Dyslexia and Dysgraphia

Ovaj vodič je osmišljen da pruži praktičnu podršku i alate
za građenje kvalitetnih odnosa sa neuroatipičnim
osobama, uz fokus na razumevanje, prilagođavanje i
zajednički rast. Svako poglavlje može biti dodatno
razvijeno u radionicu ili modul za speci􀁾čne potrebe.

In our study, we investigate the academic performances of students with atypical developmental pathways (dyslexia, dysgraphia, and dyscalculia) as compared to students without these disorders. Specifically, we consider how their performance is influenced by participation in classes with varying curricula and by their family background. To do this,
we analyze data from the Hungarian National Competency Measurement 2019, tenth grade
(83,751 students), of whom 1,515 students had one or more learning disorders (dyslexia,
dysgraphia, dyscalculia). The students were enrolled in the standard curriculum, in intensive foreign language learning experiences, or in an increased number of lessons. We conducted a secondary analysis of the SPSS by creating two- and three-dimensional ANOVA tables and cross-tabulation analysis. Family background is examined using a central complex variable created from several variables by the Hungarian Education Office. Our results show that learning disabled students enrolled in a foreign language class have higher competence
performance scores in both reading comprehension and mathematics than learning disabled students enrolled in a standard curriculum class, but lower than those enrolled in a class with an increased number of lessons; the same pattern is seen in participation in extracurricular
activities. It seems that higher-achieving students enroll in advanced level foreign language training, but participants in advanced level training in other subjects are able to achieve even higher results, which may be due to family background. Different learning disorders affect student performance, but overall, the order set up based on student performance in classes with different curricula is the same for students with typical and atypical development.

This study examined the difficulties faced by learners and the competence of teachers in identifying characteristics of Specific Learning Disabilities (SLD) within an inclusive education program at Lila Central Elementary School Cluster, Lila District, Bohol Division, for the school year 2023-2024. The research aimed to address gaps in teacher preparedness and provide actionable strategies for improving support for learners with SLDs, serving as the basis for a comprehensive intervention plan. The study employed a descriptive-correlational research design to explore relationships between learners' profiles, their difficulties, and teacher competence in identifying SLD characteristics. Data were collected from 16 teachers and 40 learners using adapted survey instruments, including the Questionnaire on Teachers' Competence in Identifying Pupils with Learning Disabilities (QTCIPLD). Key findings highlighted that most teachers were experienced professionals with general education backgrounds but lacked specialized training in SLD identification. Learners with SLDs, predominantly male and aged 5-8, faced persistent challenges in arithmetic, reading, and writing, compounded by socioeconomic disadvantages that limited their access to medical and educational resources. Statistical analysis revealed that age significantly influenced learners' difficulties, while teacher competence was associated with the number of SLD learners they handled and their participation in training and seminars. The study underscores the importance of targeted professional development for teachers and age-appropriate interventions to address learners' academic and communication challenges. Recommendations include specialized teacher training, implementation of programs for dyslexia, dyscalculia, and dysgraphia, parental support initiatives, and the establishment of a dedicated special education facility. These findings contribute to bridging gaps in inclusive education and enhancing equitable learning opportunities for students with special needs.

Developmental dyslexia is a disorder that occurs during child development, with early indications from pre-school age. Its symptoms are characterized by deficits in various cognitive domains as well as by behavioral problems that vary in intensity and quality. The purpose of the paper is to review research that confirms the heterogeneity in the cognitive profiles of dyslexic people and to validate in which cognitive areas they transpire. For each individual, either a single deficit, or multiple deficits may be responsible for these difficulties. Because of the combination of multiple deficits that poses serious problems to dyslexics, researchers tend to conclude that there exists considerable variability in the cognitive profiles of dyslexic individuals. Furthermore, extrinsic factors seem to affect the cognitive characteristics of dyslexics. Children with developmental dyslexia exhibit different characteristics, which could be attributed to the different structure of their language or to influences of the family environment.

