Purpose to analyze and classify the spelling performance according to the semiology of spelling error of children with developmental dyslexia (DD) and with developmental dyslexia associated to attention deficit disorder and hyperactivity(DD and ADHD) comparing them to a group of children without learning process complaints. Methods Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties (GI), mean age 9.5 years; 22 students with developmental dyslexia (GII), mean age 10 years; 16 scholars with developmental dyslexia associated to attention deficit disorders and hyperactivity (GIII), mean age 9.9. Spelling skills were assessed through a standardized word dictation task. Results Data indicated that GII and GIII children presented lower performance when compared with typically developed children. There was no statistical difference between the performance of GII and GIII children regarding the score reached in spelling, although GIII children presented the lowest performance. We observed differences between GII and GIII only in the type of misspelling. Conclusion Data from this research contribute to develop better programs for intervention in the studied population.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1590/2317-1782/20162015068 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
INSIGHT: Combining Fixation Visualisations and Residual Neural Networks for Dyslexia Classification From Eye-Tracking Data.
Dyslexia
February 2025
Department of Machine Learning and Data Processing, Faculty of Informatics, Masaryk University, Brno, Czech Republic.
Current diagnostic methods for dyslexia primarily rely on traditional paper-and-pencil tasks. Advanced technological approaches, including eye-tracking and artificial intelligence (AI), offer enhanced diagnostic capabilities. In this paper, we bridge the gap between scientific and diagnostic concepts by proposing a novel dyslexia detection method, called INSIGHT, which combines a visualisation phase and a neural network-based classification phase.
View Article and Find Full Text PDFAre there distinct subtypes of developmental dyslexia?
Front Behav Neurosci
January 2025
Department of Special Education, University of Thessaly, Volos, Greece.
Introduction: The aim of this study was to identify if children with dyslexia can be distinguished into discrete categories based on their domain deficits, indicating various neurocognitive subtypes of developmental dyslexia (DD).
Methods: The sample included 101 students in the 3rd, 4th, 5th, and 6th grades of primary school (mean age 11.15 years) with a diagnosis of dyslexia from a public center and Greek as their native language.
Beyond the sum of their parts: A multi-dimensional approach to dyscalculia-dyslexia comorbidity integrating studies of the brain, behavior, and genetics.
Dev Cogn Neurosci
January 2025
Vanderbilt University, United States. Electronic address:
Mathematics learning disorders (MD) and reading learning disorders (RD) are persistent conditions that interfere with success in academic and daily-life tasks, and cannot be attributed to intellectual disabilities, sensory deficits, or environmental factors. Prevalence rates of MD and RD are estimated at 5-10 % of school-age children, and their comorbidity (MDRD) is highly prevalent, with around 40 % of children with MD also experiencing RD. Despite this high comorbidity rate, research on MDRD has received less attention compared to isolated conditions, leaving its neurocognitive mechanisms unclear.
View Article and Find Full Text PDFMismatch negativity in children with developmental Dyslexia.
Int J Pediatr Otorhinolaryngol
January 2025
Level IV, Department of Health and Human Communication, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Rio Grande do Sul, Brazil. Electronic address:
Objective: To describe and compare the latencies and amplitudes of Mismatch Negativity between children with and without Developmental Dyslexia.
Methods: Cross-sectional and comparative study, consisting of a study group of 52 children with Developmental Dyslexia and a control group of 52 children with typical development, matched by age and sex, aged between 9 years and 11 years and 11 months of both sexes. All participants underwent Otoscopy, Acoustic Immittance Measurements, Pure Tone Audiometry, Speech Audiometry, Brainstem Auditory Evoked Potential and Mismatch Negativity.
Cognitive outcomes of the at-home brain balance program.
Front Child Adolesc Psychiatry
December 2024
Brain Balance Achievement Centers, Naperville, IL, United States.
Accessibility to developmental interventions for children and adolescents could be increased through virtual, at-home delivery of training programs. Virtual childhood training programs and their effects on cognitive outcomes have not been well studied. To that end, this study examined the effects of the at-home Brain Balance® (BB) program on the cognitive task performance of children and adolescents with baseline developmental and attentional difficulties.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!