A review of prospective memory impairments in developmental dyslexia: evidence, explanations, and future directions

Smith‐Spark, James H.

doi:10.1080/13854046.2017.1369571

Cited by 13 publications

(11 citation statements)

References 94 publications

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“…The ventral frontoparietal network, on the other hand, mediates the bottom-up attention automatically captured by the occurrence of the prospective cues and used during retrieval. Consistent with past findings and with the AtoDI model, several of the articles in this issue (Avci et al, 2017;Costa et al, 2017;Raskin et al, 2018;Rouleau et al, 2017;Smith-Spark, 2017;Talbot et al, 2017) point out a relationship between performance on tasks of PM and tests of executive functioning, and make suggestions that it is the prefrontal dysfunction that occurs in each disorder that is mediating the PM deficits.…”

supporting

confidence: 53%

“…They highlight the need for a clinical measure of PM for children and recommendations are made for multicomponent psychosocial strategies, including compensatory approaches, to mitigate any deficits. The review of PM in individuals with dyslexia by Smith-Spark (2017) mentions effects in children but the main focus is on adults with dyslexia. The authors report that these individuals have greater difficulty with time-based than event-based tasks; nevertheless, deficits on episodic event-based tasks and on tasks that have a longer delay have been found.…”

mentioning

confidence: 99%

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Prospective memory in clinical populations

Raskin

2018

The Clinical Neuropsychologist

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supporting

confidence: 53%

mentioning

confidence: 99%

Prospective memory in clinical populations

Raskin

2018

The Clinical Neuropsychologist

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“…Although dyslexia is considered to be a disorder that primarily affects skills involved in accurate and fluent word reading and spelling, it is well known that the condition has a range of other effects which could influence performance. Performance in an OSCE for candidates with dyslexia may also be impaired by difficulties with attention and concentration, sequencing, organisation, time management and prioritisation of tasks, reading under pressure, memory and recall, or lack of supportive measures …”

Section: Discussionmentioning

confidence: 99%

“…Although dyslexia is considered to be a disorder that primarily affects skills involved in accurate and fluent word reading and spelling, 25 it is well known that the condition has a range of other effects which could influence performance. Performance in an OSCE for candidates with dyslexia may also be impaired by difficulties with attention and concentration, 20 sequencing, organisation, time management and prioritisation of tasks, 26 reading under pressure, 20 memory and recall, 27,28 or lack of supportive measures. 29 It is also possible that candidates have greater familiarity with written examinations compared to OSCEs, and more opportunities to develop strategies and workarounds to address difficulties, because of increased exposure to the former throughout their educational career.…”

Section: Comparison With Other Studiesmentioning

confidence: 99%

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

et al. 2019

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Context High‐stakes medical examinations seek to be fair to all candidates, including an increasing proportion of trainee doctors with specific learning differences. We aimed to investigate the performance of doctors declaring dyslexia in the clinical skills assessment (CSA), an objective structured clinical examination for licensing UK general practitioners. Methods We employed a cross‐sectional design using performance and attribute data from candidates taking the CSA between 2010 and 2017. We compared candidates who declared dyslexia (‘early’ before their first attempt or ‘late’ after failing at least once) with those who did not, using multivariable negative binomial regression investigating the effect of declaring dyslexia on passing the CSA, accounting for relevant factors previously associated with performance, including number of attempts, initial score, sex, place of primary medical qualification and ethnicity. Results Of 20 879 CSA candidates, 598 (2.9%) declared that they had dyslexia. Candidates declaring dyslexia were more likely to be male (47.3% versus 37.8%; p < 0.001) and to have a non‐UK primary medical qualification (26.9% versus 22.4%; p < 0.01), but were no different in ethnicity compared with those who never declared dyslexia. Candidates who declared dyslexia late were significantly more likely to fail compared with those candidates who declared dyslexia early (40.6% versus 9.2%; p < 0.001) and were more likely to have a non‐UK medical qualification (79.3% versus 15.6%; p < 0.001) or come from a minority ethnic group (84.9% versus 39.2%; p < 0.001). The chance of passing was lower for candidates declaring dyslexia compared to those who never declared dyslexia and lower in those declaring late (incident rate ratio [IRR], 0.82; 95% confidence interval [CI], 0.70–0.96) compared with those declaring early (IRR, 0.95; 95% CI, 0.93–0.97). Conclusions A small proportion of candidates declaring dyslexia were less likely to pass the CSA, particularly if dyslexia was declared late. Further investigation of potential causes and solutions is needed.

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“…Its foundation is grounded in leadingedge research on clinical and experimental psychology. In recent years, evidence has emerged that there is a connection between dyslexia and some deficits in the executive domains [38][39][40][41]. Due to brain plasticity, the performance of several EFs can be improved by the systematic repetition of standardized exercises.…”

Section: Developmental Dyslexiamentioning

confidence: 99%

Engaging Children in Story Co-Creation for Effective Serious Games

Menestrina¹,

Pasqualotto

Venuti

et al. 2021

Sustainability

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Despite a growing interest in player-centred methods for serious games, little is known on how to achieve this goal in practice when prospective users are children. Foundational questions remain unanswered, such as to which design dimensions children should contribute, and how and when they should be engaged. This paper presents the methods and results of two studies that inspired Skies of Manawak, a game for developmental dyslexia remediation. The first study engaged 60 children (age 8–13) in 15 ideation workshops to highlight the story and aesthetics of the game. The second study engaged 258 children (age 8–11) in the comparative evaluation of the game demo with a commercial cognitive training system. The results proved the importance and complexity of the early involvement of children in design. Children strongly appreciated the demo, particularly the story their peers contributed to shaping. However, this story deviated from their desires in several critical dimensions. It had to reconcile gender stereotypes and the violence embedded in their narratives with the game’s purpose. An apparent conflict between designers and children’s values emerged, supporting the idea that children’s engagement in serious game design requires effective mediation to avoid compromising the purposes they intend to achieve.

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A review of prospective memory impairments in developmental dyslexia: evidence, explanations, and future directions

Cited by 13 publications

References 94 publications

Prospective memory in clinical populations

Prospective memory in clinical populations

Performance in candidates declaring versus those not declaring dyslexia in a licensing clinical examination

Engaging Children in Story Co-Creation for Effective Serious Games

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