Introduction Pediatric acute onset neuropsychiatric syndrome is associated with various infections (i.e. Streptococcus, Mycoplasma pneumoniae). Objectives We describe a case of PANS associated with mononucleosis, in a patient with Noonan syndrome. Aims To report a case of EBV-related PANS. Methods A 13-year-old patient, diagnosed with Noonan syndrome, was referred to the pediatric unit of our hospital in August 2016 because of aggressive behavior and suicidal ideation. He had no personal or family history of psychiatric disorder. His parents and him denied substance abuse. His symptoms had begun abruptly one month prior to our evaluation, after watching an internet video, and consisted in intrusive thoughts and images associated with mental compulsions. Suicidal thoughts and verbal aggressiveness emerged because he felt overwhelmed by these symptoms. Results He was initially treated with sertraline 25 mg, and subsequently switched to aripiprazole because of increased anxiety. Throat cultures and anti-streptolysin titer (ASO) were negative, as well as Ig(M) and Ig(G) antibodies for M. pneumoniae. Erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP) were also negative. Epstein-Barr virus Ig(M) and Ig(G) were positive. He continued therapy with aripiprazole 10 mg after hospital discharge with partial benefit. Conclusions Epstein-Barr virus infection has been reported to precede various neuropsychological disorders, but to the best of our knowledge, rare cases of PANS following mononucleosis have been described in literature. In our case, psychopharmacological treatment for OCD symptoms was the only treatment performed and led to a partial remission of symptoms. Disclosure of interest The authors have not supplied their declaration of competing interest.

Dyslexia is a neurological condition, that involves cognitive challenges in processing written languages, impacting reading, writing and spelling abilities. Given that it affects over 10% of global population, early detection of dyslexia in children is crucial. This research proposes an automated system leveraging multiple modalities of data including Electroencephalography (EEG), Eye Tracking (ET) and Handwriting Text images (HTI) for enhanced generalizability. After rigorous preprocessing of data, clean data were used for feature extraction that led to data splitting. For broader understanding, this study employed both Machine Learning (ML) and Deep Learning (DL) architectures and analyses the outcome. A hybrid CNN-BiLSTM DL model was proposed for early detection of dyslexia as it showcased remarkable performance across all modalities, attaining accuracies of 96.57%, 97.62%, 95.81% on EEG, ET and HTI dataset respectively. The proposed model secured its superiority over traditional ML and DL models after thorough hyper parameter tuning, including assessment of various optimizers. The robustness was validated through cross validation with multiple-folds and inspection of Receiver Operating Characteristic (ROC) curves, Confusion Matrix and Accuracy-Loss curves were accomplished for meticulous evaluation. Furthermore, this research compared the proposed model against various Late fusion techniques and Ensemble Learning techniques, in which the proposed model held its consistent superiority. Consequently, the CNN-BiLSTM hybrid model was proposed as a tool for early detection of dyslexia.

Both gender and sexual diversity as well as neurodivergence have been viewed as illnesses in the Indian context that need to be cured or isolated and confined. This has led to structural violence against both queer individuals as well as neurodivergent people resulting in the devaluation and marginalisation of their lives. However, the experiences of those who lie at the intersection of queerness and neurodivergence remain unstudied in the Indian context. Therefore, this study aims to bring forward the marginalised lived experiences of neuroqueer individuals in how they resist dominant ideas of heteronormativity and able-mindedness using the theoretical frameworks of intersectionality and neuroqueer disidentification. This chapter employs podcast ethnography to investigate structural inequality and violence experienced by neuroqueer individuals in India. This chapter focuses on ‘Atypical Dikkatein’, a groundbreaking podcast hosted by Soumya Mishra, a neuroqueer individual. It brings forward the experiences of marginalisation due to being part of exclusionary institutions, such as healthcare, educational institutions, and employment that often do not consider their needs. This chapter also points out the underrepresentation of queerness and neurodivergence often leading to a lack of knowledge among the population which further leads to their marginalisation. Further, this chapter highlights the resilience of neuroqueer individuals and the strategies in which they resist the dominant contestations that marginalise them.

Resumo: Este artigo parte do entendimento de que a cientificidade na pedagogia exigiu desta área do conhecimento suprimir a experiência como elemento vital da formação do homem, enquanto elevava a comprovação e regularidade do experimento ao patamar de destaque nos seus processos. A partir desta consideração, pretende-se tratar da transformação do conceito de experiência no campo educativo. Inicialmente, abordam-se as questões relacionadas à terminologia e significação do conceito "experiência" e sua possível transformação em "experimento", e os desdobramentos dessa transição no campo pedagógico. Na sequência, analisa-se a transformação do valor da experiência que passa a ser reconhecida enquanto experimento científico aplicado à pedagogia. Para tanto, apresenta-se, a partir da leitura da literatura educacional especializada, sobretudo os manuais dedicados à formação de professores, como é abordada a temática da Pedagogia Científica, ou seja, a construção dos dis...

