of N.Surovicheva.
On the screen of the device the examinee showed light moving stimulus, similar to
Pavlidis test. To each child it was showed such 40 stimulus: 20 stimulus moved in a
direction from left to right and 20 - in a direction from right to left. A task of
examinees was to identify moving stimulus. Pupils without dyslexia on the average
have identified 26 stimulus, and children with dyslexia - 19 stimulus (t - criterion: p <
0,001). In group of children with dyslexia correlation between a bad parameter of
visual tracking and amount of specific mistakes of reading was found as folows:
rearrangements of letters (r = - 0,326, p < 0,001), anticipation (r = - 0,286, p = 0,002),
misses of word (r = - 0,235, p = 0,013). The data confirm the strong connection
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between visual-motor ( eye movements) functions and mistakes of reading of dyslexic
children.
CAN OPHTHALMOKINESIS (PAVLIDIS TEST) OBJECTIVELY
PROGNOSE- DIAGNOSE PRESCHOOLERS AT HIGH-RISK FOR ADHD?
SAMARAS, P. 1, PAVLIDIS, G. TH 2
1 Protipos Preschool Center, 42 K.Varnali, Palio, Kavala 65500 Greece
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece
1 [email protected] 2 [email protected]
Attention-deficit/hyperactivity disorder (ADHD) is a mainly hereditary, neurological
disorder, estimated to affect approximately 3% to 7% of school-age children. The
diagnosis of ADHD is difficult in preschool ages and is done via questionnaires and
clinical evaluation. Eye movements (EM) are among the best indices of brain
processes, that is why many neurological conditions are reflected in ophthalmokinesis
(eye movements). As ADHD is a neurological condition, it is also shown to be
reflected in abnormal ophthalmokinesis.
This study examined whether: 1) There was a significant correlation between the EMs
of preschool children (4 to 6year-olds) and ADHD symptomatology, 2) EM could be
used to differentiate preschool children at high-risk for ADHD from non-ADHD, by
the use of the biological test of ophthalmokinesis (Pavlidis Test). Thirty two (n=32,
24 boys 8 girls, mean age 63.3months, SD=6, min.54 max.76) preschool children
participated in the study. ADHD symptomatology was evaluated by the questionnaire
developed by the second author and by DSM-IV-R. The EM were automatically
recorded and analysed by the OKG system developed by Pavlidis. Four EM non-
verbal subtests were used, with duration of 30 sec. each. Several significant EM
variables emerged, from the statistical analysis, which showed significant differences
between the ADHD and the non-ADHD control group, with many variables showing
p<0,000. Discriminant analysis showed that 93.1% of the children were classified
correctly into their respective categories on the basis of their ophthalmokinesis.
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Our easy to use, quick and biological test of ophthalmokinesis, proved very
dependable, as it successfully differentiated with 93,1% accuracy ADHD from non-
ADHD preschoolers. The test is non verbal, and once further validated and
standardised, it could be used internationally, irrespective of language, for the
screening of preschoolers for ADHD. It is of interest that in another prognostic study
in Czechia, our ophthalmokinetic test accurately predicted (91,5%) at the beginning of
1st grade who would develop LD two years later. Therefore, our test of
ophthalmokinesis proved to be a very accurate predictor of LD and ADHD at
preschool age or at the beginning of schooling.
'EUROPEAN EDUCATIONAL POLICY AND DYSLEXIA’
SAYLES, A. H.
President, European Dyslexia Association Pine Valley Park, Grange Road,
Rathfarnham, Dublin, 16, Ireland.
The ability to read and write is essential to successful participation in European
society. This is evidenced in one of the key findings of the International Adult
Literacy Study (1994) that, “Literacy is strongly associated with economic life
chances and well-being. It affects, inter alia, employment stability, the incidence of
unemployment and income.”
Dyslexia is a significant obstruction to the successful and easy acquisition of literacy
skills for millions of Europeans. While it is a condition inherent in the human species,
dyslexia manifests itself mainly in confrontation with the educational demands of
society. It affects people differently according to their personal circumstances. The
diversity of linguistic, cultural, historic and contextual backgrounds is a major factor
in the severity and consequences of dyslexia.
The European Union now consists of twenty-five member states representing that
wide range of diversity. Through national legislation and other administrative
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instances, each member state has evolved criteria for determining disability and
special educational needs which varies greatly.
Overall the European Union tends to support a social model of disability with policies
intended to reduce the disabling effects of the social and physical environment. Some
may be wary of classifying dyslexia as a disability, yet people with dyslexia find
themselves disabled in many circumstances. Daily they face a variety of barriers
through the environment (including inaccessible communication and written
language), attitudes (including stereotyping, discrimination and prejudice) and
organisations (including procedures and practices which are inflexible).
However, when the barriers are removed or reduced, through early identification,
appropriate intervention and support, people with dyslexia will be able to take a full
and active part in education and society. European and national legislation and policy
affecting special education and/or disability must guarantee the rights for people with
dyslexia to access an appropriate form of education and support that allows them to
achieve their full potential.
“THE EFFECT OF MORPHOLOGICAL PRIMING IN DIFFERENT
SUBTYPES OF DEVELOPMENTAL DYSLEXIA”
SCHIFF, R. 1 & RAVEH, M. 2
1 School of Education, Bar Ilan University, Ramat-Gan 52900 Israel
2 Psychology Department and the Gonda Brain Research Center Bar Ilan University,
Ramat-Gan 52900 Israel
1 [email protected] 2 [email protected]
Previous research on dyslexia has focused on the phonological level of linguistic
analysis. We extend the investigation of the linguistic competence of dyslexics to the
morphological level of linguistic analysis. Specifically, we have examined whether
adult Hebrew readers with dyslexia are sensitive to the morphological structure of
words and whether they extract and represent morphemic units similarly to normal
readers. Due to Hebrew’s rich and complex morphology, morphological knowledge is
particularly important for successful reading in Hebrew.
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Dyslexic subjects were classified into three types: phonological (N=10), surface
(N=6), and mixed (N=14), according to the discrepancy between their performance
in phonological and orthographic decoding tests. We used the priming paradigm to
examine the quality of implicit morphological representations and word
recognition procedures. Both dyslexic (N=30; Mean age 25 years) and normal
readers (N=30; Mean age 26 years) performed the Word Fragment Completion test
in which they were asked to complete words with missing letters. There were four
priming conditions: repetition, morphological, orthographic, and un-primed
conditions. Furthermore, we contrasted repetition and morphological priming in
the different types of dyslexia.
Analysis of Group (dislexic, normal) X Priming condition revealed a significant
interaction (p<.05). Whereas both dyslexic and normal readers showed repetition
priming, the dislexic as a group did not have significant morphological priming.
