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

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

scholarly journals Visuo-Spatial Skills in Atypical Readers

2018 ◽  
Author(s):  
Maryam Trebeau Crogman ◽  
Jeffrey Gilger ◽  
Fumiko Hoeft
Keyword(s):  
Developmental Dyslexia ◽  
Empirical Data ◽  
Spatial Abilities ◽  
Future Research ◽  
Reading Disorder ◽  
Cognitive Profiles ◽  
Spatial Skills ◽  
Visual Spatial ◽  
Applied Approach ◽  
Processing Mechanisms

Atypical learners, including those with developmental dyslexia or reading disorder (RD) and twice exceptionality (2e), exhibit a wide variety of cognitive profiles. The empirical data reviewed in this chapter suggest that RD individuals as a group do not generally exhibit superior visual-spatial abilities, but there appear to be specific types of visuo-spatial (VS) skills that RD individuals may show strengths in. This may be particularly true for a subset of RD individuals who could be classified as 2e-RD. This chapter aims to highlight the need for a different theoretical and applied approach to how VS skills in RD populations are considered; it also suggests the need for different methodologies to assess those skills. Recommendations are made for future research to better characterize the VS aspects of the RD profile, their possible neurological underpinnings, and what may be unique VS processing mechanisms in RD and 2e-RD populations.

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.

Assessing phonological awareness in Italian children with and without developmental dyslexia: The contribution of a new pseudo-word blending task

2018 ◽  
Vol 39 (5) ◽  
pp. 470-489
Author(s):  
Maria Chiara Fastame ◽  
Anna Cardis ◽  
Daniela Callai
Keyword(s):  
Phonological Awareness ◽  
Developmental Dyslexia ◽  
Primary Schools ◽  
Short Term Memory ◽  
Analysis Of Covariance ◽  
Short Term ◽  
Reading Tests ◽  
Term Memory ◽  
Transparent Orthography ◽  
Italian Children

The current study investigated the capacity of a new test assessing phonological awareness to detect differences between Italian children with and without developmental dyslexia. Specifically, the task involves blending of a list of pseudo-words, and excludes lexical knowledge as a source of task performance. Fifty-four third to fifith Italian graders were presented a battery of tests assessing phonological awareness, reading, writing, and verbal short-term memory abilities. A multivariate analysis of covariance, with age as a covariate, revealed that proficient readers outperformed students with developmental dyslexia in all cognitive measures considered, except verbal short-term memory. Moreover, high concordance was found between the new pseudo-word blending task, and well-known word blending, writing, and reading tests, respectively. In conclusion, the new phonological awareness task seems to be a useful tool for the detection of poor blending abilities of Italian children and thus it could be used to screen phonological awareness in primary schools. Implications for school psychology research and practice, including across linguistic contexts, are emphasized; for example, the new blending task could aid discrimination of proficient and dyslexic readers speaking other languages characterized by a transparent orthography, such as Greek, Spanish, Turkish.

Clinical Decision-Making for Stroke and Aphasia in the Older Adult

2009 ◽  
Vol 14 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Jacqueline Hinckley
Keyword(s):  
Executive Function ◽  
Cerebrovascular Disease ◽  
Cognitive Abilities ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Cognitive Profile ◽  
Focal Lesion ◽  
Cognitive Profiles ◽  
Supportive Communication ◽  
Spaced Retrieval

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Verbal Working Memory ◽  
Typically Developing ◽  
Cognitive Profiles ◽  
Adhd Symptoms ◽  
Memory Processing ◽  
Numerical Processing ◽  
Hyperactivity Disorder ◽  
Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.


Factorial Structure of the SCAS and Its Relationship With the SDQ

2013 ◽  
Vol 29 (1) ◽  
pp. 28-35 ◽  
Author(s):  
Daniela Di Riso ◽  
Daphne Chessa ◽  
Andrea Bobbio ◽  
Adriana Lis
Keyword(s):  
Age Differences ◽  
Convergent Validity ◽  
Factor Model ◽  
Community Sample ◽  
Anxiety Symptoms ◽  
Factorial Structure ◽  
Confirmatory Factor ◽  
Culturally Based ◽  
Positive Correlations ◽  
Italian Children

The factorial structure of the Spence Children’s Anxiety Scale (SCAS; Spence, 1997 ) was examined in a community sample of 1,397 Italian children from 8 to 10 years old. Sex and age differences as regards anxiety symptoms were also analyzed. The convergent validity of the SCAS was explored through correlations with the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997 ). The use of confirmatory factor analysis supported the six correlated factor model of the SCAS with only minor differences compared to the original work by Spence (1997 ), and it was therefore named SCAS-it. Modifications to the original SCAS were supported by methodologically, theoretically, and culturally based arguments. The internal consistency of the SCAS-it was acceptable. Females displayed significantly higher levels of anxiety symptoms than males, while age differences were nonsignificant. Positive correlations were found between the SCAS-it and selected subscales of the SDQ. The results support the SCAS model, with few exceptions that do not threaten the utility of Spence’s tool.

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