Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Drigas, Athanasios; Batziaka, Elektra

doi:10.3991/ijet.v11i02.5193

Cited by 7 publications

(3 citation statements)

References 16 publications

(40 reference statements)

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“…Once identified, individuals with dyslexia will benefit from programs targeting letters and phonemes as well as tasks addressing reading strategies. Word training and decoding skills, and the use of computers to aid in writing have also proven beneficial to this population, in individuals as young as kindergarten age [10,46].…”

Section: Intervention Strategiesmentioning

confidence: 99%

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Roitsch¹,

Watson²

2019

SJEDU

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Background: Dyslexia is a developmental brain-based type of learning disability that affects a person's ability to read and spell words. Best estimates place 5 percent to 10 percent of the population with the condition, but the incidence of dyslexia is challenging to pinpoint, as the definition of dyslexia varies throughout research. Objective: The purpose of this article is to provide an overview of dyslexia, its characteristics, assessment and identification, and intervention techniques for the condition. Results: Although the disorder varies from person to person, common characteristics among people with dyslexia include difficulty with phonological skills, low accuracy and fluency of reading, poor spelling, and/or rapid visual-verbal responding. Dyslexia is a neurological condition and can be inherited, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia. Identification of dyslexia early requires recognition of characteristics such as difficulty associating sounds with letters, reading dysfluencies, spelling difficulties, challenges with written expression and poor handwriting. Dyslexia assessments can guide professions in ways to best administer treatment, such as via strategies to enhance word training and improve decoding skills. All of these interventions have shown to benefit the reading and writing abilities of persons with dyslexia. Conclusions: The unique nature and presentation of dyslexia varies among individuals. The importance of understanding as much as possible and keeping abreast of the assessment and intervention strategies available is critical to minimizing the long-term effects of dyslexia.

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Section: Intervention Strategiesmentioning

confidence: 99%

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

Roitsch¹,

Watson²

2019

SJEDU

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“…By complementing therapeutic interventions and traditional teaching, they address the aforementioned disadvantages of TI and offer new opportunities to engage the learner (se also Table 1). Based on literature reviews, we conclude that CBI and ICT can have positive effects on dyslexic children's learning development [41] and that they facilitate literacy acquisition for dyslexic children by minimizing difficulties in learning to read and write [42].…”

Section: Omputer -Based Interventionsmentioning

confidence: 97%

How to train your syllable stress awareness - A digital game-based intervention for German dyslexic children

Holz

Brandelik²,

Beuttler

et al. 2018

IJSG

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Developmental dyslexia is one of the most frequent learning disorders and affects 4-10 % of the German population. The learning disorder affects educational, personal, and social development of children in a negative way. We examine three different approaches to treat learning disorders. That is, therapeutic, computer-based, and digital game-based interventions. We reflect on the advantages and disadvantages of these approaches that have been shown to be supportive for dyslexic primary-school children. Our literature review shows that there is a lack of digital game-based interventions for the treatment of spelling disorders. To fill this gap, we propose such a mobile serious game which uses evidence-based trainings and introduces novel features in order to help dyslexic children to improve their reading and spelling performance. We propose an intervention to train awareness of syllable stress and explore the innovative use of mouth motor activities and embodied trainings. To conclude, we suggest that, in addition to traditional approaches, digital-game based approaches should be used supplementary to (re-) engage and motivate learners.

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“…Thanks to the application Paper-based Pen children with learning difficulties or memory deficiency can take notes, while by touching the "intelligent" pen they are able to listen again to the course lecture [39]. The application COGITO includes exercises aiming to strengthen memory [55], while the application APLo helps in identifying learning difficulties [19]. A particularly popular application is CoPS, as it checks the memory of children aged 4 to 8 years, while the application AWMA is designed for children with deficiencies in working memory and consists of two types: a short one (AWMA-S) and an extended one (AWMA-L) [23,27,44].…”

Section: Ict and Working Memorymentioning

confidence: 99%

Nutrition and techniques for memory’s enhancement in children with special learning difficulties and the role of ICTs

Maria Lialiou

2024

Int. J. Sci. Res. Arch.

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Specific learning difficulties are neurodevelopmental disorders connected to deficits in working memory. As the suitable nutrition affects both brain devlopment and memory function, it affects positively the ways of coping with learning difficulties. The specific articlee attempts to locate, by means of a literature review, the nutritional elements that are beneficiary in the case of children with learning difficulties, and also to seek the most suitable strategies for the enhancement of their memory. Based on conclusions it was found that the adoption of a balanced diet consisting of fatty acids trace elements, amino acids, metals and vitamins minimizes the possibility for the appearance of specific learning difficulties. Research has also led to the conclusion that the utilization of ICT, the conquest of metacognition, breathing techniques, the pivotal role of exercise, quality sleep and clinical hypnosis are crucial intervention methods for the enhancement of the memory of children with specific learning difficulties.

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Dyslexia and ICTs, Assessment and Early Intervention in Kindergarten

Cited by 7 publications

References 16 publications

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention

How to train your syllable stress awareness - A digital game-based intervention for German dyslexic children

Nutrition and techniques for memory’s enhancement in children with special learning difficulties and the role of ICTs

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