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1.
Clock drawing in developmental dyslexia 总被引：2，自引：0，他引：2
Although developmental dyslexia is often defined as a language-based reading impairment not attributable to low intelligence or educational or socioeconomic limitations, the behavioral manifestations of dyslexia are not restricted to the realm of language. Functional brain imaging studies have shed light on physiological differences associated with poor reading both inside and outside the classical language areas of the brain. Concurrently, clinically useful tests that elicit these nonlinguistic deficits are few. Specifically, the integrity of the dorsal visual pathway, which predominantly projects to the parietal cortex, remains underinvestigated, lacking easily administered tests. Here we present the Clock Drawing Test (CDT), used to test the visuoconstructive ability of children with and without dyslexia and garden-variety poor readers. Compared to typically reading children, many children with dyslexia and some garden-variety poor readers showed significant left neglect, as measured by the distribution of figures drawn on the left clock face. In the poor readers with dyslexia, we observed spatial construction deficits like those of patients with acquired right-hemisphere lesions. The results suggest that in some children with dyslexia, right-hemisphere dysfunction may compound the phonological processing deficits attributed to the left hemisphere. The CDT provides an easy opportunity to assess skills known to be associated with right-hemisphere parietal function. This test can be easily administered to children for both clinical and research purposes. 相似文献
2.
Virginia W. Berninger 《Annals of dyslexia》2001,51(1):21-48
The historical roots of the IQ-achievement discrepancy definition of learning disability are discussed as a reference point
for explaining why this definition came into being and why it is inadequate for dealing with the variety of learning and developmental
disabilities that present in school settings. A proposal is offered and justified for defining learning disabilities on the
basis of profiles for multiple developmental domains that affect learning. In this proposal, developmental dyslexia is differentiated
from other learning disabilities. Developmental dyslexia is defined as uneven development (dissociation) between word reading
and higher-level processes in the functional reading system. Dyslexics may struggle with word reading because of deficits
in phonological processes, orthographic-phonological connections, and/or fluency (rate, automaticity, or executive coordination).
The need for both national and international classification schemes for defining specific learning and developmental disabilities
for the purposes of educational services and research is emphasized.
Grant P50 33812-06 from the National Institute of Child Health and Human Development supported preparation of this article. 相似文献
3.
发展性阅读障碍一直是心理学家关注的重要领域。国外研究者基于认知和生物因素提出了关于发展性阅读障碍的语音缺陷、小脑缺陷、一般性大细胞功能障碍等理论,并考察了患者的眼动特征,提出了有效的诊治方法。汉语发展性阅读障碍研究主要局限在语音和正字法领域,也涉及局部脑区的功能缺陷,但还未从多角度测查其成因,如眼动。该文在理论梳理的基础上,系统探讨了发展性阅读障碍患者的眼动特征及机制。 相似文献
4.
Drake D. Duane MD 《Annals of dyslexia》2002,52(1):25-42
Norman Geschwind had a profound effect on behavioral neurology, not only on the basis of his research and theories expressed
during his lifetime, but also through the impact that he had on colleagues privileged to train under him or have their work
personally influenced by him. My work falls into the latter category. Novel associations between brain function/structure
and behavior characterized his professional contributions, and offer a model for those who follow in his footsteps. He correctly
predicted that like aphasic disorders, developmental dyslexia might be associated with deficits in color naming expressed
currently as deficits in Rapid Automatized Naming. He stimulated anatomic research regarding patterns of asymmetry and microscopic
architecture leading to the establishment of the Orton Dyslexia Neuropathology Laboratory at Beth Israel Hospital, Boston.
He predicted an association between autoimmune disorders and reading disorders, an association that proved to be of genetic
origin. He further predicted that reading disorders, like language disorders, would be cross-cultural and, similarly, their
mechanism of production would be cross-cultural, although affected perhaps by the structure of the language to be learned.
His suspicion that the clinical impression of male gender preponderance in dyslexia was accurate and carried biologic significance
has recently been reconfirmed by colleagues at the Mayo Clinic in Rochester, Minnesota. Finally, with respect to dyslexia,
one should not be surprised that since affect is influenced by brain architecture, developmental disorders characterized by
altered brain architecture might be associated with affective or other psychiatric phenomena. My own work suggests that the
altered neuroanatomy in dyslexia may be accompanied by altered clinical neurophysiology, offering the possibility that in
some developmental disorders, behaviors, including academic aptitude and cognitive function, might benefit from medications
designed originally to lower the risk of clinical seizures. Perhaps Geschwind’s greatest lesson is to not assume that all
we have been taught as dogma is truth. Rather, we must have a willingness to make clear perceptions and draw conclusions that
come closer to the reality of the causal relationship between brain and behavior. 相似文献
5.