However, an analysis of the different types of dislexics showed that surface and
phonological dyslexics, impaired in either phonological or orthographic decoding,
did show morphological priming (p<.05) although this effect was weaker than that
of the control participants. In contrast, the mixed group, impaired in both decoding
tests, did not show any priming effect. These results help elucidate the relationship
between different levels of lexical processing, as well as the specific pattern of
deficit in different types of dyslexia.
IDENTIFICATION OF STUDENTS WITH LEARNING DISABILITIES
BASED ON METACOGNITION, MOTIVATION, EMOTIONS, AND
PSYCHOPATHOLOGY: A ROC ANALYSIS
SIDERIDIS, G. D., 1 BOTSAS, G., 2 MORGAN, P. 3 & FUCHS, D. 4
1 Associate Professor Department of Psychology University of Crete Rethimnon, 74100,
Crete1
2 Ph.D. Candidate University of Thessaly
3 Assistant Professor Department of Educational & School Psychology & Special Education
Penn State University 211 CEDAR Building University Park, PA 168023
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4 Professor of Special Education Department of Special Education Vanderbilt University
Peabody # 328 230 Appleton Place Nashville
1 [email protected] 2 [email protected] 3 [email protected]
The purpose of the present studies was to examine the proposition that learning
problems have a strong motivational and emotional basis. Across five studies with
samples of students with and without learning problems (i.e., students with reading
problems, math problems, a general LD diagnosis, low achievement), and, using the
methodology of Receiver Operating Characteristic (ROC) curves, results indicated
that indices of motivation such as self-efficacy, motivational force, task avoidance,
goal commitment, self-concept, and psychopathology (i.e., depression) were accurate
in classifying students with learning problems in the range of 77-96%. Those
estimates compare to approximately chance estimates (i.e., 55%) for cognitive
variables (e.g., WISC) reported in recent research. The results from the ROC analyses
were further supported using a series of linear discriminant function analyses in which
the linear combination of those variables accounted for the accurate discrimination of
students with and without learning problems. In the present studies both cognitive and
motivational variables were highly accurate in identifying students with learning
problems, with the exception of variables from achievement goal theory (i.e., goal
orientations). Results suggest that motivation, psychopathology, and emotions act as
core identifying features of students with learning problems and should be explored
more fully.
CONSTITUTION AND CONSTRUCTION OF THE MODEL OF RE-
EDUCATION FOR CHILDREN WITH DYSLEXIA AT THE PRESCHOOL
AGE.
STAVROU, L. S. & ANAGNOSTOPOULOU, A. N.
Laboratory of Special & Curative Education (LAB.E.SPE.C.), University of Ioannina, Greece
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The research was conducted at Greece.The sample consists of 785 infants of 93
kindergartens. The research comprise of two main stages. At the first one the “Test of
Early Identification of Dyslexia” was given to the total population
After the application of the Test of Early Identification of Dyslexia and the valuation
of the results for the 785 infants, it was found that 48 infants showed symptoms of
early dyslexic behavior. The second phase was the administration of the method
(model) to the children, which showed indications of early expression of dyslexia.
These 48 infants were separated in two groups. The experimental group, which was
being, consists of 25 infants and the control group, which was being consist of 23
infants.
At the experimental group was given the re-education method a tool that was formed
and created for this research-which is referred to four sections: psycho mobility-
laterality, phonology, pre-reading, pre-writing.
We were aiming to examine the validity of the method through the comparative
degrees of the two groups.
CONSTRUCTION OF A DYSLEXIA IDENTIFICATION TEST FOR
CHILDREN AGING 5 TO 8 YEARS.
STAVROU, L. S. &KARVOUNIS, M.P.
Laboratory of Special & Curative Education (LAB.E.SPE.C.), University of Ioannina, Greece
The utility of predictions of risks in reading and writing difficulties is controversial.
Since the strong criticism of the research on dyslexia at the end of the seventies and
the collapse of research activities on this problem the scientific background of
research on reading-writing-difficulties ( RWD) has evolved. The development of
models of literacy, the knowledge about the process relevant sub skills (e.g.
phonological awareness) as well as the fundamentals of the learning theory have
improved significantly. A longitudinal research project which started in 2002 is
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presented. Ages rage from last year of kindergarten to second elementary grade. The
study deals with the prediction and prevention of difficulties in acquisition of
alphabetic literacy. The discussion of relevant research shows that abilities of so-
called phonological processing of oral language and specific attentional processes are
critical requirements for success in learning to read and write. The TEDYS 5-8 test is
designed to be sensitive to levels of performance characterizing “at risk” students at
lower ends of distributions. The tasks of the tests assessed tree types of phonological
processes identified by Wagner/Torgesen (1987) as important to learning to read:
phonological awareness, phonetic recoding in working memory and phonological
recoding in lexical access, respectively.
QEEG S OF TYPOLOGIES OF DYSLEXIA
STEFFERT, B.
Doctor, University of London, Birkbeck College) and T.C., Steffert (University of London,
Imperial College) Learning Recovery, 182 Kings Hedges Rd., Cambridge, CB4 2PB, England
Previous typologies of Dyslexia (Tallal, Eden) suggest that there is a different
mechanism associated for visual vs. auditory sensory input and therefore different
remedies. Given the reported benefit of tinted lenses for visual Dyslexics this study
was funded to provide an objective measure of their efficacy.
Method: Visual Dyslexics were given coloured lenses according to their optimum
position in colour space and matched with auditory Dyslexics and controls. QEEGs
were taken
Whilst reading with and without coloured lenses. Working Memory, Speed of
Processing and Balance was also tested in the with/without lenses conditions
Results: The visual Dyslexics showed an abnormal Occipital Alpha Peak,which was
attenuated with the lenses. The controls and the Auditory Dyslexics did not show
an Occipital Alpha Peak attenuation.
Conclusions: attenuation of abnormal alpha occipital frequency is associatedwith
"cognitive preparedness" Some speculations suggest that this may be due to lack of
myelination and/or coherence in the occipital-temporal-parietal areas. But Coloured
lenses that are prescribed according to an individual's position in colour space allows
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a preparedness; helping reading, balance and processing speed in Visual Dyslexics
but not auditory Dyslexics
References
(1) Witton, C. et al., 1999 “Dynamic Sensory Processing and children’s word
decoding skills” IN current Biology, vol 8, 791-797. (2)Klinberg T (2000)
“Micro-structure of white matter as a basis for reading” in Neuron, 25, 493-
500
THE MAGNOCELLULAR HYPOTHESIS OF DEVELOPMENTAL
DYSLEXIA
STEIN, J.
Professor, University Laboratory of Physiology, Oxford, OX1 3PTZ
Developmental dyslexia is associated with abnormal development of the brain,
involving not only malformations of language centres in the left hemisphere, but also
abnormalities of the right hemisphere. Often these are associated with impaired
development of visual and auditory magnocellular neurones that enable the rapid
visual/auditory translations required for reading. We have found that visual motion
sensitivity and eye control which are mediated by the visual magnocellular system are
impaired in many dyslexics, and that visual perceptual training of magnocellular
functions can greatly improve reading. Likewise auditory sensitivity to frequency and
amplitude modulated sounds is reduced in many dyslexics.