Opus et Educatio 11. évfolyam 1. szám 14 HEGEDŰS Roland A tanulási zavarral küzdő gyermekek eredményessége a tehetséggondozás és az iskolán kívüli sporttevékenység alapján Bevezető A tanulmány célja áttekintést nyújtani a tehetségről való gondolkodásról különböző modellek alapján, valamint ennek az összekapcsolása a tanulási zavarral küzdő tehetséges tanulókkal. A tehetség kibontakoztatásának támogatása minden gyermek számára adott kell legyen, s attól, hogy valaki részképességzavarral vagy fogyatékossággal küzd, nem szabad kizárni ezekből a lehetőségekből. Társadalmi szempontból is kiemelten fontos az, hogy felismerjék a tehetséges gyermekeket, és megfelelő ellátás keretében legyen lehetőségük a tehetségüket kibontakoztatni, mert akkor nagyobb társadalmi, illetve gazdasági hasznot tudnak hozni (Leroy et al. 2019). Nevezetesen, ha a fogyatékossággal élő személyek attól függetlenül, hogy milyen fogyatékosságuk van, megtalálják a számukra megfelelő munkalehetőséget, ahol a tehetségükre tudnak alapozni, ezáltal a bennük lévő legnagyobb gazdasági potenciált tudják hasznosítani, ez az állam számára is abszolút pozitív haszonnal jár, mert így nem támogatásokból fogja magát eltartani az adott személy (Könczei 2009). Ehhez viszont szükséges az a megfelelő ellátó és támogató rendszer, amely kellő időben azonosítja a tehetségígéretet, majd megfelelő tehetségtámogató eljárásokkal segíti az egyén tehetségének kibontakozását. Napjainkban még mindig jellemző, hogy a tehetséget egy-egy mérőszámhoz, teszteredményhez kötik, ezáltal gyakran a tanulási zavarral élő vagy fogyatékos gyermekeket kizárják a tehetséggondozásból, annak ellenére, hogy a tehetség náluk is jelen van (Olajos 2019; Harmatiné 2012). A tanulási zavarral küzdő tanulók ilyen jellegű vizsgálata azért is fontos, mert a sajátos nevelési igényű kategórián belül, ők képviselik a legnagyobb arányt, valamint oktatásuk nagy arányban együttnevelésben valósul meg (Hegedűs 2023).

Dyslexia and dysgraphia are the most famous learning difficulties that concern scientists and educators. Being ignorant about such difficulties makes teachers waste a lot of time and efforts in dealing with a phenomenon that is not known in many educational circles. The things that make these phenomena risky problems are their symptoms, vagueness, and the little knowledge available about them. The following study investigates the instructor's background knowledge about these disorders. A questionnaire was distributed to (20) teachers chosen randomly from different Iraqi colleges. To back up, an interview with specialized teachers were made. The analysis showed that the most occurring symptoms from the teachers' perspectives are shown in hesitant reading and writing of the students, their stuttering, and their struggle in reading long sentences. The researchers believe that teachers have a little knowledge of these disorders.Therefore, more knowledge is required for them to deal with such phenomenon in the best possible way.

In diesem Beitrag konzentrieren wir uns auf die Sprachschwierigkeiten der Personen mit Dysgrafie und auf die Methoden, die helfen können, diese Schwierigkeiten sowohl Muttersprachenunterricht als auch Fremdsprachenunterricht zu überwinden.
Obwohl das Problem der Lernenden mit Dysgrafie in Serbien relativ jung zu sein scheint, ist es in der Tat seit jeher präsent in der Schule, aber die Lernenden mit Dysgrafie wurden oft als „langsam“ oder „faul“ gebrandmarkt. Das Ziel dieser Studie ist es, die Sprachschwierigkeiten,
die diese Personen auf orthografischer Ebene im Serbischen haben, zu präsentieren und dann mit ihren Sprachschwierigkeiten auf orthografischer Ebene im Deutschen und im Englischen
als Fremdsprachen zu kontrastieren. Dazu wurden dreißig Texte von sechs Grundschülern und Studenten analysiert. In der Analyse werden die Inhaltsanalyse und die kontrastive Methode
verwendet. Die wichtigsten Gemeinsamkeiten und Unterschiede zwischen den Schwierigkeiten in der Mutter- und Fremdsprache werden festgestellt, einige Beispiele dargestellt und dazu Vorschläge für die pädagogische Arbeit mit den Schülern und/oder Studenten mit solchen besonderen Bedürfnissen gegeben.