P. G. Aaron 《Annals of dyslexia》1993,43(1):110-124
Traditionally, it has been speculated that weaknesses in the visual processing of cognitive aspects of the written word could lead to reading problems, and if so, such a condition would constitute a subtype of developmental dyslexia. This putative subtype has been referred to as visual dyslexia. In this article, the role of cognitive deficits that are visual in nature as a potential etiological factor of developmental dyslexia is examined. Following a brief history of the study of dyslexia, a critique of studies of visual dyslexia is presented. Subsequently, the nature of the visual processes involved in word- recognition is examined. Finally, three research studies that assessed the contribution of visual memory to word-recognition are presented. It is concluded that, even though defects in the physiological aspects of visual processing can lead to reading difficulties, at present little convincing evidence is available to conclude that a subtype of dyslexia caused by cognitive deficits associated with visual processing of information exists. 相似文献
6.
Ann Marie Casserly 《Journal of Research in Special Educational Needs》2013,13(1):79-91
This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties. 相似文献
7.
Maureen W. Lovett 《Annals of dyslexia》1984,34(1):153-178
An overview of the literature on developmental dyslexia is offered, moving historically from attempts to identify a single
underlying deficit to more recent efforts to define different subtypes of this developmental disorder. Two approaches to the
subtyping problem are illustrated and briefly discussed. It is suggested that many of the remaining questions in dyslexia
research could be more profitably addressed within the context of a coherent model of reading behaviour. In the latter half
of this review, the potential implications of some aspects of the interactive reading theories for the study of reading dysfunction
are explored.
Preparation of this review was supported by funds from the Medical Research Council of Canada, the Ontario Mental Health Foundation/COMSOC
Provincial Lottery Grants Program, and The Hospital for Sick Children Foundation. 相似文献
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9.
The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae. 相似文献
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In 1993, the Tennessee General Assembly voted funds to establish a model unit of integrated services and research to address
the full scope of issues associated with dyslexia. Dyslexia is characterized as significant difficulty in reading and spelling
individual words. In the Tennessee Center for the Study and Treatment of Dyslexia, these problems are presumed to be the consequence
of a phonological core deficit. When compared to typical readers, matched for age or reading level, dyslexic readers evidence
average listening comprehension, a relative strength in reading comprehension, deficits in word recognition and spelling,
and severe deficits in word analysis as well as in awareness and manipulation of phonemes. Integration of this information
yields a diagnostic profile that may be applied in the differential diagnosis of dyslexia both in clinical and school settings.
This paper presents an overview of the Tennessee Center for Dyslexia and the services it provides as well as its guidelines
for interpreting the results of norm-referenced tests and criterion-referenced measures to diagnose dyslexia and plan appropriate
intervention. Frith’s (1985, 1986) developmental framework for reading acquisition is integrated with the assessment data
to outline an instructional plan that addresses mastery of skills within and across the hierarchical phases—logographic, alphabetic,
and orthographic—of reading development. 相似文献
13.
研究表明拼音文字系统的发展性阅读障碍者与以中文为代表的表意文字系统的发展性阅读障碍者在阅读过程中大脑的激活部位存在差异。关于母语阅读障碍儿童对第二语言学习的影响是近年来发展性阅读障碍研究的热点。双语发展性阅读障碍的理论假设主要有两种语言相互依赖假设和正字法依赖假设。前者认为母语的阅读障碍可以自动迁移到第二语言的学习中;后者认为母语的阅读障碍是否会迁移到第二语言的学习中,要依赖两种语言的正字法特征。我们认为这两种理论不是相互矛盾的,阅读障碍是否会同时出现在两种语言中可能取决于这两种语言是否共用了相同的有缺陷的神经系统。 相似文献
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15.