Magnocellular neurones are found throughout the nervous system and they all express
the same molecular ‘signature’. Their function is to provide precise timing of visual,
auditory and other sensory events and to synchronise motor output. The
magnocellular hypothesis of dyslexia therefore attempts to explain the many different
visual, phonological and motor features of dyslexia in terms of impaired development
of magnocellular neurones throughout the brain.
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Their development seems to be controlled by immune regulation genes, many of
which are situated on the short arm of chromosome 6. This site has been linked with
reading difficulties in 8 different studies, as have other chromosomal regions known
to be involved in immune regulation. Thus the inheritance of dyslexia may involve
immune attack on the development of magnocells.
These neurones are also vulnerable to environmental deficiency of highly unsaturated
fatty acids that are normally provided by eating oily fish. Such deficiency has become
common in many countries where fish consumption has declined, and supplementing
the diet with fish oils can improve many dyslexics’ reading.
Thus our increased understanding of the neurological impairments causing dyslexic
reading problems has led to increasingly effective methods of combating them and
thus improving dyslexics’ reading.
VISUAL PROCESSING SKILLS AND DEFICITS IN READING DISABILITY:
A META-ANALYSIS
TALCOTT, J. B.
Ph.D Neurosciences Research Institute Aston University Birmingham B4 7ET, UK
Although differences between groups of impaired and non-impaired readers on
psychophysical tasks of basic visual function have been demonstrated in a large
number of studies, several outstanding themes of controversy about the nature of the
relationship between reading skill and visual function remain. In this paper I will
examine evidence related to 3 inter-related questions about the role of visual
processing impairments in reading disability:
Is there a visual processing deficit associated with dyslexia?
Is the visual deficit specific?
What is the mechanism by which visual processing affects reading?
The association between a deficit in dynamic visual processing sensitivity and
developmental dyslexia was examined using meta-analytic techniques. The analyses
demonstrated conclusively that dynamic visual processing, as assessed by measures of
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contrast sensitivity and coherent motion detection, is reduced overall in groups of
dyslexic readers compared to controls. In support of the visual specificity hypothesis,
effect sizes for between group comparisons on these tasks of putative magnocellular
function were larger (average d = 1.0) than those for detection of non-dynamic stimuli
(average d = 0.4). Homogeneity analyses revealed significant variability in the
magnitude of effects across studies with both instrumentation and sampling variability
revealed as significant moderating variables of between-group differences. The ability
of dynamic visual processing tasks to discriminate between good and poor readers is
apparently much greater than the correlations between measures of visual ability and
reading skill (r = 0.2-0.3). A model in which dynamic visual processing skills
constrain reading skills via both direct and indirect mechanisms can describe these
results.
WHAT IS THE RELATIONSHIP BETWEEN READING (DIS)ABILITY,
ATTENTION DEFICITS AND PSYCHOPHYSICAL MEASURES OF DYNAMIC
AUDITORY AND VISUAL PROCESSING?
TALCOTT, J. B.
Ph.D Neurosciences Research Institute Aston University Birmingham B4 7ET, UK
Performance on psychophysical tasks of visual and auditory processing has been
related to group and individual differences in literacy ability. These relationships
could result from differences in particular neural pathways or from more general
difficulties in information processing. Given the high comorbidity between ADHD
and reading disability, more generalised differences in information processing might
be better explained by the general demands of the psychophysical tasks employed
rather than by correlations with neural processing per se. A second alternative
hypothesis is that the relationships between sensory processing and reading skill are
mediated by individual differences in IQ. Two studies were conducted to better
ascertain the nature of these relationships. One obtained a large (n = 350) sample of
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school-aged (7-12 years) children who were selected randomly from mainstream
primary-school classrooms. The second tested children (8-16 years) who were
selected for either reading deficits, attentional deficits, or both. For both samples, a
test battery including measures of IQ, reading and component skills and sensory
processing was administered. Results suggest that measures of sensory processing
contribute unique variance to single word reading and component skills beyond that
accounted for by ADHD and IQ. More comprehensive models of the reading process
are needed to better understand how perceptual skills contribute to individual
differences in literacy skill.
NEUROIMAGING OF NORMAL AND IMPAIRED READING: THE
PROMISE OF MEG
TALCOTT, J. B.
Ph.D Neurosciences Research Institute Aston University Birmingham B4 7ET, UK
Most functional imaging studies of reading and dyslexia have used techniques based
on indirect metabolic correlates of brain function, such as the haemodynamic changes
measured with functional Magnetic Resonance Imaging (fMRI). The relatively slow
temporal characteristics of these changes, however, mean that fMRI cannot measure
temporal sequences of cortical activation that evolve on a millisecond by millisecond
basis with high precision. This may be crucial for studies of the reading process
where functional differences between good and poor readers can emerge as early as
100 milliseconds after stimulus onset in a reading task. In contrast,
Magnetoencephalography (MEG) measures post-synaptic potentials with temporal
resolution on the order of milliseconds, offering a non-invasive functional imaging
approach that does not rely on secondary metabolic correlates. There is now
increasing evidence from EEG and MEG that when subjects are presented with a
stimulus or perform a cognitive task such as reading, localised and frequency specific
changes in cortical oscillatory power occur within the cortex. These power increases
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and decreases are termed event-related synchronisation (ERS) and event-related
desynchronisation (ERD), respectively and are potentially useful for studies of
cognitive function because they can be used to probe both evoked responses and
induced activity. For MEG data, ERS/ERD effects can be localised using Synthetic
Aperture Magnetometry (SAM), a non-linear beamformer technique in which a
spatial filter is constructed linking each voxel in the brain to the MEG sensors. SAM
can be utilised to localise non-phase locked ERS/ERD responses in a variety of
sensory and cognitive tasks. Because SAM does not require the use of brief, evoked-
response designs, fMRI and MEG/SAM experiments can be performed using exactly
the experimental paradigm. MEG/SAM therefore provides a potentially powerful and
entirely novel way to probe the reading process.
BEHAVIOURAL PATTERNS, LEARNING AND SEQUENTIAL PROBLEMS IN
PARENTS OF CHILDREN WITH ADHD: A GREEK FAMILY STUDY
TSERMENTZELI, S. 1 & PAVLIDIS, G. TH .2
1 Human Sciences Department, Brunel University, Uxbridge, Middlesex, UB8 3PH, UK
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia
54060 Greece
1 [email protected] , 2 [email protected]
Objective: The familial nature of Attention-Deficit Hyperactivity Disorder (ADHD)
has been well established over the last years. However, the majority of past studies
have been conducted in the USA. Surprisingly, there has not been any family study on
ADHD in Greece, where the cultural environment is quite different from that
described by previous researchers. Taking into consideration the significance of
cultural differences, this study investigated the relationship between a child’s
diagnosis of ADHD and parents’ history of associated conditions in the Greek
population.
Method: Fifty-five children with ADHD, 47 children without a disorder and their
biological parents (N=204) participated in this study. Probands were all Greek pupils
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from 2nd to 6th grade that had to meet all the criteria proposed by Pavlidis (1991) in
order to participate in the study. ADHD children were diagnosed according to DSM-
IV criteria for ADHD-COM at the time of their referral, and they all had active
symptoms of the disorder. Control children were recruited from the normal school
population of Northern Greece. There was no significant difference between the two
groups of children with respect to age, socioeconomic status, gender, mother and
father’s age (p > 0.7).
A slightly modified version of Pavlidis Questionnaire was used to gather the data.
Pavlidis Questionnaire (PQ) is a factor-analytically developed measure consisting of
82 items that assess specific dimensions of ADHD, learning difficulties,
developmental history, sequential/memory difficulties, behavioural patterns and
personality traits. The PQ has been successfully tested for its validity and predictive
accuracy in the Greek school population (Tsermentseli, 2003, Tzivinikou, 2002) and
has been shown to demonstrate good internal consistency, as well as convergent and
discriminant validity.
Results: Non-parametric tests showed that parents of ADHD children were
significantly more likely than the parents of non-ADHD to have elevated rates of
learning problems, behavioural patterns, specific personal characteristics, sequential
problems and ADHD symptomatology (p < .05). The groups did not differ in terms of
developmental history. Discriminant analysis showed that the two groups of parents,
based on the overall scoring of the questionnaires could be classified accurately with
68% success rate.
Conclusions: These results extend previously reported findings regarding the familial
nature of ADHD and suggest that more family studies should be conducted in other
cultural populations as well. The high reported frequency of the afore mentioned
conditions in the parents of children with ADHD requires that the treating clinician
should explore the area of family history and use the findings to formulate a
comprehensive treatment plan that includes anticipatory guidance and psychosocial
intervention both for the children and their families.
REFERENCES
1. Pavlidis, G. Th., (1990). Perspectives on Dyslexia, vol. 1, Neurology,
Neuropsychology, and Genetics. Chichester: Wiley.
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2. Tsermentseli, S. (2003). Learning, Sequential, Behavioural and Personality
Differences between Children with ADHD, their Parents and a Normal
Comparison Group. Unpublished MPhil Thesis, Brunel University.
3. Tzivinikou, S. (2002). Potential discriminative factors for dyslexia: A
predictive statistical model based on the PAVLIDIS QUESTIONNAIRE
distinguishing 8-9 year-old dyslexic and non-dyslexic control Greek children.
Validity and potential predictive efficiency’s considerations. Unpublished PhD
Thesis, Brunel University.
PSYCHO-SOCIO-EDUCATIONAL CHARACTERISTICS DISTINGUISH GREEK
ADHD AND NON-ADHD CHILDREN: RELIABILITY AND VALIDITY
CONSIDERATIONS
TSERMENTSELI, S. 1 & PAVLIDIS, G. TH .2
1 Human Sciences Department, Brunel University, Uxbridge, Middlesex, UB8 3PH, UK
2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia
54060 Greece1 [email protected], 2 [email protected]
Aim: This paper presents further evidence on internal consistency, distribution of
scores and discriminant validity of the Pavlidis Questionnaire (PQ), a parent-reported
scale designed to screen dyslexia and ADHD in Greek schoolchildren. PQ consists of
82 items that assess learning problems, developmental history, sequential difficulties,
behavioural patterns, personality traits, and ADHD symptomatology. It has been
successfully tested for its validity and predictive accuracy in Greek dyslexic children;
thus the present study aims to test it in the ADHD population as well.
Method: Two groups of children participated in this study: 55 with ADHD and 47
normally developing children aged 8-12 years old (M= 10.1, SD = 1.8). ADHD
children were recruited from “Dyslexia Centers” and they all had active symptoms of
the disorder, while children from the control group were selected from the normal
school populations of Northern Greece. Diagnoses were assigned according to DSM-
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IV classification system and subject’s selection criteria were followed as proposed by
Pavlidis (1991). Both groups were Greeks from the same geographical area and were
also matched for sex, age and socioeconomic status. In this study, the mothers of both
groups filled in the Pavlidis Questionnaires.
Results: Coefficient alpha was calculated for each of the scales of the PQ. The levels
of internal consistency across scales varied from 0.78 to 0.97. A two-way ANOVA
showed significant group effects on all subscales of PQ, but no age effect or
interaction between them. A discriminant analysis revealed that PQ could classify the
ADHDs from the non-ADHDs with an overall 98.3% accuracy. Step-wise method
also showed that based only on the ADHD sub-scale of the questionnaire, the two
groups could be correctly classified with a 95.6% success rate.
Conclusions: The results of this study provide additional support for the validity and
reliability of the PQ as screening instrument for examining symptoms associated with
ADHD in Greece. This questionnaire allows data related to necessary criteria for an
ADHD diagnosis to be collected in a time and resource efficient manner. Similarly, in
research purposes where accurate procedures are often needed to screen large
numbers of children for purposes of including or excluding study participants, PQ
seems to be a useful tool.
THE EFFECTS OF TRAINING OF MORPHOLOGICAL STRUCTURE ON
SPELLING DERIVED WORDS BY DYSLEXIC ADOLESCENTS
TSESMELI, S.N. 1& SEYMOUR, P.H.K.2
1 Department of Education, University of Aegean, 85100 Rhodes, Greece. 2 Department of Psychology, University of Dundee, Dundee, DD1 4HN, Scotland, U.K,
1 [email protected] 2 [email protected]
There is a recent consensus (Henry, 1993; Moats, 1998; Bryant, Nunes & Bindman,
1999; Snowling, 2000) that morphological aspects of intervention in reading disability
call for further investigation, except the training in phonological awareness. The study
aimed to determine the effects of explicit instruction about morphological structure on
the spelling of derived words. A cross-sectional reading level-design was employed in
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order to determine differences in response to instruction between 9 dyslexic students
aged 13+ years (13.87, sd. 0.62), 20 age-matched (13.77, sd. 0.71) and 25 reading
level matched (9.64, sd. 1.75) control groups. The study was based on the word-pair
paradigm (a base and derived word) and combined oral instruction with written
materials, the aim being to make explicit the links between morphological and
orthographic structure. The experimental design of the intervention involved two lists
of word pairs (Adjectives and Nouns) which crossed according to Morphological
complexity (No Change, Orthographic Change items depending on the change being
present between the base form and its derived counterpart) and Training (Trained,
Untrained 1& Untrained 2 items depending on the training of the items during the
intervention). The intervention had a substantial impact in enhancing the spelling of
derivations by the dyslexic adolescents (p<.001). Every group performed better on
Trained items than on untrained but analogous items (Untrained 1) or untrained and
unrelated items (Untrained 2) (both p<.001). Generalisation effects were also evident
with each group to perform better on analogous items than on unrelated items (p<.01).
