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Hits 1 – 20 of 319
1
Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
Premeti, Aikaterini
;
Bucci, Maria Pia
;
Isel, Frédéric
In: ISSN: 2076-3425 ; Brain Sciences ; https://hal.archives-ouvertes.fr/hal-03641338 ; Brain Sciences, MDPI, 2022, 12 (1), pp.73. ⟨10.3390/brainsci12010073⟩ (2022)
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2
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis ...
McWeeny, Sean
. - : Open Science Framework, 2022
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3
Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences
Marianna Stella; Paul E. Engelhardt
In: Brain Sciences; Volume 12; Issue 2; Pages: 209 (2022)
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4
What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies
Conrad Perry; Heidi Long
In: Brain Sciences; Volume 12; Issue 1; Pages: 87 (2022)
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5
The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
Alice Cancer; Marinella De Salvatore; Elisa Granocchio; Luca Andreoli; Alessandro Antonietti; Daniela Sarti
In: Applied Sciences; Volume 12; Issue 7; Pages: 3360 (2022)
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6
Reduced Theta Sampling in Infants at Risk for Dyslexia across the Sensitive Period of Native Phoneme Learning
Maria Mittag; Eric Larson; Samu Taulu; Maggie Clarke; Patricia K. Kuhl
In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1180 (2022)
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7
Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
Pierluigi Zoccolotti
In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
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8
Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)Abilities
Francesca Borasio; Marie-Louise Syren; Stefano Turolo; Carlo Agostoni; Massimo Molteni; Alessandro Antonietti; Maria Luisa Lorusso
In: Brain Sciences; Volume 12; Issue 2; Pages: 169 (2022)
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9
Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
Aikaterini Premeti; Maria Pia Bucci; Frédéric Isel
In: Brain Sciences; Volume 12; Issue 1; Pages: 73 (2022)
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10
Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)abilities
Borasio, Francesca
;
Syren, Marie-Louise
;
Turolo, Stefano
. - 2022
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11
Music-based and auditory-based interventions for reading difficulties: A literature review
Cancer, Alice
(orcid:0000-0003-3545-8540);
Antonietti, Alessandro
(orcid:0000-0002-7212-8076). - 2022
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12
The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
Cancer, Alice
(orcid:0000-0003-3545-8540);
De Salvatore, Marinella
;
Granocchio, Elisa
. - 2022
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13
Development of thalamus mediates paternal age effect on offspring reading: A preliminary investigation.
Xia, Zhichao
;
Wang, Cheng
;
Hancock, Roeland
...
In: Human brain mapping, vol 42, iss 14 (2021)
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14
Do Students with Specific Learning Disorders with Impairments in Reading Benefit from Linguistic Simplification of Test Items in Science? ...
Cruz Neri, Nadine
. - : Open Science Framework, 2021
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15
A systematic review of neural entrainment in language and reading disorders ...
Moreau, Christine
. - : Open Science Framework, 2021
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16
Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective
Pierluigi Zoccolotti; Maria De Luca; Chiara Valeria Marinelli
In: Brain Sciences; Volume 11; Issue 12; Pages: 1568 (2021)
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17
Is Developmental Dyslexia Due to a Visual and Not a Phonological Impairment?
Reinhard Werth
In: Brain Sciences ; Volume 11 ; Issue 10 (2021)
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18
Words as Visual Objects: Neural and Behavioral Evidence for High-Level Visual Impairments in Dyslexia
Heida Maria Sigurdardottir
;
Inga María Ólafsdóttir
;
Hélène Devillez
In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
Abstract:
Developmental dyslexia is defined by reading impairments that are disproportionate to intelligence, motivation, and the educational opportunities considered necessary for reading. Its cause has traditionally been considered to be a phonological deficit, where people have difficulties with differentiating the sounds of spoken language. However, reading is a multidimensional skill and relies on various cognitive abilities. These may include high-level vision—the processes that support visual recognition despite innumerable image variations, such as in viewpoint, position, or size. According to our high-level visual dysfunction hypothesis, reading problems of some people with dyslexia can be a salient manifestation of a more general deficit of high-level vision. This paper provides a perspective on how such non-phonological impairments could, in some cases, cause dyslexia. To argue in favor of this hypothesis, we will discuss work on functional neuroimaging, structural imaging, electrophysiology, and behavior that provides evidence for a link between high-level visual impairment and dyslexia.
Keyword:
dyslexia
;
face perception
;
high-level vision
;
object perception
;
reading
URL:
https://doi.org/10.3390/brainsci11111427
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19
Common Misconceptions about the Phonological Deficit Theory of Dyslexia
David L. Share
In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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20
Understanding Dyslexia as a Neurological Learning Disability: A Plan for an Instructive Website for Parents and Early Elementary Teachers
Gertners, Rasma M
In: Culminating Experience Projects (2021)
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