基于CiteSpace可视化工具对从Web of Science核心数据库中获取的近20年667篇汉语阅读障碍研究文献进行可视化计量分析。结果表明,汉语阅读障碍研究起步较晚,但发展迅速;我国大陆及香港地区的汉语阅读障碍研究在国际上有较高影响力,拥有众多具有科研实力的机构及学者;汉语的阅读障碍研究主要围绕儿童阅读发展及发展性阅读障碍相关的话题展开;当前研究主要关注视觉注意广度或语法技能与阅读障碍的关系。 相似文献
16.
Hugh W. Catts 《Annals of dyslexia》1989,39(1):50-64
Despite recent developments in research and theory, investigators and practitioners continue to rely on rather traditional
definitions of dyslexia. This paper discusses some of the problems with traditional definitions and reviews a rapidly growing
body of research that suggests a more comprehensive definition. According to this definition, dyslexia is a developmental
language disorder that involves a deficit(s) in phonological processing. This disorder manifests itself in various phonological
difficulties as well as a specific reading disability. 相似文献
17.
Robertson J 《Journal of learning disabilities》2000,33(2):137-148
The theoretical context of this research is developmental neuropsychology--in particular, the educational implications for the classification of and intervention in specific developmental dyslexia (SDD). Controlled and validated research can help identify optimal teaching methods for groups and individuals. Within this framework, neuropsychological theory can be explored as a medium for improving intervention for pupils with SDD. Neuropsychological stimulation cannot change the macro aspects of the brain but can change its "finetuning" and its response to written text. Within the psycho-neurological approaches, Bakker (1979, 1990, 1998) developed both a diagnostic procedure and empirically investigated intervention procedures. The theory rests on the Balance Model of learning to read, in which differential hemisphere involvement is implicated in beginning and advanced reading. Intervention can take place via hemisphere-specific stimulation using visual or tactile stimulation or hemisphere-alluding stimulation using modified text. Two investigations are presented, one experimental and another clinical. The results support the validity of dyslexia subtyping and the effectiveness of the treatment methods. 相似文献
18.
Hugh W. Catts 《Annals of dyslexia》1991,41(1):163-177
A group of speech-language impaired children was administered a battery of standardized language tests and measures of phonological
processing in kindergarten. Performance on these language measures was then compared to reading ability in first grade. Results
indicated that children with semantic-syntactic language deficits had more difficulties in reading than did children with
primarily speech articulation impairments. In addition, phonological processing measures were found to be good predictors
of reading achievement. Results are discussed in terms of their implications for the early identification of developmental
dyslexia.
This research was supported by a grant from the Department of Education (HO24U8001). 相似文献
19.
High-resolution magnetic resonance (MR) imaging today allows the in vivo quantification of the surface area of the cortex covering the planum temporale and permits assessment of the direction and degree of individual left-right asymmetry of this structure. This methodologic advance is promoting new studies on the biological mechanisms of anatomic and functional lateralization and on the structural accompaniments of disorders such as developmental dyslexia. It is important to stress that studies must agree on the definition and measurement of planum asymmetry, and we review our definition and its justification in the present article.Data obtained from normal subjects supported the assumption that planum (a)symmetry underlies functional lateralization. Thus, familial sinistrality predicted for symmetry of the planum in all eight left-handers studied. The pattern of planum symmetry in the normals was similar to that found in the post mortem studies of dyslexic individuals. Insofar as hand preference and developmental dyslexia are in part genetically transmitted, we suggest that planum symmetry may represent an inherited condition as well. Further-more, even though planum symmetry is part of the anatomic substrate of developmental dyslexia, it is unlikely that it represents a form of developmental anatomic pathology. 相似文献
20.
Itzhak Fried 《Annals of dyslexia》1979,29(1):101-112
Conclusions Evidence of different syndromes of developmental dyslexia raises the question of the interaction between dyslexic types and
patterns of cerebral dominance. Some of the proposed classifications of dyslexia, and most notably the one proposed by Boder
(1971), strongly suggest that dyslexic subtypes, that can be identified clinically by reading-spelling patterns, may possess
different or opposite cerebral dominance patterns. Thus, research of cerebral dominance in dyslexia (i.e., Orton’s hypothesis)
should involve careful selection and classification of subjects. When this is done it can be shown that electrophysiological
measures can identify cerebral-dominance abnormalities in at least one subtype of developmental dyslexia.
This paper was presented in part at the 29th Annual Conference of The Orton Society, November 1978, in Minneapolis, Minnesota. 相似文献