Long-term results confirmed strong and persisting training effects by the dyslexic
group two months after the intervention (p<.01). Error analyses showed that training
effects involved mainly a reduction in errors on the suffix of derived items, especially
on the transparent ones. The results of the intervention study have several important
implications for educational practice. It appears that training of the morphological
structure of the words could be beneficial to dyslexic adolescents who suffer
prolonged reading disability (Leong, 1989; 1999; Elbro & Arnbak, 1996; Champion,
1997; Bryant, Nunes and Bindman, 1998; Carlisle, 1995, 2000). It is proposed that
morphological awareness constitutes a positive asset for dyslexic adolescents that can
be used efficiently to counterbalance their severe phonological deficiencies.
“EARLY IDENTIFICATION OF DYSLEXIA AND INTERVENTION IN
CHILDREN WITH SPECIFIC DEVELOPMENTAL DYSLEXIA SYNDROME
AND NEUROLOGICAL PROBLEMS”
TZOUFI, M.1, ZAKOPOULOU, V.2 & VERBI, H.M. 3
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[email protected] [email protected]
BACKGROUND AND PURPOSE: In this certain research the object is a
multidisciplinary approach of the specific developmental dyslexia syndrome (the most
predominant kind of learning disabilities) in 5-7 year old children who develop
neurological disorders. The purpose of this study was to find out the role of the
neurological problems in developmental dyslexia before and after a remediation
program.
METHODS: Verbal mental capacity – Graphophonology – Psychomotor were
measured in six children 5-7 years old with neurological disorders and developmental
dyslexia and six control subjects using three diagnostic tests applied before and after a
remediation program lasting (up today) eight months. Independent variables: sex-
complex or not neurological disorders- additional support- constant or not medication.
In remediation program examined the process of: learning difficulties, individual
performance and affective behavior.
RESULTS: No significant differences were observed in diagnostic tests between sex,
complex or not neurological disorders, additional support, constant or not medication
and performance on diagnostic tests. In diagnostic tests, significant difference is
observed between work group and control group before and after the remediation
program (0.021). On the first four months the prices of learning difficulties and
individual performance are rising steeply, of affective behavior are fluctuating and on
the three last months the prices of all are constant.
CONCLUSION: These results suggest that a remediation of learning activities
resulting in improved verbal mental abilities, graphophonological abilities and
psychomotor in children with developmental dyslexia in spite of the neurological
problems.
READING SPEED AND READING COMPREHENSION: IMPLICATIONS
OF A STUDY OF BLIND AND SIGHTED GREEK PRIMARY SCHOOL
CHILDREN
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VAKALI, A. 1, EVANS, R. 1& GHINEA, G. 2
1Department of Education, Brunel University Middlesex, U K2Department of Information Systems and Computing, Brunel University Middlesex, UK
Speed is an important facet of reading as the ability to read fast allows the reader to
process information quickly and it is a significant factor associated with reading
competence. Competent readers proceed through schooling with better chances of
academic achievement and enjoyment out of reading, while in contrast, low levels of
reading comprehension and speed can have the opposite effect. Given the importance
of reading speed and comprehension, the aim of this paper was to explore the reading
speed as well as comprehension of 18 Greek blind (x= 9.23 years) and 40 Greek
sighted (x = 8,83) children ranging from primary school grades 1 to 5. All
participants read a pre-chosen text from the language manual of their corresponding
school year. All participants followed the same instructions and procedure. Results
showed that there was a significant difference (p< .05) between braille readers and
their sighted peers in a grade-by-grade analysis. Additionally, during the period of the
first two years of schooling (grades 1 and 2), the comprehension levels of braille
readers remained extremely low, despite the very slow reading rate. In contrast, print
readers were found to read accurately and quickly in comparison to their sighted
peers. Findings are discussed in terms of the nature of the braille script, the lack of
opportunities blind students face to engage with braille outside schooling hours and to
explore reading material that is not limited to the school curriculum. This lack of
engagement with the braille script denies braille readers the practice they need as
emerging braille readers and has delaying effects in their reading development.
EDUCATIONAL KNOWLEDGE ON SCREENING TESTS, DIAGNOSIS AND
TREATMENT OF DYSLEXIA AND LEARNING DIFFICULTIES IN
COLLEGE STUDENTS
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WAHLBERG, E. S. & OHMAN, L.
Louise Öhman Wenströmska gymnasiet Vedbovägen 1 724 80 Västerås Sweden
The authors are teaching English and Swedish and helping students with reading and
writing difficulties at a big post compulsory vocational and theoretical college for
pupils 16-19 in Sweden.
1986-96 we have carried through screening tests in word knowledge, spelling and
reading skills and collected data at our local school (600 students/year). Since 1997 all
college students in town (1 500) perform the same standardized screening tests, from
which we have collected data.
This enables us to study changes over the years. We have studied changes in the
result of different parts of the test, compared variation in students´ results in
vocational and theoretical studyprograms, the impact of students with other ethnic and
linguistic backgrounds than Swedish etc. Our aim is to make authorities realize that
you have to emphasize on reading and writing training from the very schoolstart more
explicitly than is the case now.
The result of the screening tests shows that as many as 20-25 % of our college
students have problems with reading, spelling and writing, and that this figure is
increasing for each year. The political outcome of this has been an allocation of
means both economical and personal to support those students.
All students who have stanine 1 or 2 on the tests, are asked to come for an interview
and further/deeper diagnosis. We test their working memory, spelling, phonological
ability, reading speed and comprehension to be able to detect their individual
problems in reading and writing/spelling. These students are offered compensatory
aid. They are also offered an individual training program.
The scientific method used for improving reading and writing skills is based on the
theories of French linguist Gombert and elaborated by two psychologists at the
University of Umeå, Margit Thornéus and Björn Andersson. Training is based on
automatization and syllabletraining and gives 30-50 % improvement. Most of these
students, who have a high prediction of failing in their studies, do not do so, but
manage to graduate.
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TRAINING PROCESS IN ENGLISH CODING FOR A JAPANESE JUNIOR
HIGH SCHOOL STUDENT.
WATANABE, N. 1, MUROHASHI, H. 1 & ISHIKAWA, A. 2
1Graduate school of Education, Hokkaido University, 2General Center for Children’s welfare,
Sapporo City1 [email protected]
In Japan, some students with dyslexia in their mother tongue sometimes become
dyslexic in English after they begin to study English as the second language in the
compulsory curriculum.
