The cognitive basis of dyslexia in school-aged children: A multiple case study in a transparent orthography.

This study focuses on the role of numerous cognitive skills such as phonological awareness (PA), rapid automatized naming (RAN), visual and selective attention, auditory skills, and implicit learning in developmental dyslexia. We examined the (co)existence of cognitive deficits in dyslexia and assessed cognitive skills' predictive value for reading. First, we compared school-aged children with severe reading impairment (n = 51) to typical readers (n = 71) to explore the individual patterns of deficits in dyslexia.

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic.

This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March - June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON).

Separating the influences of late talking and dyslexia on brain structure.

Being a late talker constitutes a risk factor for later neurodevelopmental disorders; however, its neurobiological basis remains unexplored. We aimed to determine the unique and mutual correlates of late talking and developmental dyslexia on brain structure and behavioral outcomes in a large sample of 8- to 10-year-old children in a between-groups design ( = 120). Brain structure was examined using voxel-based morphometry (to measure gray matter volume) and surface-based morphometry (to measure gray matter volume, cortical thickness, surface area, and curvature of the cortex).

Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit.

There is an ongoing debate concerning the extent to which deficits in reading and spelling share cognitive components and whether they rely, in a similar fashion, on sublexical and lexical pathways of word processing. The present study investigates whether the neural substrates of word processing differ in children with various patterns of reading and spelling deficits. Using functional magnetic resonance imaging, we compared written and auditory processing in three groups of 9-13-year olds (N = 104): (1) with age-adequate reading and spelling skills; (2) with reading and spelling deficits (i.

Neural network for Braille reading and the speech-reading convergence in the blind: Similarities and differences to visual reading.

All writing systems represent units of spoken language. Studies on the neural correlates of reading in different languages show that this skill relies on access to brain areas dedicated to speech processing. Speech-reading convergence onto a common perisylvian network is therefore considered universal among different writing systems.

Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study.

The manuscript reports a study on a large sample (N = 170) of Polish speaking 8-13 year old children, whose brain activation was measured in relation to tasks that require auditory phonological processing. We aimed to relate brain activation to individual differences in reading and spelling. We found that individual proficiency in both reading and spelling significantly correlated with activation of the left ventral occipito-temporal cortex encompassing the Visual Word Form Area which has been implicated in automatic orthographic activations.

Letter and Speech Sound Association in Emerging Readers With Familial Risk of Dyslexia.

In alphabetic scripts, learning letter-sound (LS) association (i.e., letter knowledge) is a strong predictor of later reading skills.

Neither action nor phonological video games make dyslexic children read better.

The prevalence and long-term consequences of dyslexia make it crucial to look for effective and efficient ways of its therapy. Action video games (AVG) were implied as a possible remedy for difficulties in reading in Italian and English-speaking children. However, the studies examining the effectiveness of AVG application in dyslexia suffered from significant methodological weaknesses such as small sample sizes and lack of a control group with no intervention.