Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography

Dyslexia ◽  
2017 ◽  
Vol 23 (4) ◽  
pp. 387-405 ◽  
Author(s):  
Paola Angelelli ◽  
Chiara Valeria Marinelli ◽  
Marinella De Salvatore ◽  
Cristina Burani
Keyword(s):  
Developmental Dyslexia ◽  
Italian Children ◽  
Reading And Spelling

Treatment of a case of phonological alexia with agraphia using the Auditory Discrimination in Depth (ADD) Program

1998 ◽  
Vol 4 (6) ◽  
pp. 608-620 ◽  
Author(s):  
TIM W. CONWAY ◽  
PATRICIA HEILMAN ◽  
LESLIE J.G. ROTHI ◽  
ANN W. ALEXANDER ◽  
JOHN ADAIR ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Developmental Dyslexia ◽  
Oral Language ◽  
Word Reading ◽  
Auditory Discrimination ◽  
Probe Design ◽  
Treatment Gains ◽  
The Individual ◽  
Phonological Errors ◽  
Reading And Spelling

Phonological alexia and agraphia are acquired disorders characterized by an impaired ability to convert graphemes to phonemes (alexia) or phonemes to graphemes (agraphia). These disorders result in phonological errors typified by adding, omitting, shifting, or repeating phonemes in words during reading or graphemes when spelling. In developmental dyslexia, similar phonological errors are believed to result from deficient phonological awareness, an oral language skill that manifests itself in the ability to notice, think about, or manipulate the individual sounds in words. The Auditory Discrimination in Depth (ADD) program has been reported to train phonological awareness in developmental dyslexia and dysgraphia. We used a multiple-probe design to evaluate the ADD program's effectiveness with a patient with a mild phonological alexia and mixed agraphia following a left hemisphere infarction. Large gains in phonological awareness, reading and spelling nonwords, and reading and spelling real words were demonstrated. A follow-up reassessment, 2 months posttreatment, found the patient had maintained treatment gains in phonological awareness and reading, and attained additional improvement in real word reading. (JINS, 1998, 4, 608–620.)

Cognitive Profiles of Italian Children With Developmental Dyslexia

2014 ◽  
Vol 49 (4) ◽  
pp. 437-452 ◽  
Author(s):  
Valentina Tobia ◽  
Gian Marco Marzocchi
Keyword(s):  
Developmental Dyslexia ◽  
Cognitive Profiles ◽  
Italian Children

scholarly journals A psychometric evaluation of developmental dyslexia in italian children

Cortex ◽  
1969 ◽  
Vol 5 (1) ◽  
pp. 15-26 ◽  
Author(s):  
P. Faglioni ◽  
B. Gatti ◽  
A.M. Paganoni ◽  
A. Robutti
Keyword(s):  
Developmental Dyslexia ◽  
Psychometric Evaluation ◽  
Italian Children

scholarly journals Timing anticipation in adults and children with Developmental Dyslexia: evidence of an inefficient mechanism

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Elena Pagliarini ◽  
Lisa Scocchia ◽  
Elisa Granocchio ◽  
Daniela Sarti ◽  
Natale Stucchi ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Music Perception ◽  
Learning Disorder ◽  
Timing Error ◽  
Learning To Read ◽  
Underlying Factor ◽  
Sensory Event ◽  
Timing System ◽  
Adults And Children ◽  
Italian Children

Abstract Developmental Dyslexia (DD) is a learning disorder characterized by specific difficulties in learning to read accurately and fluently, which has been generally explained in terms of phonological deficits. Recent research has shown that individuals with DD experience timing difficulties in the domains of language, music perception and motor control, probably due to impaired rhythmic perception, suggesting that timing deficit might be a key underlying factor to explain such a variety of difficulties. The present work presents two experiments aimed at assessing the anticipatory ability on a given rhythm of 9-year old Italian children and Italian adults with and without DD. Both adults and children with DD displayed a greater timing error and were more variable than controls in high predictable stimuli. No difference between participants with and without DD was found in the control condition, in which the uncertain timing of the beat did not permit the extraction of regularities. These results suggest that both children and adults with DD are unable to exploit temporal regularities to efficiently anticipate the next sensory event whereas control participants easily are. By showing that the anticipatory timing system of individuals with Developmental Dyslexia appears affected, this study adds another piece of evidence to the multifaceted reality of Developmental Dyslexia.

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