An analysis of the characteristics and case studies of surface dyslexia a type of acquired dyslexia
Surface dyslexia dual route model
The presentresults suggest that a visual attentionaldisorder might be found to be associated withthe pattern of developmental surface dyslexia. Google Scholar Seidenberg, M. In a study that was performed with French non-dyslexic and dyslexic children 19 , spelling skills were analyzed through dictation of words. Acquired dyslexia: A small minority of people with dyslexia acquire the condition after they are born, usually due to a brain injury, stroke , or some other type of trauma. In order to illustrate, an additional research of the terms dyslexia AND reading, dislexia AND leitura, dyslexia AND spelling, and dislexia AND ortografia, in the last ten years, was performed using the same benchmarks disclosed in the beginning of this session. Google Scholar Kruk, R. However, the following categories are sometimes used: Phonological dyslexia: The person has difficulty breaking down words into smaller units, making it hard to match sounds with their written form. A small number of publications is observed in , which is justified by the fact that the search for articles was carried out during the months of March and April Start Now Mental stimulation program designed to train weak neuronal networks. Operational memory activities associated to reading and writing were suggested to be introduced in the intervention program in the spelling difficulties of dyslexic children 7.
When taking into consideration the inclusion and exclusion benchmarks, 36 articles were analyzed in this literature review. The earlier the treatment starts, the better it is for the child, who gets better support and more tools to help overcome the disorder and prevent potential problems associated with the daily frustration and sense of failure they meet in the school environment.
Few studies analyzed the difficulties dyslexic children present to deal with new words in written material as well as to write correctly high frequency words in their mother language. Google Scholar Olson, A. Google Scholar Eden, G. Where do semantic errors come from? Cognitive correlates of developmental surface dyslexia: A single case study. Neuroreport 8, Phonological skills and learning to read. Patterns of reading and spelling in year-old children related to prereading phonological abilities. Download preview PDF. Is there a cure for dyslexia? Supp Learn. Int J Disabil Dev Ed. Visual-spatial attention in developmental dyslexia. Applied Psycholinguistics 4,
Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? The effects of field size and luminance on contrast sensitivity differences between specifically reading disabled and normal children.
The CogniFit brain training program for children with dyslexia is a neuroscientific program specifically designed to improve mental agility in children with learning disorders, such as dyslexia.
London: Academic Press. Cortex 36, Dyslexic Hebrews were subjected to an orthographic intervention program through activities that involved morphological analysis of words 5. Controversy about the visual magnocellular deficit in developmental dyslexics.
The person may also be affected on a cognitive level and show a lack of attention, problems with working memory and short-term memory, processing speed, and other important daily skills. Spelling difficulties have been frequently observed in dyslexic children 1 , 2 , 7 - 9 , 20 , 22 and persist until adulthood 14 , 23 - Orthograpic learning in developmental surface and phonological dyslexia. The analysis of the spelling errors made by children, in the educational and medical amplitude, might offer parameters for the identification of what is expected or not, assisting in the elaboration of plans and interventions according to the specificities of the difficulties In a research with dyslexic and non-dyslexic undergraduate students, it was pointed out that the occurrence of a greater number of spelling errors made by dyslexics is not due to the fact they are less aware of their difficulties, but due to their own linguistic disability Google Scholar Nelson, H. Giannouli V, Pavlidis GT.
The dyslexic brain presents a pattern of cognitive deterioration in three specific brain areas. In a study performed with dyslexic and non-dyslexic French children 8the results demonstrated that all groups of children made the non-phonological error, for example: vert green by verre cup.
Dyslexia affects people of all ethnic backgrounds, although a person's native language can play an important role. A study carried out with Bosnian dyslexic children 12 validated the hypothesis of phonological deficit 6 to explain the high frequency of errors in the writing of children with dyslexia, unlike results obtained in a Greek-language research 13with transparent orthography greater phoneme-grapheme regularity.
This is why dyslexic people have trouble visualizing words due to a dysfunction in their neuronal network between the brain regions associated with language and phonological processing.
based on 85 review