The essay addresses the topic of learning disorders, i.e. those specific disorders that can impair the acquisition of the fundamental skills of reading, writing and calculation. Some useful teaching strategies for dealing with learning disorders are analysed, including the construction of customised pathways and the use of concept and mind maps, which help students learn more easily, highlighting their strengths and allowing them to visualise information and represent concepts with key words, pictures or essential sentences. Finally, the article points out that there is still much to be done regarding soft skills and guidance pathways, since the objective of developing the promotion of inclusion of students with specific learning disorders through this tool has not yet been achieved.

T his chapter assesses ways to identify and support children with learning disabilities. Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk for learning disabilities as well as adequate identification of children with learning disabilities are important for ensuring that children have access to the supports they need in order to reach their full potential. Here, we discuss identifying children's learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence based early identification of children with learning disabilities and support their learning trajectories and instructional needs inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identification and support in various countries and socio-cultural contexts.

CM's reading was slow and labored, with a clear length effect (she often had to write on the desk with her finger to retrieve the letters). The pattern is consistent with an LBL reading impairment in both languages. English Accuracy. CM named 28% of the items correctly; imageability (55% vs 8%; Chi 2 =14.52; p<.001), but not lexicality effect (31% vs 17%; Chi 2 =1.95; p=.16, n.s.) were observed. Reading Time. With no time limit, CM named 89% of the items correctly. Performance was better on words than nonwords (93% and 79%), but the difference is barely significant (Chi 2 =3.47; p=.06). Consistent with the LBL reading behavior, the mean reading time was very long (8.0 secs). Italian Accuracy. CM named only 3% of the items within two seconds; this performance is significantly inferior to that obtained in English (Chi 2 =21.39; p<.001). Reading Time. With no time limit, a lexicality effect emerged (97% vs. 77%; Chi 2 =9.07; p<.01); no imageability, frequency or grammatical class effects were found. As in English, the mean reading time was very long (mean = 12.7 secs).

This study presents a comprehensive program designed to manage writing difficulties in special education, specifically targeting a junior secondary school student with dysgraphia in Nigeria. Drawing on inclusive education principles and evidence-based practices, the program encompasses a detailed assessment, development of an Individualized Education Plan (IEP), and implementation of targeted instructional strategies and assistive technologies. Key components include systematic handwriting instruction, the use of multisensory techniques, and the integration of assistive technology. The program also emphasises continuous monitoring and collaboration with parents to ensure consistent support. By addressing the unique needs of students with dysgraphia, this program aims to enhance their writing skills, academic performance, and overall development.

Learning disabilities are of different categories which differ from one disabled person to another. This paper briefly explains each of the common learning disabilities and the appropriate recommendation that would be helpful to solve the problem

تهدف هذه المداخلة إلى عرض و تحليل بعض المعطيات النظرية و نتائج الدراسات الميدانية (الأجنبية والعربية) و ذلك من اجل توضيح مدى أهمية دراسة سمة الالكستيميا لدى الطفل ، والتي يمكن أن يكتسبها من المحيط الأسري ، ولقد حظي مفهوم الالكستيميا باهتمام الكثير من الباحثين في علم النفس ، كما أصبح يعدّ من بين أهم المواضيع المتناولة بالبحث والدراسة  نظرا لمدى أهمية و دور إدارة الانفعالات في التوافق النفسي و الاجتماعي للفرد.
    والجدير بالذكر ، أن أغلب الدراسات في هذا المجال اهتمت بفئة الراشدين، بينما نلمس نقصا كبيرا في الدراسات التي تقام حول الألكستيميا لدى الأطفال ، وقد جاءت هذه المداخلة من أجل إماطة اللثام عن الدور الذي تلعبه سمة الألكستيميا في ظهور بعض الاضطرابات اللغوية كصعوبة تعلم القراءة لدى الطفل المتمدرس، ومن الهام جدا التركيز على فئة الأطفال باعتبارهم راشدو الغد، وذلك بالقيام بالتشخيص المبكر لكل الاضطرابات التي قد تصيبه مع  تحديد الأسباب والعوامل المتفاعلة في ظهور هذه الاضطرابات ، هذا مع التأكيد على التدخل مبكرا  قبل استفحال الاضطراب الذي قد يؤثر على نمو الطفل ومستقبله التعليمي، فتقوية المجتمع يكون من خلال بناء أفراد قادرين على تحقيق النجاح و التقدم لأنفسهم بصفة خاصة ولمجتمعهم بشكل عام ، انطلاقا من تقديم الرعاية المتكاملة للفرد من كل جوانب شخصيته ابتداء من  الطفولة ، وذلك قصد مساعدته على النمو المتكامل لتحقيق التكيف النفسي و الاجتماعي والمدرسي وبالتالي تحقيق الصحة النفسية والجسدية.

