Anxiety and coping strategies among dyslexics in Ethiopia.

Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with respect to this issue is still limited.

Cross-cultural measurement invariance of a developmental assessment tool in a small-scale intervention study.

Development tests are widely used in the scope of cross-cultural and comparative research to support intervention studies and health care projects concerning early childhood development. Therefore, it is crucial to use culturally sensitive assessment tools. A culturally adapted version of the German development test FREDI 0-3 (Maehler, Cartschau, & Rohleder, 2016) was used to assess a German (n = 405) and an Indian (n = 2075) sample of children between ten and thirty-two months.

Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles?

DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e.

[Differential Stability and Interrater-Dependencies in the Assessment of Psychopathological Symptoms: Longitudinal Analyses Based on the SDQ in Children with and without Specific Learning Disabilities].

A widely used open access instrument for screening of internalising and externalising problem behaviour is the Strengths and Difficulties Questionnaire (SDQ). For the use of the SDQ in clinical practice, information about its differential validity and applicability for follow-up assessments is relevant. Therefore, the aim was to study the SDQ regarding differential stability in the repeatedly collected child, parent and teacher reports.

Exploring factors underlying children's acquisition and retrieval of sound-symbol association skills.

Letter knowledge is considered an important cognitive foundation for learning to read. The underlying mechanisms of the association between letter knowledge and reading skills are, however, not fully understood. Acquiring letter knowledge depends on the ability to learn and retrieve sound-symbol pairings.

Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors.

In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties.