Sentences with phrase «phonological deficits»

Fortunately, there is some general agreement among educators, clinicians, and researchers in terms of identifying phonological deficits in children with dyslexia.

Problems with phonemic awareness are most prevalent and can coexist with difficulties in storage and retrieval among children with dyslexia who have phonological deficits.

Instead of using the traditional marking procedure for the assessment — simply marking words read incorrectly and counting words read correctly within a one - minute time frame — the presenting teacher showed how she kept track of the actual errors the student made while reading the connected text, in ways that enabled further analysis of phonological deficits (such as a lack of automatic word reading for all multisyllabic words).

One interesting finding was the association between phonological deficits and lesions in the anterior temporal lobe and mid-fusiform gyrus.

There is ample evidence that individuals with dyslexia have a phonological deficit.

This chapter presents theoretical arguments and empirical evidence to support the idea that the phonological deficit in dyslexia in a language with a transparent orthography such as Spanish is at the

Viewing a phonological deficit within a multifactorial model of dyslexia.

Not exact matches

Persistence of phonological processing deficits in college dyslexics with age - appropriate reading skills.

Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing.

These results suggest that a partial remediation of language - processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions.

Functional neuroimaging studies have shown a deficit in the neural mechanisms underlying phonological processing in children and adults with dyslexia.

These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Persistence of dyslexics» phonological awareness deficits.

Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double - deficit hypothesis.

«Deficits in phonological awareness, rapid automatized naming, verbal working memory and letter knowledge have been shown to be robust precursors of dyslexia in children as young as age three» (Gaab, 2017).

Learning Disabilities / Attention Deficit Disorder E539: Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits (1995) E522: ADHD and Children Who Are Gifted (1993) E622: Adults With Attention Deficit Hyperactivity Disorder (ADHD)(2001) E540: Beginning Reading and Phonological Awareness for Students with Learning Disabilities (1995) E574: Dual Exceptionalities (1999) E479: Gifted But Learning Disabled: A Puzzling Paradox (1990) E624: Learning Disabilities Overview: Update 2002 E619: Nonverbal Learning Disability: How to Recognize It and Minimize Its Effects (2001) E620: Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)(2001) E569: Teaching Children with Attention Deficit / Hyperactivity Disorder: Update 1998 E618: Teaching College Students with Learning Disabilities (2001) E603: The Warning Signs of Learning Disabilities (2000)

Deficits in the storage of phonological information result in faulty representations in memory that lead to inaccurate applications of sound rules during reading tasks.

The following include some assessment measures that may be used to identify these phonological core deficits:

Though prevailing models of dyslexia ascribe reading difficulties to poor phonological processing, in recent years dyslexia has been increasingly associated with deficits in visual attention (e.g., [15]--[24]-RRB- and poor oculomotor control [25]--[28], prompting a suggestion [5] that e-readers could be configured to reduce demands on visual attention and oculomotor control and thus make reading less of an effort for those impaired.