Reading acquisition disorders constitute the main problem in children's learning. in Morocco, epidemiological data are very rare. Research, mainly in the English language, concerns either the sociological or the cognitive field. Few studies, among them not one in Arabic, have explored the link relating to social and cognitive factors. The purpose of our work is to study and analyze the cognitive and social variables related to different reading skills among Moroccan pupils in primary and secondary public schools. From a sample of 754 learners (388 boys and 366 girls) ranging in age from 9 to 15 years with an average of 11.59 years, the diagnostic tests identified 145 students with deficient skills "Bad readers (BR)," 128 suspected of being in difficulty classified as « intermediate level (IL) » and a group of 481 children as good readers ( GR). Statistical analyses have shown that the first two groups (BR and IL) represent 24% in the favoured areas compared to 43% in the disadvantaged. The analysis of scores and the nature of the errors made on various reading tests show that 41 students, or 5.43% of our sample, present a dyslexia profile. 13 (1.72%) of whom have very severe difficulties. The phonological aptitudes (Rapid automatized naming, phonological short-time memory and especially phonological awareness) mainly reflect the level of reading. These phonological abilities are highly influenced by early attendance of preschool and by the degree of exposure to written language at home. These data, which are unique in Morocco, are consistent to that of the published subject literature. They make it possible to plan preventive actions by generalizing pre-school teaching, particularly in precarious environments. These actions should be based on playful exercises aimed at improving phonological abilities at an early age, while exploiting the brain sensitivity to reading at that age. Phonological awareness and rapid naming are the most implicated factors in the disparity of reading skills. These abilities are highly influenced by the integration of preschool at a very early age and by the degree of exposure to written language activities. Therefore, there is a need to plan preventive actions, based on playful exercises, aiming to improve phonological skills from the pre-school period
<abstract> <p>Exposure to certain acute stressors results in an immediate behavioral and physiological response to these situations during a significant period of days. The goal of the current study is to evaluate the long-lasting effect of single exposure of restraint stress among mice after 0 h, 24 h, 48 h and 72 h. Five groups of mice are under experiment: a control group and four groups exposed to one session of restraint stress. All these groups have been studied for behavioral tests in order to evaluate their memories. This is done through a Y-labyrinth and an object recognition test, and anxiety by using open field device. In the second part of the study, enzymatic assays (concerning catalase, glutathione s transferase, glutathione peroxidase and superoxide dismutase) are used to evaluate oxidative stress. The enzymatic activity of the antioxidant system is assessed in five brain structures, including the cerebellum, olfactory bulb, spinal bulb, hypothalamus, and hippocampus.</p> <p>The obtained results show that acute restraint stress leads to a decrease in memory function and to the development of an anxious state; concomitant to an increase of locomotor activity afterword. It causes disturbance of antioxidant balance in the brain by developing a state of oxidative stress. Indeed, restraint stress causes a change in anti-oxidant stress enzymatic activity in the brain, notably in post-stress period. In conclusion, acute restraint stress is responsible for altering cognitive functions, especially memory, and the development of anxious behavior, which could be a result of the generation of oxidative stress; effects that are persistent over an important period after the cessation of stress.</p> </abstract>
Several research studies have been devoted to study the links between emotional disorders and learning disabilities. However, very minimal of this research has focused on dyslexic students. Objective: The objectives of this study were as follows: (1) to assess self-esteem, anxiety, and depression in dyslexic Arabic-speaking children and adolescents and (2) to describe psychiatric comorbidities in these subjects by comparing them to their non-dyslexic peers. Methods: In total, 205 students (56 dyslexics and 149 good readers), pursuing their education in ordinary schools in the Beni Mellal-Khenifra region of Morocco responded to Taylor’s Self-Assessment Scale of Anxiety, Beck’s Depression Questionnaire, and the Coopersmith Self-Esteem Inventory (SEI). Results: Overall, dyslexics were more anxious, more depressed, and had disturbed self-esteem compared to their non-dyslexic peers. The percentage of psychiatric comorbidity was higher in the dyslexic group. Conclusions: The results of this study highlight the need for a multidisciplinary approach that integrates emotional needs assessment into the rehabilitation care of dyslexic children and adolescents.
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