Assessment of dyslexic children with EOG signals: Determining retrieving words/re-reading and skipping lines using convolutional neural networks

Latifoğlu, Fatma; İleri, Ramis; Demirci, Esra

doi:10.1016/j.chaos.2021.110721

Cited by 12 publications

(10 citation statements)

References 22 publications

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“…Early identification and intervention methods based on artificial intelligence are receiving increasing attention. Although little attention has been paid to interventions in relation to MD, many researchers in the field of RD research believe that machine learning can not only quickly and objectively identify RD but also improve the accuracy of screening and distinguish the subtypes of RD by integrating multi-modal indicators of children's behavior and neurological activity characteristics ( 90 ) to improve intervention quality ( 91 , 92 ). We found that parents and teachers of children with MD in China have limited abilities to identify children with MD and that they lack special education resources, resulting in a lack of intervention for these children.…”

Section: Discussionmentioning

confidence: 99%

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

Wang,

Long,

Wang

2024

Front. Public Health

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The prevalence of mathematical difficulties (MD) among primary school children in China and its related factors remain unclear. To provide a suitable foundation for formulating appropriate screening and intervention strategies, this study aimed to estimate the prevalence of MD and its possible factors among primary school children in China. Articles were identified from seven databases and included if they reported on the prevalence of MD among primary school children in China. A total of 30,881 articles were retrieved, 975 of which were subjected to full evaluation. In total, 54 studies involving 34,815 participants (mean age 9.86 ± 3.13 years) were included. Analyses were conducted using the Meta and Metafor packages in the statistical software environment R. We used meta-regression and subgroup analyses by variable type to evaluate the potential prevalence factors. The pooled prevalence of MD among primary school children in China was 8.97%, whereas the prevalence rates of MD in lower, middle, and upper primary schools were 11.57%, 10.07%, and 4.76%, respectively. The results showed that the prevalence of MD among primary school children in China was significantly related to grade level and the cut-off points selected for screening MD and that the prevalence of MD in middle primary school was higher in girls than in boys. The prevalence of MD in primary schools in China was slightly higher than that in countries such as the United Kingdom and the United States. The prevalence of MD was higher in the lower and middle grades of primary school. The grade level and cut-off points selected during MD screening were closely related to the prevalence of MD. More attention should be paid to girls with MD in middle primary school.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023410311, identifier: CRD42023410311.

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Section: Discussionmentioning

confidence: 99%

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

Wang,

Long,

Wang

2024

Front. Public Health

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“…The study showed that children with Dyslexia made more backward movements while reading text than healthy individuals (Latifoğlu et al, 2021). It is worth mentioning that scholars such as Nerušil and colleagues have also done research in recent years on the use of eye tracking to assess the accuracy of Dyslexia.…”

Section: The Current Study Of Neurobiology Technology Assessment Of D...mentioning

confidence: 97%

A Comparison Between Cognitive Assessment and Neurobiology Technology Assessment of Dyslexia: A Literature Review

Jing¹,

Yu²,

Motevalli³

2023

IJARBSS

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Dyslexia is a relatively common learning disability among school-age children, which manifests itself in varying degrees of impairment in reading, spelling, and writing. Because of the impact of dyslexia on the patient, evaluation and diagnosis of the disorder is essential. Recent studies on the assessment of Dyslexia have focused on cognitive assessment and neurobiology technology assessment. In this study, we collected studies on Dyslexia assessment in these two dimensions in the past five years and summarized the strengths and weaknesses of each study from a critical perspective to provide information and experience for future research in this field. Objective: The purpose of this study was to conduct a retrospective study. To explore the differences between the two assessment methods from cognitive assessment and neurobiology technology assessment for Dyslexia in the last five years and the advantages and disadvantages of each. Methods: A comprehensive review of the existing literature was conducted by querying scientific databases (such as Google Scholar, Scopus, and PubMed) using keywords pertinent to the topic under investigation. The selection criteria for the journal articles included only those published between 2018 and 2023, with the exception of seminal works considered classic literature. A meticulous evaluation of the titles, abstracts, and full texts of the selected articles was undertaken prior to their analysis and reporting. Finding: According to the findings, evaluating dyslexia using Neurobiology Technology assessment is a prospective trend. Conclusion: According to the research, cognitive assessment and Neurobiology Technology assessment have their respective strengths and weaknesses in assessing dyslexia. However, with the advancement of Neurobiology Technology, this assessment technique has the potential to provide more direct and accurate diagnoses of dyslexia, making it a promising trend for future development. Recommendation: Future researchers are able to utilize these results as a reference to further study on this issue.

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“…According to the World Health Organization's de nition, dyslexia (dyscalculia) is a state of reading or writing di culty in which an individual is not di erent from other individuals in terms of general intellectual motivation, life circumstances, and educational conditions, and has no signi cant visual, hearing, or neurological impairments, but his or her reading or writing performance is signi cantly below what it should be at the appropriate age [19][20][21][22][23]. Dyslexia is the most predominant type of learning disability, accounting for more than 70% of all children diagnosed with a learning disability.…”

Section: Dyslexiamentioning

confidence: 99%

Effect of Story Structure Instruction Based on Visual Analysis on Reading Comprehension Intervention for Dyslexic Students

Yang

2022

Computational Intelligence and Neuroscience

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The application of artificial intelligence (AI) technology in the field of dyslexia is becoming increasingly abundant. However, the content of related literature shows that there is still a lack of systematic and comprehensive research in this field at home and abroad. By outlining the development of AI technology, the meaning, causes, and classification of learning disabilities, the most representative studies on the application of AI technology in dyslexia education, including four aspects of diagnosis, intervention, assessment, and services are analyzed. The study finds that AI technology can improve the conditions suffering from dyslexia and dysgraphia, and can serve the education of dyslexic children as a technical tool to overcome dyslexia. By summarizing the effect of story structure teaching based on visual analysis on reading comprehension intervention for students with dyslexia, it can provide useful references and references for related research.

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Assessment of dyslexic children with EOG signals: Determining retrieving words/re-reading and skipping lines using convolutional neural networks

Cited by 12 publications

References 22 publications

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis

A Comparison Between Cognitive Assessment and Neurobiology Technology Assessment of Dyslexia: A Literature Review

Effect of Story Structure Instruction Based on Visual Analysis on Reading Comprehension Intervention for Dyslexic Students

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