Dyslexia Flashcards
Types of dyslexia:
Phonological dyslexia - Good with familiar words but not unfamiliar or pseudo-words
Superficial dyslexia - Recognises phenology but cannot recognise words as a whole. Can read familiar words, unfamiliar words and pseudo-words
Tamayo (2017)
Prevalence of dyslexia is variable
Rose (2009)
Prevalence of dyslexia is 3-6%, more boys than girls
Rutter et al (2004)
40% of boys and 18% of girls with dyslexia also have a parent with dyslexia
Pennington and Smith (1988)
Concordance rate of dyslexia is higher in identical than non-identical twins
DeFries et al (1987)
Shorter genes in chromosome 6 could cause dyslexia
Cardon et al (1994)
Relatively high heritability was found in twins regarding reading ability and dyslexia
Hansler et al (2010)
The language part of the brain is smaller in dyslexics than neurotypical people
Grigorenko et al (2001)
Less activation of left inferior and middle temporal lobe in dyslexics
Brunswick et al (1999)
Dyslexics had less activation in Wernicke area and left insula
Paulesu et al (1996)
Dyslexics show abnormal anatomy and chemistry in the cerebellum
Rae et al (1998)
Dyslexics have impaired activation of the cerebellum while reading
Stoodley and Stein (2011)
In meta-analysis, under activation of the cerebellum seems to be the most convincing reason for dyslexia
Leiner (1993)
Close correlation between cerebellar volume in infancy and reading ability
Moore et al (2017)
Low occupational status and educational status of parents is a risk factor for dyslexia, as well as having many siblings
Melekian (1990)
In Arabic children, less variation in SES between dyslexic children than neurotypical children
Asadi et al (2023)
COVID had a negative impact on reading abilities of 10 to 14 year olds in Wales
Estyn (2023)
Jitter is shorter due to magnocellular pathway for dyslexics than neurotypicals
Magnocell layers are thinner in dyslexics than controls
Dyslexics show significantly different performance in flicker fusion task
Activity in portico magno systems is reduced around moving stimuli in dyslexics
Stein (2019)
90% of studies since 2000 support Visual Perceptual Theory (dyslexia)
Stein (2012)
Insufficient evidence on Visual Pathway Theory to create an intervention based on it for dyslexia
American Academy of Paediatrics (2009)
Interventions for dyslexia include
1. Phonological awareness
2. Phonics
3. Spelling and writing
4. Fluency
5. Vocabulary
6. Comprehension
Vaughn and Roberts (2007)
Dutch Dyslexia Programme - Early intervention for dyslexia given before Grade 1, should be adapted individually
Van der Leij (2013)
Assistive technologies have been created to assist dyslexics
Dawson et al (2019)
Different fonts can help dyslexic people
Bachmann and Mengheri (2018)
Created coloured filters for dyslexic people. Usually yellow or dark blue
Stein (2019)
25% of dyslexics can improve reading due to reading through yellow filters
Harries et al (2015) OR Ray et al (2005)
Yellow paper helpful for dyslexics due to retinal ganglion cells containing melanopsin
Hankins et al (2008)
Using music has encouraged dyslexic children to improve phonology
Overy (2003)
High co-morbidity between dyscalculia and dyslexia
Landerl et al (2013)
Children than struggled with both arithmetic and reading difficulties was only 7.6%
Dirks et al (2016)
Found no significant interactions between dyslexia and dyscalculia but spatial difficulties found to contribute to dyscalculia and dyscalculia/dyslexia diagnosis
Peters et al (2020)
Poor verbal short term memory is present in both dyslexia and dyscalculia, and is additive
Wilson et al (2014)
Visual perception could be underlying cause for dyscalculia and dyslexia
Cheng et al (2020)
Those with both dyslexia and dyscalculia had deficits in Rapid Automated Naming Task, suggests they are not linked
Willburger et al (2008)
Brain activity when encountering arithmetic similar in both dyscalculia and dyslexia
Peters et al (2018)
Dyslexia effects a person’s self-esteem and makes them feel different from others. Tend to withdraw, have anxiety/depression and have poor social skills
Eissa (2010)
Adult men with dyslexia felt less intelligent than their peers, but had average self-worth and life satisfaction
Boetsch et al (1996)
Children’s phonological awareness at age 4 predicted reading ability at age 8
Bradley and Bryant (1983)
Those with dyslexia show poorer performance than controls in phonological awareness task
Manis et al (1993)
Dyslexic people show poor performance in phonological processing tasks
Snowling et al (1986)
Dyslexics have deficits in automated naming
Wolf and Bowers (1999)
Children with worse performance in visual search and spatial cuing were the worst readers
Franceschini et al (2012)
Differences between dyslexics and neurotypicals in visual attention span
Bosse et al (2007)
Deficits in visual attention span only applicable for a few dyslexics
Saksida et al (2016)
Dual tasks more difficult in dyslexics than neurotypicals
Nicolson and Fawcett (1990)
Children with dyslexia have impaired verbal STM but in tact visual LTM
Hulme (1981)
