The Abilities and Disabilities Associated with Adult Developmental Dyslexia

Everatt, John

doi:10.1111/1467-9817.00016

Cited by 50 publications

(61 citation statements)

References 18 publications

(26 reference statements)

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“…Review article be manifested as isolated or complex disorders of reading, writing, orthography, written speech, counting and music notation [6]. In works of German scientists difficulties in reading, writing and mathematics are denoted by the term «Lese-Rechtschreibshwache» [7].…”

Section: Social Sciencementioning

confidence: 99%

“…This deficit is usually phonologic, and it can in further prevent formation of writing skills [34]. Similarly to languages with the alphabet system, phonologic adaptation is also important for teaching reading in languages with the hieroglyphic system, for example, Chinese [6]. Chinese children with dyslexia have the lower level of phonetic adaptation and difficulties in studying the other language, English [6].…”

Section: Review Articlementioning

confidence: 99%

“…Similarly to languages with the alphabet system, phonologic adaptation is also important for teaching reading in languages with the hieroglyphic system, for example, Chinese [6]. Chinese children with dyslexia have the lower level of phonetic adaptation and difficulties in studying the other language, English [6]. They demonstrated the decrease of activation in temporal-sincipital brain zone at making tasks in English [35].…”

Section: Review Articlementioning

confidence: 99%

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Analysis of Modern Views on the Etiology of Dysgraphia

Журавльова

2018

EUREKA: Social and Humanities

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The article considers the problem of dysgraphia as one of types of written speech disorders, studied by speech therapists, psychologists, neurophysiologists and neuropsychologists of different countries for more than hundred years, but still one of most difficult and urgent till now. It is explained, that writing disorders are denoted in the special literature by the term “dysgraphia”. It is noted, that the term “dyslexia” is actively used by foreign scientists. In several countries (USA, UK) writing disorders are considered as ones, accompanied by dyslexia. Using the term «dyslexia», foreign scientists understand it as difficulties in mastering sign activity, first of all reading and writing. It is accented, that in works of German scientists difficulties in reading, writing and mathematics are denoted by the term «Lese-Rechtschreibshwache». French scientists interpret mistakes in letter denotation of the sound composition of a word in writing and orthographical mistakes as «Dysorthographie», «D’orthographie». It is accented, that the question of the dysgraphia essence still insufficiently studied for today, despite its complex studying in different aspects: clinical, pedagogical, psychophysiologic, neurophysiologic, psychogenetic, psychological-pedagogical, psycholinguistic, neuropsychological. At that certain questions, connected with writing disorders, are interpreted ambiguously, sometimes contradictorily. One of such questions is causes of dysgraphia appearance. It is noted, that three different conceptions are separated in studies, devoted to the dysgraphia etiology: functional, organic and genetic determination; the influence of unfavorable factors in prenatal, natal and postnatal periods; importance of social causes of dysgraphia. It is explained, that studies of dysgraphia in the psychogenetic aspect indicate that disorders of written speech often have the hereditary character. From the clinical point of view, written speech disorders in children are considered as results of the minimal cerebral dysfunction. Scientists’ views on this problem in the neurophysiologic aspect are considered. It is noted, that difficulties in writing skills formation are the result of the whole complex of etiologic factors. Each of the mentioned factors, moreover their combination, can become a cause of difficulties in writing skills formation.

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Section: Social Sciencementioning

confidence: 99%

Section: Review Articlementioning

confidence: 99%

Section: Review Articlementioning

confidence: 99%

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Analysis of Modern Views on the Etiology of Dysgraphia

Журавльова

2018

EUREKA: Social and Humanities

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“…The most commonly altered components of reading skills in adults with dyslexia are reading luency and reading accuracy [13]. Considering these speciic characteristics in adults, a reading specialist should participate in the counseling for intervention and adaptations during high school and continuing education.…”

Section: The Role Of Speech-language Pathology On the Educational Advmentioning

confidence: 99%

“…Another important aspect of dyslexia and other speciic learning disabilities is its pervasive and persistent nature [13]. There is to say, that even though the major impact of dyslexia is in the initial phase of reading acquisition process, some diiculties may resist through adulthood [12].…”

Section: Introductionmentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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Speech-language pathologists have been actively involved with the assessment and intervention processes of language disorders, especially concerning the child population. Regarding their professional role toward reading disorders, other professionals have been equally involved with the learning process such as educational psychologists, educators, for instance. It is therefore less clear of the involvement and possible role of speech-language pathologists, focused on adolescent and young adults with reading diiculties that may interfere with the learning processes. The aim of this chapter is to discuss the competences of speech-language pathologists and their essential role in the clinical setings with reading disorders, not only with children but also at later stages in the schooling process. Additionally, it will be discussed of the role of these professionals as a part of the school team in order to advice best practices of language-related learning processes, as well as to work with students who need special education adaptations, in all ages.

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An eye for the unusual: creative thinking in dyslexics

1999

Self Cite

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This article describes a series of studies investigating the relationship between developmental dyslexia and creative talents. Tasks performed by the subjects included: finding alternative uses for objects, producing drawn objects from basic shapes, completing a self-report inventory which assessed innovative styles of thinking, and the solving of problems which required some form of insightful thinking. The data indicated both differences between dyslexics and non-dyslexics and differences across age groups. Compared with non-dyslexics, dyslexic adults presented consistent evidence of greater creativity in tasks requiring novelty or insight and more innovative styles of thinking; in contrast, dyslexic primary and secondary school children performed on a level with their non-dyslexic peers on a test which involved making drawings from a number of different shapes (figural creativity). Little evidence was found for an association between creativity and enhanced visuo-spatial skills or between creativity and handedness. Despite evidence being provided for the hypothesized creative talents of dyslexics, it was not possible to confirm that these talents were constitutional in nature or that they were associated with enhanced functioning of the right hemisphere.

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The Abilities and Disabilities Associated with Adult Developmental Dyslexia

Cited by 50 publications

References 18 publications

Analysis of Modern Views on the Etiology of Dysgraphia

Analysis of Modern Views on the Etiology of Dysgraphia

Reading Disorders and the Role of Speech-Language Pathologists

An eye for the unusual: creative thinking in dyslexics

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