A tanulmányban áttekintésre kerülnek a főbb tehetséggondozási modellek és azok fejlődése, valamint a tanulási zavarok meghatározása és azok jellemzése. A tanulmány célja annak kiemelése, hogy a tanulási zavar nem zárja ki azt, hogy valaki tehetséges legyen. A tehetséggondozás azért is fontos minden társadalmi csoport számára, mert ha az egyén ki tudja bontakoztatni a tehetségét, akkor az pozitív hatással lehet a jövőjére. A tanulmány a 2019. évi Országos kompetenciamérés 6. osztályos adatbázisában elemezi a tehetséggondozáson, az iskolán kívüli sportfoglalkozáson való részvétel hatását a tanulási zavarral küzdő tanulók szövegértés és matematika teljesítményekre. Az eredmények szerint a tanulási zavar típusától függően, de többségében azok a gyermekek, akik részt vesznek ezeken a tevékenységeken, jobb teljesítményeket érnek el. Az eredményekből az is látszik, hogy az iskolán kívüli foglalkozásokon a jobb családi háttérrel rendelkezők vesznek részt, vélhetően a fizetős tevékenységek miatt, ezért a civil szférának abban lehetne jelentősége, hogy ingyenes lehetőségeket biztosítsanak azok számára, akik ezt nem engedhetik meg maguknak.

Erkən yaşdan həyata keçirilən vestibulyar reabilitasiya ASD olan uşaqların inkişafında və təhsilində mühüm rol oynayır. ASP-nin tədrisində oyun mühüm rol oynayır. Burada terapiya metodundan geniş istifadə olunur. Bu, sosial davranışa nail olmaq üçün ünsiyyət bacarıqlarını, uyğunlaşdırılmış davranışı, öyrənmə bacarıqlarını inkişaf etdirən düzəldici vasitələr sistemidir. Terapiya xüsusi proqrama uyğun olaraq evdə fərdi şəkildə aparılır. Terapiya metodunun düzgün formalaşdırılması ilə əqli, əxlaqi, zəhmətkeş, estetik tərbiyənin digər növlərinin həyata keçirilməsi effektiv nəticə hesab olunur.

IntroductionHandwriting disorder is commonly observed in Developmental Coordination Disorder (DCD) (87-88%) and is often noted in children with high Intellectual Quotient (HIQ).Two mainly pure DCD subtypes: ideomotor-DCD (IM), visuospatial/or visuoconstructional-DCD (VSC) and a mixed subtype (MX) were identified in the literature but nothing is known regarding IQ and dysgraphia.ObjectivesTo refine the specific clinical features of dysgraphia related to DCD subtypes regarding IQ levels.Methods Neurovisual, neuropsychological, neuropsychomotor functions, and handwriting performances of 38 children (6-to-12 years-old: mean 9y, SD 2.7) diagnosed with DCD (DSM-5 criteria) were collected. Two matched groups were analyzed according to their IQ: 19 (TC) typical children (IQ=90-110) and 19 HIQ children (IQ&gt; 120).Results IQ scores were not significantly associated with dysgraphia. There isa significant difference between TC vs HIQ with a lower rate of IM-DCD respectively 11% vs 5% (p=.035)...

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This article reports on the findings of a qualitative case study exploring the auditory skill “deficits” of a twice-exceptional male student who had multiple exceptionalities, including deficits in auditory processing skills, which contributed to learning issues and social connection difficulties in unique ways. Auditory skill deficits are an under-researched area in the field of gifted education, yet these are requisite skills necessary for learning in school. For this case study, auditory deficits were related to phonological processing, auditory sequential memory, lowered auditory recall abilities, and weaknesses in auditory analysis skills. The role that these auditory skill deficits played in the educational experiences of this young person is explored. Findings suggest that the presentation and impact of auditory processing deficits is very individual.

