An investigation into early acquired dyslexia

Brousseau, Geri; Saunders, Cory D.

doi:10.1080/13554790802680305

Cited by 2 publications

(1 citation statement)

References 41 publications

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“…Generally, dyslexia known as reading disorder, involves various difficulties in reading, spelling, and slowness in processing written symbols, despite adequate teaching, normal intelligence, and unimpaired sensory functions [8]. It is divided into developmental and acquired dyslexia (AD), which concerns the loss or deterioration of reading skills due to brain injury [9]. It is classified as phonological dyslexia [10,11], surface dyslexia [12,13], and deep dyslexia [10].…”

Section: Introductionmentioning

confidence: 99%

Identifying Acquired Dyslexia and Dysgraphia Patterns in Greek Patients After Traumatic and Non-Traumatic Brain Disorders

Zakopoulou¹,

Magou²,

Tsamis³

et al. 2023

Act Scie Neuro

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Introduction: Acquired reading and writing difficulties, characterized as acquired dyslexia (AD) and dysgraphia (ADg), are potentially unique patterns of communication disabilities observed after traumatic and non-traumatic brain disorders (T-nTBDs).Objectives: In this study, we investigated whether a very early differential diagnosis between AD/ADg and Aphasia is attainable. We sought to form, analyze, and interpret well-defined AD/ADg, aphasia-differentiated, diagnostic profiles.Methods: A total of 23 Greek patients with T-nTBDs, with no previous history of language disabilities, were recruited. All patients were administered the Western Aphasia Battery (WAB) and Dyslexia Adults Screening Test (DAST), before and six months after completing a systematic rehabilitation program.Results: 24% of patients were diagnosed with AD/ADg as the predominant disorder at two testing stages, while surface AD/ADg types were underlined. In both testing stages, the highest ' At-Risk' for Dyslexia Quotient was recorded in the domains of reading, writing, spelling, and rapid naming. Statistically significant correlations were also observed between these domains. After a six months speech and language therapy not tailored to AD/ADg difficulties, identical reading and writing deficits to the baseline examination were observed. Conclusions:The findings showed that a number of patients with T-nTBDs exhibit unique AD and ADg patterns, aphasia differentiated, and potentially identified at a very early diagnostic stage. They underlined specific skills affected, highlighting a system of complex interactions in the lexical retrieval route of the reading and writing process, reflecting surface dyslexia and dysgraphia. Such findings particularly emphasize the importance of developing effective, AD/ADg oriented treatments.

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