Pub Date : 2022-01-05DOI: 10.5772/intechopen.101163
C. Potter
This chapter provides a model for classification of dyslexia, dysgraphia and dyscalculia through analysis of the response of children to treatment. The model is discussed with reference to the types of multivariate treatment applied in a particular programme which works interactively online using an electronic data-base for linking functional difficulties in learning to treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Firm classification becomes possible through longitudinal assessment, analysis of response to multivariate intervention as well as response to specific programmes. Diagnosis can then be linked both to concessions as well as ongoing treatment.
{"title":"Dyslexia, Dysgraphia and Dyscalculia: A Response to Intervention Approach to Classification","authors":"C. Potter","doi":"10.5772/intechopen.101163","DOIUrl":"https://doi.org/10.5772/intechopen.101163","url":null,"abstract":"This chapter provides a model for classification of dyslexia, dysgraphia and dyscalculia through analysis of the response of children to treatment. The model is discussed with reference to the types of multivariate treatment applied in a particular programme which works interactively online using an electronic data-base for linking functional difficulties in learning to treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Firm classification becomes possible through longitudinal assessment, analysis of response to multivariate intervention as well as response to specific programmes. Diagnosis can then be linked both to concessions as well as ongoing treatment.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115572826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.5772/intechopen.100809
Vinutha U. Muktamath, Priya R. Hegde, Samreen Chand
The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.
{"title":"Types of Specific Learning Disability","authors":"Vinutha U. Muktamath, Priya R. Hegde, Samreen Chand","doi":"10.5772/intechopen.100809","DOIUrl":"https://doi.org/10.5772/intechopen.100809","url":null,"abstract":"The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia ,dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities , visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127187599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.5772/intechopen.101425
Ayodeji Olayemi Obafemi
For the 10% of individuals in Nigeria that have utilized a wearable gadget, an increment in use is expected sooner rather than later. The utilization of Smartwatch innovation has been accounted for in numerous instructive practices; suppliers have utilized smartwatches for an assortment of purposes including addresses, courses, and online classes. Be that as it may, the impacts of Smartwatch innovation on the quality and adequacy of upgrading instructive headway in colleges and bastions of learning stay obscure. Input components that are unpretentious and productive in preparing enormous information continuously are needful to gauge quality learning experience in such huge homeroom settings. With the most recent effect of infiltration and reception of web and portable advancements in most creating areas, wearable innovation is an achievable answer for oversee and screen homeroom inclusion; as continuous understudy criticism can be coordinated in the plan and conveyance of guidance all through the study hall. The outcomes from SPSS statistical analyses of the data gathered exhibited suppliers' high proclivity for utilizing Smartwatch gadgets for instruction and dissemination of lecture curriculum and educational plan, yet further exploration is expected to distinguish components by which keen frameworks can be incorporated into the schedules and work processes of lecturers and students.
{"title":"Lecturers Awareness, Inclusion and Implementation of Wearable Device as a Means of Enhancing Educational Development in Nigerian Universities","authors":"Ayodeji Olayemi Obafemi","doi":"10.5772/intechopen.101425","DOIUrl":"https://doi.org/10.5772/intechopen.101425","url":null,"abstract":"For the 10% of individuals in Nigeria that have utilized a wearable gadget, an increment in use is expected sooner rather than later. The utilization of Smartwatch innovation has been accounted for in numerous instructive practices; suppliers have utilized smartwatches for an assortment of purposes including addresses, courses, and online classes. Be that as it may, the impacts of Smartwatch innovation on the quality and adequacy of upgrading instructive headway in colleges and bastions of learning stay obscure. Input components that are unpretentious and productive in preparing enormous information continuously are needful to gauge quality learning experience in such huge homeroom settings. With the most recent effect of infiltration and reception of web and portable advancements in most creating areas, wearable innovation is an achievable answer for oversee and screen homeroom inclusion; as continuous understudy criticism can be coordinated in the plan and conveyance of guidance all through the study hall. The outcomes from SPSS statistical analyses of the data gathered exhibited suppliers' high proclivity for utilizing Smartwatch gadgets for instruction and dissemination of lecture curriculum and educational plan, yet further exploration is expected to distinguish components by which keen frameworks can be incorporated into the schedules and work processes of lecturers and students.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115953397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.5772/intechopen.100807
Sambhu Prasad, R. Sagar
Dyslexia is a specific learning disability can be explained with number of biological and neuropsychological theories. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The available research in this field show that there is impairment in processing the sensory input that enters the nervous system. It also indicate that there are problem in phonological decoding. There are various educational interventions and programs to address dyslexia which includes regular teaching in small group, a learning support assistant like a specialist teacher, policy interventions etc. The basic strategies of intervention focus on phonemic skill such as the ability to identify and process word sounds.
{"title":"Learning Disorder (Dyslexia): An Overview Description of the Entity through Available Researches","authors":"Sambhu Prasad, R. Sagar","doi":"10.5772/intechopen.100807","DOIUrl":"https://doi.org/10.5772/intechopen.100807","url":null,"abstract":"Dyslexia is a specific learning disability can be explained with number of biological and neuropsychological theories. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The available research in this field show that there is impairment in processing the sensory input that enters the nervous system. It also indicate that there are problem in phonological decoding. There are various educational interventions and programs to address dyslexia which includes regular teaching in small group, a learning support assistant like a specialist teacher, policy interventions etc. The basic strategies of intervention focus on phonemic skill such as the ability to identify and process word sounds.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128689771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.5772/intechopen.100808
A. Løhre
Impaired attention is known as a pervasive behaviour disturbance, with a negative influence on learning processes. Attention deficit is one of the main symptoms of Attention Deficits Hyperactive Disorder, ADHD. Further, impaired attention is often part of learning disorders in dyslexia and dyscalculia as well as in students with no medical diagnoses. In schools and higher education knowledge on attention and challenges caused by impaired attention, is typically scarce. Hence, this chapter aims to inform educational institutions by applying Mirsky’s model of attention, discuss challenges of impaired attention, and point to intervention effects. The positive effects of real-life interventions comprising target shooting practice are explained by immediate neurofeedback combined with individual adaption and caring. Moreover, as previously hypothesised, the sequential order of behaviour at the shooting range may benefit students with impaired attention. The term concentration is frequently used in Norwegian schools and counselling services. A definition of concentration in natural situations is suggested, and possible overlaps between concentration and attention are discussed. The chapter opens for empirical and theoretical questions and hopes for more research on target shooting practice as well as on other educational programmes applying neurofeedback in the school context to investigate attention.
{"title":"Attention and Learning Disabilities","authors":"A. Løhre","doi":"10.5772/intechopen.100808","DOIUrl":"https://doi.org/10.5772/intechopen.100808","url":null,"abstract":"Impaired attention is known as a pervasive behaviour disturbance, with a negative influence on learning processes. Attention deficit is one of the main symptoms of Attention Deficits Hyperactive Disorder, ADHD. Further, impaired attention is often part of learning disorders in dyslexia and dyscalculia as well as in students with no medical diagnoses. In schools and higher education knowledge on attention and challenges caused by impaired attention, is typically scarce. Hence, this chapter aims to inform educational institutions by applying Mirsky’s model of attention, discuss challenges of impaired attention, and point to intervention effects. The positive effects of real-life interventions comprising target shooting practice are explained by immediate neurofeedback combined with individual adaption and caring. Moreover, as previously hypothesised, the sequential order of behaviour at the shooting range may benefit students with impaired attention. The term concentration is frequently used in Norwegian schools and counselling services. A definition of concentration in natural situations is suggested, and possible overlaps between concentration and attention are discussed. The chapter opens for empirical and theoretical questions and hopes for more research on target shooting practice as well as on other educational programmes applying neurofeedback in the school context to investigate attention.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121703473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-25DOI: 10.5772/intechopen.100537
Hagit Friedman
Autism spectrum disorder (ASD) is the joint name for neurodevelopmental impairments characterized by abnormal social interaction, communication difficulties, limited range of activities and areas of interest, and typical motor impairments. There is a remarkable increase in the prevalence of ASD over the past 30 years. Studies indicate that genetic, neurological, and environmental factors are involved in the emergence of ASD, and recent works describe the neuromolecular mechanism implicated in the basis of ASD. 3LT has now developed into a therapeutic procedure that is used for three main goals: to reduce inflammation, edema, and chronic orthopedic disorders; to promote healing of wounds, deeper tissues, and nerves; and to treat neurological injuries and pain. 3LT may treat neurological injuries by lowering levels of inflammation proteins and by stimulation of mitochondria to increase the production of adenosine triphosphate and neural growth factors. This review aims to discuss the current evidence for the effects and mechanisms of 3LT at the cellular level and the effects of 3LT-induced changes in brain development and function. Early and effective intervention, through the developmental time window of high ASD susceptibility, using tools that are directed to the mechanism of pathology, may minimize neurological and functional deficits.