New generation is the future of every nation, but dyslexia which is a learning disability is spoiling the new generation. Most experts are using manual techniques to diagnose dyslexia. Machine learning algorithms are capable enough to learn the knowledge of experts and intelligently diagnose and classify dyslexics. This research proposes such a machine learning based diagnostic and classification system. The system is trained by human expert classified data of 857 school children scores in various tests. The data was collected in another fundamental research of designing special tests for dyslexics. Twenty-fifth percentile was used as threshold. The scores equal to the threshold and below were marked as indicators of children who were likely to have dyslexia while the scores above the threshold were considered to be indicators of children who were non-dyslexic. The system has three components: the diagnostic module is a pre-screening application that can be used by experts, trained ...

The purpose of this study is to determine the impact of using the multisensory approach in mastering English language skills among students with mild intellectual disability (MID) in the state of Kuwait and to investigate the perceptions of special education teachers towards teaching literacy skills to students with MID. The study adopted both quantitative and qualitative methods to collect the date. An ABA model was used to collect the quantitative data and the results were analyzed using visual analysis, time series and intro observer agreement. Thematic analysis was conducted to analyse the data obtained from a semi-structured interview with special needs teachers in bilingual schools. The study sample comprised three students with MID who participated in six-week literacy programs in a special needs centre in Kuwait and six special education teachers in special needs bilingual schools in Kuwait. Results showed that the multi-sensory approach was effective in teaching English let...

Dyslexia is a life-term disability which can affect both children and adults. Studies show that dyslexic children face many difficulties in their educational interactions and social surroundings. Also, they suffer from frustrations and low self-esteem because of the lack of achievements, particularly in academics, which may affect their long-term life opportunities. Parents" awareness about dyslexia and its impact on their children is imperative in ensuring sustainable development of the children. Thus, parents need to be made aware of their children conditions as early as possible so that appropriate intervention could be taken, for the wellbeing of both parties. In this paper, we examined the awareness level of parents with dyslexic children, in Malaysian context. The results indicate the need to promote parents awareness and to provide a support system in dealing with children with dyslexia.

The paper deals with the lexicological basis for the creation of a dictionary to be used by pedagogical staff in the management of the educational process. These starting points respect the results of implemented qualitative semantics as well as the analysis of teachers' educational needs. Actually, the individual words should provide a better understanding of the educational reality. Due to current curricular reform, the lexicon used in pedagogical practice is characterized by variability and sometimes terminological inconsistency. It is, therefore, important to use relevant theoretical and empirical data to create a glossary aimed at managing the educational process. At the same time, the study provides practical experience with the creation of a dictionary and with the possibilities of its use in practice by pedagogical staff in support of their self-development and improvement of the educational process as a whole.

Apart from the classical discussion about the involvement of cortical structures in language processing there is a current debate concerning the role of subcortical areas in language processing (i.e., Alexander, Naeser, & Palumbo, 1987). In particular, there is a dispute about the role of the basal ganglia subserving the processing of syntactic information (i.e.

We respond to critical comments and consider alternative statistical and syntactic analyses of our target paper which analyzed comprehension scores of BrocaÕs aphasic patients from multiple sentence types in many languages, and showed that Movement but not Complexity or Mood are factors in the receptive deficit of these patients. Specifically, we do the following: (a) We show how group analyses such as ours are valid and critically important, and then discuss apparent statistical discrepancies between our analysis and othersÕ. (b) We provide new syntactic arguments in support of our decision to categorize passive sentences in German and Dutch as ÀMovement in the context of BrocaÕs aphasia. These arguments serve to underscore an intriguing correlation between German/Dutch and English: On the one hand, Scope Freezing is found in the former where the latter allows scope ambiguity. On the other hand, BrocaÕs aphasic patients successfully comprehend German/Dutch passive, but fail in English. (c) We reanalyze new data from Dutch and Italian passive, which point to new and potentially interesting cross-linguistic differences. Our current analyses are based on an addition of raw scores from 62 new patients to the existing data base of 69 BrocaÕs aphasic patients. We conclude that while aphasic performance is indeed variable, the group results have distinct statistical and linguistic structure.

Children with specifi c language impairments (SLI) have diffi culties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty-three children with SLI (aged 10:5) were matched with 23 children for chronological age (CA) and 23 children for vocabulary levels (VC). Children with SLI performed signifi cantly below their CA peers but not their VC peers on all aspects of writing including spelling. Regression analyses indicated that written text measures of spelling errors and oral language measures of vocabulary were signifi cant predictors of writing products for both the children with SLI and their VC peers. This highlights the importance of oral and written language for the quality of children's written text and indicates that the writing of children with SLI was commensurate with their vocabulary and spelling levels. The results point to the role of both phonological and non-phonological processes in written text production in struggling writers.

