Vocabulary Diversity in Personal Narratives Produced in Response to the Global TALES Protocol in Dutch-Speaking Students with and without Dyslexia.

Introduction: This study examines whether there are differences in expressive vocabulary between participants with and without dyslexia in personal narratives in response to the Global TALES protocol.

Methods: 22 monolingual Dutch-speaking participants aged 11-16 with dyslexia and 22 age and gender-matched peers without dyslexia were assessed on measures of decoding, reading comprehension, and spelling of words, pseudowords, verbs, and sentences. The participants also produced personal narratives in response to the six prompts contained in the Global TALES protocol.

Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial.

In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks.

The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders.

Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599-629, 2007), the current study investigated which factors helped predicting children's home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables.

Participation According to Clinicians Working with Young Children with Developmental Disabilities: A Long Way to Go.

Participation has become an important measure of outcome in child rehabilitation as young children with developmental disabilities are increasingly at risk of decreased participation. Therefore, this study garnered information on clinicians' perspectives regarding perceived facilitators and barriers when rendering participation-based interventions using a qualitative research design. Semi-structured interviews of clinicians (Ns = 12, 25-57 years) were conducted and evaluated via an inductive thematic analysis.

Participation of young children with developmental disabilities: parental needs and strategies, a qualitative thematic analysis.

Objectives: Participation refers to a person's involvement in activities and roles that provide interaction with others as well as engagement in family and community activities. Young children with developmental disabilities (DD) such as attention deficit hyperactive disorder, autism spectrum disorder and developmental coordination disorder are limited in their participation compared with their typically developing peers. This study aimed to obtain information regarding parental needs and strategies used to enable their child's participation.

A Qualitative Photo Elicitation Research Study to elicit the perception of young children with Developmental Disabilities such as ADHD and/or DCD and/or ASD on their participation.

Participation, defined as 'involvement in life situations' according to the World Health Organisation, is a well-recognized concept and critical indicator of quality of life. In addition it has become an important outcome measure in child rehabilitation. However, little is known about the level of participation of young children with Developmental Disabilities.

Parents' perspectives on participation of young children with attention deficit hyperactivity disorder, developmental coordination disorder, and/ or autism spectrum disorder: A systematic scoping review.

Background: During the early years of a child's life, participation is essential for learning and development. Children with disabilities are at risk for decreased participation. The interplay between environment and participation is identified as one of the most important factors influencing successful participation.

Mathematical (Dis)abilities Within the Opportunity-Propensity Model: The Choice of Math Test Matters.

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity Model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A, O, and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore, the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined with information retrieved from standardized tests and questionnaires.

Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay.

Background And Aims: Parenting factors are one of the most striking gaps in the current scientific literature on the development of young children with significant cognitive and motor disabilities. We aim to explore the characteristics of, and the association between, parental behavior and children's interactive engagement within this target group.

Methods And Procedures: Twenty-five parent-child dyads (with children aged 6-59 months) were video-taped during a 15-min unstructured play situation.

Characteristics of the menstrual cycle in 13-year-old Flemish girls and the impact of menstrual symptoms on social life.

Unlabelled: This study aimed to investigate the characteristics of symptoms related to the menstrual cycle and their impact on social activities in young teenage girls. Between March and June 2009, all girls born in 1996 who were residents of eight regions in Flanders (Belgium) received a semi-structured questionnaire, including questions about the age of menarche, characteristics of the menstrual cycle, and its impact on social activities. Participants were 792 13-year-old girls (15.

The relation between parenting stress and adolescents' somatisation trajectories: a growth mixture analysis.

Objective: The impact of somatisation in adolescence is substantial. Knowledge on (predictors of) individual-level development of somatisation is necessary to develop tailored treatment. The current study assessed individual-level development of somatisation by means of latent mixed modelling.

Metacognition for spelling in higher education students with dyslexia: is there evidence for the dual burden hypothesis?

We examined whether academic and professional bachelor students with dyslexia are able to compensate for their spelling deficits with metacognitive experience. Previous research suggested that students with dyslexia may suffer from a dual burden. Not only do they perform worse on spelling but in addition they are not as fully aware of their difficulties as their peers without dyslexia.

Preschool predictors of mathematics in first grade children with autism spectrum disorder.

Up till now, research evidence on the mathematical abilities of children with autism spectrum disorder (ASD) has been scarce and provided mixed results. The current study examined the predictive value of five early numerical competencies for four domains of mathematics in first grade. Thirty-three high-functioning children with ASD were followed up from preschool to first grade and compared with 54 typically developing children, as well as with normed samples in first grade.

The distinction of 'psychosomatogenic family types' based on parents' self reported questionnaire information: a cluster analysis.

The theory of 'psychosomatogenic family types' is often used in treatment of somatizing adolescents. This study investigated the validity of distinguishing 'psychosomatogenic family types' based on parents' self-reported family features. The study included a Flemish general population sample of 12-year olds (n = 1428).

Enumeration of small and large numerosities in adolescents with mathematical learning disorders.

The accuracy and speed in an enumeration task were investigated in adolescents with typical and atypically poor development of arithmetic skills. The number naming performances on small and large non-symbolic numerosities of 18 adolescents with mathematical learning disorders (MLD) and 28 typically achieving age-matched (TA) adolescents were compared. A mixed logistic regression model showed that adolescents with MLD were not significantly less accurate on numbers within the subitizing range than control peers.

Identifying subtypes among children with developmental coordination disorder and mathematical learning disabilities, using model-based clustering.

A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven model-based clustering was used to identify subgroups of individuals with relatively homogeneous profiles on measures associated with motor and mathematical skills.

Behavioral inhibition in children with learning disabilities.

Children with reading disabilities (RD, n=17), mathematical disabilities (MD, n=22), combined reading and mathematical disabilities (RD+MD, n=28) and control peers (n=45) were tested on behavioral inhibition with a Go/no-go task in a picture, letter and digit-modality. In contrast to children without RD, children with RD made significantly more commission errors on alphanumeric (letter and digit) modalities compared to the non-alphanumeric picture modality. As compared to children without MD, children with MD made as much commission errors on the picture modality as on the letter modality.

Cognitive phenotype of mathematical learning disabilities: what can we learn from siblings?

The sensitivity of number sense as cognitive phenotype for mathematical learning disabilities (MLD) was assessed in siblings of children with MLD (n = 9) and age matched children without family members with MLD (n = 63). A number line estimation paradigm was used as a measure of children's early number sense. In line with the triple code model of Dehaene (1992), three different presentation formats were presented.

Working memory in children with reading disabilities and/or mathematical disabilities.

Elementary school children with reading disabilities (RD; n = 17), mathematical disabilities (MD; n = 22), or combined reading and mathematical disabilities (RD+MD; n = 28) were compared to average achieving (AA; n = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no RD) × 2 (MD vs.

Mathematical problems in children with developmental coordination disorder.

Developmental coordination disorder (DCD) is a heterogeneous disorder, which is often co-morbid with learning disabilities. However, mathematical problems have rarely been studied in DCD. The aim of this study was to investigate the mathematical problems in children with various degrees of motor problems.

Gaze aversion during social interaction in preterm infants: a function of attention skills?

Preterm infants avert their gaze more often and for longer periods in early social interactions compared to full term infants. In previous studies this finding is interpreted as being a function of the higher degree of parental stimulation that is often found in parents of preterm children. The current study explores an additional hypothesis.

Clock reading: an underestimated topic in children with mathematics difficulties.

Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time.

Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study.

Background: The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement.

Aims: The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design.

Sample: Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were followed from kindergarten till grade 2.