{"title":"Autism Spectrum Disorder (ASD): From Molecular Mechanism to Novel Therapeutic Approach","authors":"Hagit Friedman","doi":"10.5772/intechopen.100537","DOIUrl":"https://doi.org/10.5772/intechopen.100537","url":null,"abstract":"Autism spectrum disorder (ASD) is the joint name for neurodevelopmental impairments characterized by abnormal social interaction, communication difficulties, limited range of activities and areas of interest, and typical motor impairments. There is a remarkable increase in the prevalence of ASD over the past 30 years. Studies indicate that genetic, neurological, and environmental factors are involved in the emergence of ASD, and recent works describe the neuromolecular mechanism implicated in the basis of ASD. 3LT has now developed into a therapeutic procedure that is used for three main goals: to reduce inflammation, edema, and chronic orthopedic disorders; to promote healing of wounds, deeper tissues, and nerves; and to treat neurological injuries and pain. 3LT may treat neurological injuries by lowering levels of inflammation proteins and by stimulation of mitochondria to increase the production of adenosine triphosphate and neural growth factors. This review aims to discuss the current evidence for the effects and mechanisms of 3LT at the cellular level and the effects of 3LT-induced changes in brain development and function. Early and effective intervention, through the developmental time window of high ASD susceptibility, using tools that are directed to the mechanism of pathology, may minimize neurological and functional deficits.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116069106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-23DOI: 10.5772/intechopen.99803
N. Rousseau, M-P Dumont, Carl Beaudoin
In the context where dyslexic and dysorthographic students have great difficulties in writing, this study aims to describe and analyze the perceived relationship between the use of assistive technologies (AT) in writing situations as well as academic self-perception, feeling of self-efficacy and exam anxiety in dyslexic and dysorthographic students. Using standardized questionnaires and semi-structured interviews, data were collected at the beginning and end of the school year from 28 dyslexic and dysorthographic students aged 12 to 13. In terms of quantitative analyses, the average score for each of the scales on the questionnaires was calculated. As for the qualitative data, they were analyzed using a network analysis approach. The main results show that students who can use ATs in a writing situation have a significantly higher self-perception and feeling of self-efficacy than those who do not. Moreover, their use is promising since it is associated with less anxiety at the time of exams at both measurement times. The results obtained are discussed in relation to actions to be encouraged in schools.