This time we report on the process of acquiring English reading skill of a student with
dyslexia both in Japanese and English. As this student shows more difficulty in
writing letters than listening, we decided to apply the auditory approach (Uno,2002),
later visual one added, so that he may learn to code and decode the sound, phoneme,
which is essential for reading.
Considering the difference of orthography, first we tried systematic phonics
instruction, through which we tried to discuss what cause the failure to identify
sounds and which in more difficult for Japanese dyslexics to hear, vowels or
consonants.
READING PROGRAM FOR A JUNIOR HIGH SCHOOL STUDENT WITH
DYSLEXIA
WATANABE, N. 1, MUROHASHI, H. 1 & ISHIKAWA, A. 2
1Graduate school of Education, Hokkaido University, 2General Center for Children’s welfare,
Sapporo City
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Purpose: This is a case study of a Japanese student with dyslexia both in his mother
tongue Japanese and in English. In order to know what impairment he actually has,
we conducted a series of tests in advance. Through them, we found out that he has
more difficulty in writing letters than hearing, and little phonemic awareness, so that
he shows he hears and sees. So we decided to make a program which will lead him to
acquire phonemic awareness, and at the same time, we intended to find out whether
consonants interfere with his auditory process more than vowels do, as is generally
considered.
Subject: A 14-years-old, boy (second-grade of junior high school). Being good at
science, but poor at Japanese and English, - especially reading and writing Kanji
(Chinese characters). His IQ is within the normal range.
Methods: In making a program, we adopted a mono-sensory method, not a multi-
sensory method, because of his impairment of writing letters. That is, most of the
program was conducted mainly through auditory process. We also decided to limit
vowels in use. Because of the orthographical difference between Japanese and
English, Japanese students generally tend to find it more difficult to identify vowels of
English, and all the more difficult for a dyslexic like him. Of all through the program
made up of seven stages, we mainly focused on how to deal with consonants, so we
limited the usage of vowels. For the program, we had a native speaker of American
English pronounce all the listed words and made them into CDs. We use the CDs for
learning and test each stage. The student was asked to name the sound of the words
played on the CD (decoding) and read the same words on the paper after he listened to
the CDs enough (coding). The program proceeds as follows
1. Pronounciation of Consonants (Identification of the first sound of words)
2. CVC
3. CVC+e
4. Consonants digraph
5. Diphthong
6. Irregular words
Results: On the first stage, once the student became familiar with each sound of
consonants (phonemes), he was able to identify all the mono consonants of the first
letter of the words. From the second stage on, the student had to blend consonants
with vowels, segment phonemes, chunk them into meaningful set of letters, and so on.
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A class was held twice a month for half a year ( about 20 hours in total). On the 2nd
and 3rd stage, he made progress gradually put steadily. At last, he was able to name
the words he heard and read – 169 words in total. But on the 4 th and the 5th stage, he
showed more confusion in identify sounds he heard. Thorough the analysis of the
errors he made, we found that he had made more errors in vowels than in consonants.
As we thought the length of the words might affect on decoding, we adopted a visual
aid. The spelling he named was written down in front him by the instructor. And he
was trained to make chunks of sounds. Taking much more time than the other stages,
he was able to read about 200 words.
Conclusion From the results of the reading test, we can conclude that the student has
acquired the skill of coding and decoding to some extent, through this program.
Further analysis of errors is necessary, and how consonants and vowels have to do
with the coding and decoding should be discussed.
IS THERE A ROLE FOR AUDITORY PROCESSING IN MODELS OF
READING AND DYSLEXIA?
WITTON, C.
Neurosciences Research Institute, Aston University, Birmingham, UK
It has been suggested that deficits in certain aspects of auditory processing play a
causal role in the aetiology of developmental dyslexia. However when individual
data are examined, it is often the case that the strongest relationships between auditory
processing and reading are for the control, not the dyslexic subjects.
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We examined data from two samples of dyslexic and control adults, showing a group
difference in detection thresholds for 2-Hz frequency modulation (FM) of a tone, as
reported previously. The data for the dyslexic groups were more variable than for the
controls, and in each study some of the dyslexic subjects (but none of the controls)
had detection thresholds that were more than two standard deviations from the
population mean. Each sample showed a significant bivariate correlation between FM
thresholds and non-word reading ability. However when the correlations for the
dyslexic and control groups were examined separately, a significant correlation was
only found for the control group. This observation does not support the hypothesis
that impairments in FM-processing underlie phonological impairments in dyslexic
subjects in general, even though FM thresholds are related to reading sub skills in the
control population.
The increased variability (and reduced correlations) in the dyslexic samples may
result from increased variability in other cognitive factors such as short-term memory
or attention. Digit span is a significant predictor of FM sensitivity in both data sets,
but does not account for all of the shared variance between FM thresholds and reading
sub skills for the controls. We conclude that the relationship between dyslexia and
auditory processing is complex, and cannot account for the incidence of reading
impairment in all subjects. However brain-based measures of sensory processing may
provide an insight into the differences between the ways in which information is
encoded and utilised in dyslexic and control brains.
PROSPECTS FOR THE GENETIC UNDERSTANDING OF DYSLEXIA: THE
SCIENCE AND THE ART OF CIVILIZATION'S INTERACTION WITH
HUMAN DIVERSITY
WOOD, F.
Wake Forest University School of Medicine, Winston-Salem, NC, 27157. USA.
This is an empirical and philosophy-of-science review of the current state of the art in
the genetics of dyslexia. It begins with a comprehensive compilation of the evidence
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on the genetics of dyslexia, it's putative genomic loci (apparently at least 6 loci), and
notes the current controversies. These include: (1) whether there is one dyslexic
phenotype or several-(some data suggest the chromosome 15 phenotype may be rather
more focused on single word reading and spelling); (2) whether ADHD is a separate
expression of the underlying dyslexic genotype-(the data from at least three different
laboratories lean toward the conclusion that ADHD with dyslexia is genetically
different from ADHD without dyslexia); (3) whether dyslexia is a continuous
quantitative trait variable-(or is instead better described by categorical phenotypes);
and (4) whether other biological or adaptive traits may covary with dyslexia-(these
might plausibly include the association of dopamine and iron metabolism, immune
function, and vestibular coordination and related adaptations to bipedalism).
Methodologically, these might best be explored by detailing genome wide
transcription networks. From the philosophy of science point of view, the argument is
that further progress will now depend on taking a larger evolutionary view. In
particular, this will mean appreciating the importance for dyslexia of the many
obvious as well subtle adaptations occasioned by the original human migration from
the forests to the savannahs, necessitating a much greater reorganization of cognitive
capacities than often realized. As one example, the anticipatory goal oriented
processing associated with longer distance treks for water and food, in the open
savannah, is arguably a strong component of fluent text reading. A particularly
socially relevant example is the likelihood that intra-group variations in skills are an
especially early and potent factor in human survival-a mechanism that commits
humanity thereafter to the nurture of skill differences. Seen in this larger light,
dyslexia genetics has much to offer to human social self consciousness.