Rastreio de disgrafia motora em escolares da rede pública de ensino Resumo Objetivo: Rastrear sinais de alerta para a disgrafia em escolares do 6° ano do ensino fundamental. Método: Trata-se de um estudo descritivo, exploratório, de coorte transversal realizado com 630 escolares avaliados através do Inventário Disgráfico Analítico (adaptado), que reconhece as dificuldades da escrita através do traçado dos grafismos.

Background: Specific learning disorder (SLD) is a neurodevelopmental disorder that are generally typically diagnosed in school going children. The teachers play a pivotal role in identifying SLD. Aim: The present study aimed to develop a manual for primary school teachers on SLD and to investigate the efficacy of the manual by conducting a pre and post-test survey. Method: The developed SLD manual consisted of signs and symptoms, causes, assessment, and rehabilitation. A questionnaire was constructed based on the developed manual which consisted of 34 questions. A pre-test survey was carried out, after which the manual was given to the participants and given two weeks' time to go through the manual, after which posttest survey was conducted. Results and discussion: The results revealed that primary school teachers had somewhat moderate level of understanding about SLD. They were not aware about symptoms, rehabilitation options and no in-depth knowledge about SLD. Their performance improved significantly after they referred the manual and all of them opined that there is a need for in-depth education for primary school teachers about SLD. To conclude, primary school teachers lack adequate knowledge about SLD. Since teachers are the primary identifiers of academic difficulties of children, their expertise is of utmost significance because it involves the identification of SLD's at the initial stage. Therefore, a manual about SLD will definitely uplift the knowledge levels of teachers and help in early identification & intervention of SLD.

La prevalenza di studenti dislessici in Italia appare inferiore rispetto a quella dei dislessici di lingua Inglese. All'interno di questo articolo, dopo una breve analisi delle cause e delle caratteristiche della dislessia, si cercherà di confrontare, a livello linguistico, la differenza tra i dislessici di lingua Italiana e quelli di lingua Inglese. Particolare rilevanza verrà data agli aspetti linguistici strutturali della lingua Inglese che sembrerebbero essere gli elementi scatenanti la prevalenza di tale disturbo nei paesi di lingua Inglese. P a role chiave: Dislessia in studenti Italiani, dislessia in studenti Inglesi, disturbi dell'apprendimento, disturbi del linguaggio SUMMARY The percentage of dyslexic students in Italy is lower than in the United Kingdom. In this article, after a brief analysis concerning the main dyslexia causes and symptoms, a difference between Italian and English dyslexic will be made on a linguistic level. The linguistic aspects of English language will be analysed because they seem to be the main cause of the major prevalence of dyslexia in students speaking English.

We conducted sentence-picture matching tests with Hungarian speaking Broca‘s aphasics. The results showed that binding principle A was limited (not Principle B) in some complex syntactic structures. We will give a characterisation of the limited applicability of the following principles in the aphasic data: We suggest a characterisation of the limited binding principles in agrammatic aphasia data in terms of global economy and local economy. In the case of local economy, the decision concerning the applicability of an operation depends on what pieces of information are available within the sentence representation at hand, irrespective of other sentence representations (cf. Principle A). Global economy constraints require comparison of several sentence representations in order for a decision to be made concerning the applicability of some operation (Principle B). The discrimination between global economy and local economy in the judgement of pronominal categories was impaired in the ...

The article provides information about special learning difficulties of students-dyslexia and its types. Dyslexic students, and their general and individual cha racbteristics are explained. Ways to determine the causes of specific learning difficulties, identify dyslexic students, and organize training with them are analyzed. During the organization of training with such students, the application of modern training pro jects is important in terms of increasing the efficiency of training, facilitating the com prehension of students and using time efficiently. The essence of the STEAM and digital skills project is explained in the article, and the question «how to start with the imple mentation of digital skills training» is answered. Referring to the works of world scien tists and researchers, the author showed the facts that among dyslexic people there are also great personalities, inventors, and engineers. The article also touched on the issues of increasing the professionalism of teachers in order to accurately conduct pedagogical and psychological diagnoses of students and to achieve effective organization of training.