{"title":"The Use of Assistive Technologies in Writing Situations with Dyslexic and Dysorthographic Students","authors":"N. Rousseau, M-P Dumont, Carl Beaudoin","doi":"10.5772/intechopen.99803","DOIUrl":"https://doi.org/10.5772/intechopen.99803","url":null,"abstract":"In the context where dyslexic and dysorthographic students have great difficulties in writing, this study aims to describe and analyze the perceived relationship between the use of assistive technologies (AT) in writing situations as well as academic self-perception, feeling of self-efficacy and exam anxiety in dyslexic and dysorthographic students. Using standardized questionnaires and semi-structured interviews, data were collected at the beginning and end of the school year from 28 dyslexic and dysorthographic students aged 12 to 13. In terms of quantitative analyses, the average score for each of the scales on the questionnaires was calculated. As for the qualitative data, they were analyzed using a network analysis approach. The main results show that students who can use ATs in a writing situation have a significantly higher self-perception and feeling of self-efficacy than those who do not. Moreover, their use is promising since it is associated with less anxiety at the time of exams at both measurement times. The results obtained are discussed in relation to actions to be encouraged in schools.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127504332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.5772/intechopen.99867
T. Kubota
Neurodevelopmental disorders, such as autism spectrum disorder, attention deficit hyperactive disorder, and learning disabilities, are heterogeneous conditions that are thought to have a multifactorial etiology including congenital genetic abnormalities and acquired environmental factors. Epigenetics is a biological mechanism that controls gene expression based on chemical modifications of DNA and chromosomal histone proteins. Environmental factors, such as severe mental stress, have been demonstrated to alter gene expression by changing epigenetic chemical modifications in the brain. Therefore, epigenetics is not only involved in congenital autism spectrum disorder-like conditions (e.g., Prader-Willi syndrome and Rett syndrome) but may also be involved in acquired attention deficit hyperactive disorder-like conditions (e.g., via child abuse and neglect). In this chapter, we introduce the basis of the epigenetic mechanism and the recent biological understanding of neurodevelopmental disorders based on epigenetics, which is a new genetic concept not only in medicine but also in education, which bridges internal brain mechanisms and external environmental factors.
{"title":"Biological Understanding of Neurodevelopmental Disorders Based on Epigenetics, a New Genetic Concept in Education","authors":"T. Kubota","doi":"10.5772/intechopen.99867","DOIUrl":"https://doi.org/10.5772/intechopen.99867","url":null,"abstract":"Neurodevelopmental disorders, such as autism spectrum disorder, attention deficit hyperactive disorder, and learning disabilities, are heterogeneous conditions that are thought to have a multifactorial etiology including congenital genetic abnormalities and acquired environmental factors. Epigenetics is a biological mechanism that controls gene expression based on chemical modifications of DNA and chromosomal histone proteins. Environmental factors, such as severe mental stress, have been demonstrated to alter gene expression by changing epigenetic chemical modifications in the brain. Therefore, epigenetics is not only involved in congenital autism spectrum disorder-like conditions (e.g., Prader-Willi syndrome and Rett syndrome) but may also be involved in acquired attention deficit hyperactive disorder-like conditions (e.g., via child abuse and neglect). In this chapter, we introduce the basis of the epigenetic mechanism and the recent biological understanding of neurodevelopmental disorders based on epigenetics, which is a new genetic concept not only in medicine but also in education, which bridges internal brain mechanisms and external environmental factors.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132459163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.5772/intechopen.99570
Dale H. Schunk, Maria K. DiBenedetto
This chapter will discuss the roles of self-regulation and self-efficacy in students with learning disabilities. The guiding conceptual framework is based in social cognitive theory. In this theory, self-efficacy is a key motivational variable and self-regulation is a means for persons to develop a sense of agency, or the belief that they can exert a large degree of control over outcomes in their lives. Following a description of the theory, research is presented showing the operation of self-regulation and self-efficacy in students with learning disabilities. Future research directions are suggested, and implications of theory and research for educational practice are discussed.
{"title":"Self-Regulation, Self-Efficacy, and Learning Disabilities","authors":"Dale H. Schunk, Maria K. DiBenedetto","doi":"10.5772/intechopen.99570","DOIUrl":"https://doi.org/10.5772/intechopen.99570","url":null,"abstract":"This chapter will discuss the roles of self-regulation and self-efficacy in students with learning disabilities. The guiding conceptual framework is based in social cognitive theory. In this theory, self-efficacy is a key motivational variable and self-regulation is a means for persons to develop a sense of agency, or the belief that they can exert a large degree of control over outcomes in their lives. Following a description of the theory, research is presented showing the operation of self-regulation and self-efficacy in students with learning disabilities. Future research directions are suggested, and implications of theory and research for educational practice are discussed.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130827958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.5772/intechopen.99871
A. Adel, M. Saleh
Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.
{"title":"Phonological Deficit Traits in Verbal Language of Dyslexics","authors":"A. Adel, M. Saleh","doi":"10.5772/intechopen.99871","DOIUrl":"https://doi.org/10.5772/intechopen.99871","url":null,"abstract":"Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.","PeriodicalId":197151,"journal":{"name":"Learning Disabilities [Working Title]","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130878462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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