A MEG STUDY: WHY WAS ATYPICAL BRAIN ACTIVATION
OBSERVED IN THE BOTH LANGUAGES IN AN ENGLISH-JAPANESE
BILINGUAL WITH MONOLINGUAL DYSLEXIA IN ENGLISH?
WYDEL, T. N.
Department of Human Sciences, Brunel University UK
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This study reports that there is a universal neurocognitive deficit for dyslexia, and
that this deficit is more detrimental to some orthographies than others.
Wydell and Butterworth (1999) reported the case of AS, an English-Japanese
bilingual boy whose reading/writing difficulties are confined to English. This
dissociation was explained by the Hypothesis of Granularity and Transparency
postulated by them. A follow-up study on AS conducted by Wydell and Kondo
(2003) revealed that the fundamental phonological deficit that had led to his
dyslexia still persisted, despite him successfully undertaking a BSc course in an
English-speaking country, which is in accordance with much research on (Funnell
& Davison, 1989).
Wydell, Kondo and Mashiko (submitted) measured the cortical activation of AS,
and of English (n=6) and Japanese (n=6) controls, using a 122-channel whole-
head Magnetoencephalography (MEG) during pseudohomophone reading in
English and Japanese Kana. Despite the considerable inter-individual variability in
the exact patterns of activation, the bilateral posterior-anterior progression of
cortical processing was consistent across the participants including AS, as
previously described (Salmelin et al., 1996; Wydell et al., 2003). However, it was
also true that AS’s reading strategy in English (i.e., reliance on orthographic
approximation) was reflected in his atypical cortical activation with significantly
weaker activation in the left temporal lobe (after 200ms from the onset of the
stimuli) compared to that of the English controls. Further, AS’s unimpaired reading
ability in Kana still revealed similar atypical cortical activation as compared to the
Japanese controls. The results indicated a functional deficit in the left temporal
lobe for AS during reading, which is particularly detrimental during reading
English. In contrast, an atypical reading strategy without much recourse to the left
temporal region was successful in reading Kana. Thus even at the neural activation
level it is possible to be bilingual with monolingual dyslexia.
A COMPARISON OF THE SOCIO – PSYCHO -EDUCATIONAL AND
PERSONALITY CHARACTERISTICS OF LEARNING DISABLED - DYSLEXIC
CHILDREN WITH NORMAL CONTROLS
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XYSTROU, M.1 & PAVLIDIS, G. TH. 2
1 Doctor Sociology of Education, Brunel University, England, 2 Professor of learning Disabilities University of Macedonia, Thessaloniki, Macedonia 54060
Greece. [email protected] , 2 [email protected]
INTRODUCTION: Learning disabled (LD) -dyslexic children experience more
social isolation, social exclusion, loneliness, less access to social goods, i.e. in
education, employment, welfare, more loneliness and report lower levels of the sense
of coherence than the average achieving pupils. Their reading and other learning
problems are likely to continue into adulthood, Last but not least, general LD have
even been associated with juvenile delinquency.
AIM: This study examined whether: a) There is a significant correlation between the
socio-psycho-educational- environmental problems and LD, and b)whether LD can be
differentiated from their normal controls on the basis of their psycho-socio-
educational profile.
MATERIAL: The parents of the LD as well as of their normal controls who
participated in the study completed a comprehensive questionnaire that was developed
by Prof. Pavlidis, about their children’s behavior, their psycho-educational and social
behaviour.
Subjects: Two hundred and twenty seven (227) [122 boys and 104 girls] children
and their parents, took part in this research, raging in age from 6 to 11 and attended
grades from 3 to 6. The sample consisted of 136 normal controls (57 boys and 78
girls), and 91 LD-dyslexics children (65 boys and 26 girls). All were drawn from the
Dyslexia and I. Q. Center. The controls were indentified according to their parents
answers who had filled in the Pavlidis Questionnaire that was mentioned above.
Results: The LD-dyslexic children’s psycho-socio-educational characteristics were
found to be significantly worse than those of the normal controls of the same age. The
two groups differed so much that on the basis of their psycho-socio-educational
profile the Discriminant Analysis correctly classified the two groups with the high
accuracy of 94,6%. The LD-dyslexic group was correctly identified with 97,6%,
while the normal controls were classified with 93,7% accuracy.
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Conclusions: The very high discrimination accuracy between the two groups raises
the possibility to use the Pavlidis Questionnaire as a quick, easy to administer,
inexpensive and highly accurate screening tool for children with suspected LD-
dyslexia. As it does not include questions about reading, spelling or lauguage,
therefore may become appropriate for screening even at preschool age, as a
prognostic screening test of LD. The high diagnostic accuracy of the questionnaire
has been proven to be highly consistent in different studies ranging from 93,7% to
97,6%. This prognostic-diagnostic screening potential is of particular importance to
countries like Greece, where only few and very limited possibilities exist within the
educational system for the diagnosis of the LD-dyslexic children. However, one has to
be cautions to the strong possibility that the characteristic psycho-socio-educational
profile may not be specific to LD-dyslexics but may also characterize children with
general LD of different etiologies, e.g. low IQ, adverse psycho-socio-educational
environment, etc.as shown by Aslanidou and Pavlidis. Even so, the questionnaire
accurately differentiates children with LD-dyslexia
EVALUATION OF THE EFFICIENCY OF READING IN THE CZECH
REPUBLIC
ZELINKOVÁ , O. P.
Doctor, Faculty of Husith Theology, Charles University President of Czech Dyslexia
Association Prague, Czech Republic Svatoslavova 17, Prague 4 – Nusle, 140 00 Czech
Republic
Results of longitudinal study of reading (4 waves in the years 1968 – 1984 – 1994 –
2004) in the Czech Republic will be presented. In this study the standardized tests of
reading, which are the components of the battery of tests for the diagnosis of dyslexia,
were used.
5 700 children, 7 - 14 years of age were examined in different parts of the Czech
Republic. Every child reads three articles of increasing difficulty. The level of reading
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was evaluated concerning the speed, accuracy, technique of reading and analysis of
mistakes. The results of the assessments in different waves were compared and
summarized. Statistical data show the correlation between the level of the reading in
texts of different levels of difficulties as well as correlation between the level of
reading and the number and types of mistakes.
The level of reading abilities is approximately similar in the last forty years, this goes
contrary to the common idea that children read less and especially in the last ten years
they prefer sitting in front the computer which appears to be rather passive activity.
Analysis of data document the differences between the acquisition in reading of
phonetically consistent languages (e.g. Czech language) and grammatically different
(e.g. English). Czech pupils have to face and overcome other types of obstacles in
reaching of adequate level of reading.
