Advances in Dyslexia

Dyslexia, also known as reading disorder, is characterized by trouble with reading despite normal intelligence. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. When someone who previously could read loses their ability, it is known as "alexia". The difficulties are involuntary and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.

Components of the Book:
  • Chapter 1
    Are There Shared Neural Correlates Between Dyslexia And Adhd? A Meta-Analysis Of Voxel-Based Morphometry Studies
  • Chapter 2
    Students With Specific Learning Disabilities Experiences Of Pre-Registration Physiotherapy Education: A Qualitative Study
  • Chapter 3
    Dyslexie Font Does Not Benefit Reading In Children With Or Without Dyslexia
  • Chapter 4
    Foreign Language Reading And Spelling In Gifted Students With Dyslexia In Secondary Education
  • Chapter 5
    Nl Reading Skills Mediate The Relationship Between Nl Phonological Processing Skills And A Foreign Language (Fl) Reading Skills In Students With And Without Dyslexia: A Case Of A Nl (Polish) And Fl (English) With Different Degrees Of Orthographic Consistency
  • Chapter 6
    Predictors For Grade 6 Reading In Children At Familial Risk Of Dyslexia
  • Chapter 7
    Remote Learning Among Students With And Without Reading Difficulties During The Initial Stages Of The Covid‑19 Pandemic
  • Chapter 8
    Morpho-Phonemic Analysis Boosts Word Reading For Adult Struggling Readers
  • Chapter 9
    Dual‑Stage And Dual‑Deficit? Word Recognition Processes During Text Reading Across The Reading Fluency Continuum
  • Chapter 10
    Supporting Struggling Readers With Digital Game‑Based Learning
  • Chapter 11
    Mapping The Intersection Of Language And Reading: The Neural Bases Of The Primary Systems Hypothesis
  • Chapter 12
    Exploring The Effect Of An Augmented Reality Literacy Programme For Reading And Spelling Difficulties For Children Diagnosed With Adhd
  • Chapter 13
    Identification Of Struggling Readers Or At Risk Of Reading Difficulties With One-Minute Fluency Measures
  • Chapter 14
    Rhythm Production At School Entry As A Predictor Of Poor Reading And Spelling At The End Of First Grade
  • Chapter 15
    The Short- And Long-Term Effects Of A Computerized Reading Training Program On Reading Self-Concept In Second And Third Grade Readers
Readership: Students, academics, teachers and other people attending or interested in Dyslexia.
Lauren M. McGrath
Department of Psychology, University of Denver, Frontier Hall, 2155 S. Race St., Denver, CO 80208, USA

M. Norris
Department of Clinical Sciences, College of Health and Life Sciences, Brunel University London, Kingston Lane, Uxbridge, UB8 3PH London, England

Marjolein Gompel
Behavioural Science Institute & Department of Special Education, Radboud University, Montessorilaan 3, 6525 HR, Nijmegen, The Netherlands

Linnea C. Ehri
Educational Psychology, CUNY Graduate Center, 365 Fifth Avenue, New York, NY 10016, USA

Stefan Hawelka
Centre for Cognitive Neuroscience, University of Salzburg, Salzburg, Austria

and more...
Copyright © 2006-2024 Scientific Research Publishing Inc. All Rights Reserved.
Top