Strengths and difficulties in children with specific learning disabilities

Ayar, Ganime; Yalçin, Sıddıka Songül; Artan, Özge Tanıdır; Güneş, Hasan Tahsin; Çöp, Esra

doi:10.1111/cch.12903

Cited by 8 publications

(7 citation statements)

References 34 publications

(51 reference statements)

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“…Mogasale et al [33] found a higher percentage of parents of students with learning disabilities including dysgraphia had an institute and higher level. However, in a study conducted in 2022 in Turkey, the difference was more significant for low mothers' education [34].…”

Section: Figure 1 the Prevalence Of Dysgraphic Studentsmentioning

confidence: 85%

Lifetime prevalence of dysgraphia and associated family environment characteristics in primary schools

Abed¹,

Abbas²,

Dawood³

2023

IJPHS

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The current study was designed to screen and observe dysgraphia in primary schools in Wassit governorate in Iraq. In addition, to identify the presence of any family environment characteristics associated with dysgraphia, a cross-sectional study has been applied during the period from 1st November 2018 to the end of March 2019, which was conducted on 421 students from public and private primary schools which were randomly selected. The lifetime prevalence of students with dysgraphia was 27% in the present study. Most students (53.2%) were equal to or less than 10 years old. In the population sample, dysgraphia prevailed more in boys than girls. Illiteracy was higher for the students who have fathers with dysgraphia (39.3%) as compared to the students who have non- dysgraphia fathers (29.4%). The difference was more significant for the age, gender, and level of education of parents (p<0.05). It was concluded that dysgraphia among primary school students aged 7-12 years occurs at a lifetime prevalence of nearly one-third of them. In our study, it was affirmed that dysgraphia is a problem that most commonly affects males more than females. It is important to note that the difference between the two groups was statistically significant in regard to age, gender, and level of education of parents.

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Section: Figure 1 the Prevalence Of Dysgraphic Studentsmentioning

confidence: 85%

Lifetime prevalence of dysgraphia and associated family environment characteristics in primary schools

Abed¹,

Abbas²,

Dawood³

2023

IJPHS

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“…The use of the SDQ scale in this study demonstrates that this assessment tool can be used in the area of ongoing monitoring of emotional problems and reading motivation in children with Dyslexia, in addition to identifying children with Dyslexia. In a further surprising finding, researcher Ayar and colleagues used the SDQ scale in a study of 278 school-aged children with specific learning disabilities (SLD), and the results showed that the SDQ scale was able to accurately determine whether the children had SLD (Ayar et al, 2022). According to the DSM-5 criteria (American Psychiatric Association Division of Research, 2013), SLD includes not only Dyslexia, but also dysgraphia, dyscalculia, and visual This means that the SDQ scale is also accurate in determining other types of specific learning disabilities.…”

Section: Content the Current Study Of Cognitive Assessment Of Dyslexiamentioning

confidence: 99%

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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“…Therefore, in pre-school years, it is necessary to focus on the language development of the child and to prepare teaching-learning environments that will support his/her language development. The quality of the experiences that a child gains during these ages will certainly affect his/her learning experiences in the following years (Hills et all, 2010;Yalcin, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Caregivers on the Language Development of Pre-School Children

DEMİREKİN

2023

EKEV Akademi Dergisi

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Bu çalışmada, sosyo-demografik özelliklerin, erken çocukluk döneminde normal gelişim gösteren ve ana dili Türkçe olan 2-7 yaş çocukların (N=80) dil gelişimleri üzerindeki etkileri araştırılmıştır. Mevcut durumu olduğu gibi betimlemeyi amaçlayan bir nicel araştırma yaklaşımı olan tarama modeli kullanılmıştıreri toplama aracı olarak 3-11 yaş arasındaki çocukların dil performanslarını hızlı ve kolay bir şekilde ortaya koyan Erken Dil Geliştirme Testi (TELD-3) kullanılmıştır. Aynı zamanda bakım veren bireylerin yaş, eğitim, bakım verme sürelerini belirleyen ve çocuğun okul öncesi eğitim alma durumunu, kardeş sayısını, anne ve baba yaşı ve eğitim durumunu belirleyen bir SosyoDemografik Bilgi Formu uygulanmıştır. Bakım verenlerin demografik özellikleri ve çocukların dil becerileri arasında anlamlı bir fark olup olmadığını görmek için t-testi ve varyans analizi yapılmıştır. Çalışmadaki bakım veren bireylerin çoğu çocuğa bir ya da iki yıldan bu yana bakım vermektedirler. Bakım veren bireylerin çocuğa ne kadar süre bakım verdiği ve sonuçta çocukların dil beceri puanlarında değişim olup olmadığı incelenmiş ve çalışma grubunda bakım süresinin dil becerilerine etkisinde anlamlı bir fark olmadığı belirlenmiştir. Bakım verenlerin yaşı ve çocukların dil becerileri üzerindeki etki düzeyi tek yönlü varyans analizi ile incelenerek yaşı orta yaş ve ileri düzeyde olan bakım verenlerde dil becerilerinin daha yüksek olduğu saptanmıştır. Sonuçta bakıcıların çocukların dil gelişimine önemli katkılarına ilişkin yorumlar ve öneriler sunulmuştur.

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Strengths and difficulties in children with specific learning disabilities

Cited by 8 publications

References 34 publications

Lifetime prevalence of dysgraphia and associated family environment characteristics in primary schools

Lifetime prevalence of dysgraphia and associated family environment characteristics in primary schools

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

The Effect of Caregivers on the Language Development of Pre-School Children

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