In questo lavoro presento il metodo di prima alfabetizzazione che ho messo a punto attraverso diversi anni di esperienza e su cui faccio formazione nella scuola. Il metodo ha come schema di riferimento le caratteristiche di trasparenza del sistema ortografico italiano che sollecita un approccio di tipo fonico-sillabico. La metodologia per le prime fasi di acquisizione del codice scritto prende in considerazione che scrittura e lettura sono funzioni complesse composte da una molteplicità di processi sottostanti: abilità linguistiche, metalinguistiche, visuo-spaziali, percettive e motorie che devono essere sviluppate in modo ottimale attraverso una progettazione rigorosa e mirata. L&#39;approccio alla prima alfabetizzazione deve essere sistematico per permettere la costruzione progressiva delle conoscenze e favorire il monitoraggio dell&#39;evoluzione del processo di acquisizione della lingua scritta. Adduco anche evidenze di tipo qualitativo e quantitativo che confermano la validità ...

Difficulties in handwriting are often reported in children with developmental coordination disorder, and they represent an important element in the diagnosis. The present study was aimed at investigating the relation between motor coordination and handwriting skills, and to identify differences in handwriting between children without and with coordination difficulties. In particular, we asked whether visual-spatial skills have a role as mediating variables between motor coordination and handwriting. We assessed motor coordination as well as graphic abilities in children aged 7-10 years. Moreover, we evaluated their visual-motor integration, visual-spatial skills, and other cognitive abilities (memory and planning). We found no relation between motor coordination and handwriting skills, while visual-spatial skills (measured by a visual-constructive task) were related with both. Our conclusion is that visual-spatial skills are involved both in general motor coordination and in handwriting, but the relationship involves different aspects in the two cases.

The goal of the present study is to test the agrammatic comprehension of clitic left dislocation and contrastive focus in Catalan, in order to evaluate the Generalised Minimality hypothesis of Grillo (2009). According to this hypothesis, the comprehension deficit observed in agrammatism is the result of the underspecification of scope-discourse features giving rise to generalised intervention effects. We conducted two sentence-picture matching tasks to assess the comprehension of clitic left dislocation and contrastive focus with nine and seven Broca’s aphasic subjects, respectively, as well as control participants. The results show that the comprehension of SVO sentences and object clitics was preserved, whereas the comprehension of object dislocations and object focalisations was compromised. These findings are consistent with the analysis of the deficit as an instance of generalised intervention effects. Yet, we also examined the prediction that a relevant syntactic feature misma...

Technology is all around us. The use of modern technology is increasing in the process of acquiring knowledge as it provides greater opportunities and e-study is becoming as important as traditional education or even more significant.During literature research, it has been found that there is no unambiguity about all formatting parameters. A survey was made to research users&#39; habits and preferences concerning different text formatting parameters for e-study materials. Application and browser research about developers’ imposed default formatting settings of font type, size and colours in the most popular applications and browsers was done. There are recommendations presented for a user-oriented e-study material design - style, size, spacing, position, colour - to reach the user information must be presented in a comprehensible and easy to remember way. These recommendations have been developed for e-studying materials for one target group - young adults (16-38 y.o.) - without rea...

Working with dyslexic children, particularly with lower performing ones, is a huge challenge for educators. Moreover, there is still a lack of effective and innovative methods of teaching this group of students. Here we investigate whether Eduball-based brain training stimulate reading and writing skills among students with dyslexia. Since our previous studies showed that integrating learning with physical activity (PA) by using educational balls with printed letters, numbers and other signs (i.e., Eduballs) is beneficial to healthy children, we hypothesize that this is also the case for children with reading disorder. Two groups of third-grade students of therapeutic primary school participated in our experiment: dyslexics with lower performance in reading and writing (experimental class) and higher performing ones (control class). The PA classes in the experimental group were based on Eduball-method. The control group followed a regular PA program. After one year, Eduball-group caught up with their better performing peers in terms of writing and reading skills. Therefore, our results demonstrate that Eduball is not only a method for regular learners, but also a promising form of brain training for lower performing dyslexic children. Combining Eduball-strategy with neurofeedback or non-invasive brain stimulation techniques may bring further therapeutic benefits.

In a context of learning, writing as a valuable tool, helps students think critically and demonstrate what they know but for students with specific learning difficulties, the writing process can bring different challenges as it can be much harder and slower . As a result, they may struggle academically by falling behind the school work. Moreover, they can get discouraged and avoid writing assignments. When it comes to developing English writing skills in students with specific learning difficulties, this can double the challenges and can lead our students to feeling frustrated about their academic achievements. This can also lower their self-esteem and the worst part is that teachers may criticize them for being lazy, which makes the situation even harder for them. This leads us first to identify the problem and learn how to cope with it! Moreover, this paper aims to provide an understanding of Dysgraphia as a specific learning difficulty which affects writing and in this case what ...