Developmental dyslexia: a condensed review of literature

Kuerten, Anna Belavina; Mota, Mailce Borges

doi:10.5007/2175-8026.2019v72n3p249

Cited by 6 publications

(2 citation statements)

References 82 publications

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“…Dyslexia is a learning disability that is characterised by problems related to poor phonological processing. It occurs in several different cultures (Kuerten et al 2019) and affects more than half of pupils with learning disability (Hulme & Snowling 2013). This study examined two objectives: to develop and validate the TAQ and to apply the questionnaire to assess the level of dyslexia awareness among primary school teachers in Nsukka, (South-eastern) Nigeria.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a teacher awareness questionnaire about dyslexia

Amah

Mefoh

Nubia

et al. 2023

South African Journal of Childhood Education

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Background: Dyslexia is a learning disability that affects children of school-going age and exists in all cultures and backgrounds. Dyslexic children are deficient in phonological awareness, which makes the children to fail to attain the skills of reading, writing and spelling commensurate with their intellectual abilities. Inadequate knowledge about the nature of dyslexia by primary school teachers results in poor categorisation of at-risk children.Aim: This study sought to achieve two objectives. The first was to develop and validate the Teachers Awareness Questionnaire (TAQ), while the second goal was to use the validated TAQ to assess primary school teachers’ level of awareness about dyslexia.Setting: Primary school teachers in Nsukka and nearby rural communities filled the TAQ and the Scale of Knowledge and belief about Developmental Dyslexia. Nsukka is called the university town and it is a slow-paced environment that is devoid of the usual hustle and bustle of most major towns in Nigeria.Methods: The cross-sectional design was employed to gather data for the measurement process. Data were analysed using bivariate correlations and descriptive statistics.Results: The TAQ has good internal consistency (r = 0.77) and an adequate convergent validity (r = 0.74, p 0.01). Results also reveal that primary school teachers possessed low level of awareness about dyslexia.Conclusion: The study findings show that primary school teachers in Nigeria lack the requisite knowledge about dyslexia. The study suggests psycho-education for primary school teachers to empower them with information about the condition.Contribution: This study measured primary school teachers’ level of awareness about dyslexia. The results showed that primary school teachers’ awareness about dyslexia is poor, and this suggests that the use of labels (e.g., dullard) by some primary school teachers to describe their pupils may be incorrect. The study recommend to School Management Boards to take action to improve the teachers level of awareness about dyslexia, which would promote early identification of dyslexic pupils and possible intervention.

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Section: Discussionmentioning

confidence: 99%

Development and validation of a teacher awareness questionnaire about dyslexia

Amah

Mefoh

Nubia

et al. 2023

South African Journal of Childhood Education

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“…Over the years of research on developmental dyslexia, numerous theories and hypotheses about the mechanisms of the disorder have been proposed and tested, such as the visual hypothesis ( Eden et al, 1996 ), the verbal hypothesis ( Vellutino, 1977 ), the phonological hypothesis ( Snowling, 1998 ), the magnocellular hypothesis ( Livingstone et al, 1991 ), or the dual processing hypothesis ( Bowers and Wolf, 1993 ), to name a few. Many publications present the historical and current status of these endeavors, where readers can find a more or less detailed description of all the major concepts (e.g., Stein, 2018 ; Snowling, 2019 ; Kuerten et al, 2020 ). In this paper, a broader description will be devoted to the ideas about memory functioning as a pathomechanism and/or compensatory mechanism for developmental dyslexia.…”

Section: Introductionmentioning

confidence: 99%

Context and target recollection for words and pictures in young adults with developmental dyslexia

Obidziński

Nieznański

2022

Front. Psychol.

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IntroductionThe specificity of memory functioning in developmental dyslexia is well known and intensively studied. However, most research has been devoted to working memory, and many uncertain issues about episodic memory remain practically unexplored. Moreover, most studies have investigated memory in children and adolescents—much less research has been conducted on adults. The presented study explored the specificity of context and target memory functioning for verbal and nonverbal stimuli in young adults with developmental dyslexia.MethodsThe dual recollection theory, which distinguishes context recollection, target recollection, and familiarity as the processes underlying memory performance in the conjoint recognition paradigm, was adopted as the theoretical basis for the analysis of memory processes. The employed measurement model, a multinomial processing tree model, allowed us to assess the individual contributions of the basic memory processes to memory task performance.ResultsThe research sample consisted of 82 young adults (41 with diagnosed dyslexia). The results showed significant differences in both verbal and nonverbal memory and context and target recollection between the dyslexic and the typically developing groups. These differences are not global; they only involve specific memory processes.DiscussionIn line with previous studies using multinomial modeling, this shows that memory functioning in dyslexia cannot be characterized as a simple impairment but is a much more complex phenomenon that includes compensatory mechanisms. Implications of the findings and possible limitations are discussed, pointing to the need for further investigation of the relationship between context memory functioning and developmental dyslexia, taking into account the type of material being processed.

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What research can tell us about the interaction between dyslexia and bilingualism

Amaral

Azevedo

2021

Letronica

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Dyslexia is a reading difficulty of neurological basis which is often associated to a deficit at the phonological level of reading – but not restricted to it. In this review, we sought to identify relevant research conducted on the interaction between dyslexia and bilingualism in the last twenty years. For this purpose, eleven studies were selected from CAPES Journals Portal. Results of these studies reached contrasting conclusions, some indicating a continuum of dyslexic traces across the languages, while others emphasized the role of interacting factors such as orthographic depth and language granularity modulating the manifestations of dyslexia in each language. The implications of these findings for education are also discussed.

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Developmental dyslexia: a condensed review of literature

Cited by 6 publications

References 82 publications

Development and validation of a teacher awareness questionnaire about dyslexia

Development and validation of a teacher awareness questionnaire about dyslexia

Context and target recollection for words and pictures in young adults with developmental dyslexia

What research can tell us about the interaction between dyslexia and bilingualism

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