According the data mentioned above it must be emphasised that the general opinion
that the “shallow transparent languages” facilitate easier reading cannot be accepted
in Czech Republic.
LEARNING DIFFICULTIES IN MATHEMATICS - GROWTH OF
PROGRAM OF REMEDIATION IN TWO LEVELS. AN EXPERIMENTAL
RESEARCH.
ZERGIOTIS, Α.N.
Ph.D., School psychologist, Department of Psychology, University of Athens
Memory is one from the basic components of human intellect. Acquisition of
learning is totally based on the memory function. Especially in mathematics, as the
most of researchers pointed, the function of memory has a very important role. The
development of basic arithmetical and mathematical skills is based on the short-term
and the long-term function of memory.
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This program concerns the planning and the application of a short-term 3-month
program of remedial teaching in children with learning difficulties in mathematics.
The program includes the systematic teaching of basic mathematical skills, the
implementation of numerical operations in the first hundred as well as the learning of
concrete metamemory techniques. It also includes activities of parallel learning with
concretely instructive games as well as special exercises for the intensification of
working memory of students.
For the data collection we were used the “AthinaTest” of diagnosis of learning
difficulties, the WISC-III (the “digit span” and the “arithmetic” scale), the RAVEN
test of intelligence, as well as three test of educational assessment. The total sample
was one hundred and twenty one children (N=121), pupils of 3rd grade in primary
school. The results showed that after 64 hours course the pupils who attended the
program (Ν=15) improved their mathematical skills and their mnemonic faculties,
related to the control group and the other classmates.
The results indicate that the remediation of learning difficulties in mathematics should
not be based only on the development of arithmetical and mathematical skills but on a
combination of other cognitive capacities like memory, who are absolute necessary
for this kind of learning.
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NAME INDEX
AARON, P.G. 1AGAPITOU, P. 2AL- QATAMI, M. 4AL SHEIKH, H. F. 5ANAGNOSTOPOULOU, A. N 79ANDREOU, G. 6
BARKAUSKIENE, R. 7BELL, N. 8BIELIAUSKAITE R. 7BLOMERT, L. 9 , 10BOGDANOWICZ, M. 10, 45, 60BONTE, M. 10BOTSAS, G. 11, 78BRINCKERHOFF, L. 12BRIZZOLARA, D. 13, 29BROOKS, P. 14, 15
CAMPBELL, R. 24CARDOSO-MARTINS, C. 16CATTANEO, C. 46CHILOSI, A. M. 13CHIRKINA, G. 17, 74CIPRIANI, P. 13CONNERS, K.,COOPER, P. 18Cossu, G. 20, 21
DE FILIPPI, G. 13DELIGIANNIDOU , C. 22DIAMANTI, V. 24DROSSINOU-KOREA, M. 25
EPSTEIN, J. N. 26EVANS, R. 91EVERATT, J. 14, 15, 53
FACOETTI, A. 46, 47FAWCETT, A. 27, 28FERRETTI, G.. 29FORMISANO, E. 9FUCHS, D. 78
GALE , A. 63GEIGER, G. 46 GHINEA, G. 91GIANNOULI, V. 30
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GOEBEL, R. 9GOULA , M. 31GOULANDRIS, N. 24GOWRAMMA, I.P 32, 69
HANSEN, P. 70HATZIGIANNI, A. 11HATZIPHILIPPIDOU, D. 33HOGBEN, J. H 39, 72
IATRAKI , E. 11INSHAKOVA, A. 34INSHAKOVA, O. 34, 44ISHIKAWA, A. 94, 94ISKIERKA-KASPEREK, E. 70
JEŘÁBEK , J. 35JOHNSON, D. J. 36JOSHI, M. R. 37
KAKOUROU, N. 54Karapetsas, A. 2KARVOUNIS M.P. 80KATANA, V. 38KIDD, J. C. 39KORNEV, A.N. 40KOSZTYÁN, Z.T. 50KREJČOVÁ , L. 41
LAMI, L. 13LÁNYI, C. 50LEDNICKÁ , I. 41LEONG, C. K. 42LEVASHOV, O. 34, 44LIPOWSKA, M. 45LIPOWSKI, M. 45, 48LORUSSO, M.L. 46, 47
MADISENG, H. 48MANIADAKI, K. 54MARCINÁŠKOVÁ, A. 41MARTIN, E. W. 49MATÌJÈEK, Z. 41MÁTRAI, R. 50MAURER, A. 51MAZZOTTI, S. 29MICHALICK, M. F. 16MITTERER, H. 10MOLTENI, M.. 46, 47MORFIDI, E. 52
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MORGAN, P. 78MUROHASHI, H. 94, 94NENOPOULOU, S. 53
NICOLSON, R. 27, 28
OHMAN, L. 92
PADAKANNAYA, P. 37PAPAELIOU, C.F. 54PAVLIDIS, G. TH. 22, 30, 31, 33, 38, 55, 75,86, 88, 99PECINI, C. 13PEER, L. 57, 59PELSER, I. 59PESENTI, S. 46PETRUS, P. 10, 60Piccinini , P. 62PIGNATTI, B. 13PILLAY, B.PILLAY, C. 61PIZZOLI, C. 13PRICE, G. A. 63PUMFREY, P. D. 64, 67
RAGHAVAN, P. 68RAMAA, S 32, 69RAVEH, M. 77REID, A. 70ROACH, N. W., 72ROSENBERGER, P. B. 73ROSSIJSKAJA, E. N. 17RUSETSKAYA, M. 74
SAMARAS, P. 75SAYLES, A. H. 76SCHIFF, R. 77SEYMOUR, P.H.K. 89SIDERIDIS, G. D. 78STAVROU L. S. 79, 80STEFFERT, B. 81STEIN, J. 82SURENDRANATH, S. 37SZCZERBINSKI, M. 70
TALCOTT, J. B. 83, 84, 85TORALDO, A. 47TSERMENTZELI, S. 86, 88TSESMELI, S.N. 89TZOUFI, M. 90
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VAKALI, A. 91VAN ATTEVELDT, N. 9VERBI, H.M. 90VLACHOS, F. 6VYHNÁLEK, M. 35
WAHLBERG, E. S. 92WATANABE, N. 94, 58WEEKS, A. R. 14, 15WITTON, C. 96WOOD, F. 97WYDEL, T. N. 98
XYSTROU, M. 99
ZAKOPOULOU, V. 90ZELINKOVÁ ,O. P. 102ZERGIOTIS, Α.N. 103ZOCCOLOTTI, P. 13
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ECONOMIC SPONSORS..
Greek Ministry of:Education and Religion, Macedonia-Thrace, Culture,
EconomicsPrefecture of Thessaloniki
Municipality of: Thessaloniki, PolichniPontian Association of: Polichni, Prohoma
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