PURPOSE To verify the effectiveness of the Cognitive Auditory Evoked Potential-P300 (CAEP-P300) for monitoring the therapeutical evolution of students with developmental dyslexia. METHODS Twenty students diagnosed with developmental dyslexia, of both genders, aged between 8 and 14 years, divided into two randomized groups, one of them submitted to a phonological remediation program associated...

This study evaluates the impact of a Greek intervention tool called Dyslexia Box, which is aimed at helping students with dyslexia acquire necessary language skills. It mainly focuses on development phonological awareness, reading, and writing. The sample comprises 13 other difficulties. program consists 32 activities, were applied twice to each student over 10 weeks (students who achieved exce...

The aim of this study was to establish cognitive profiles of dyslexic adults on tests developed within the three main theories of developmental dyslexia: phonological, visual magnocellular and cerebellar and to investigate which theory can account for these profiles. The sample consisted of 15 Polish university students or alumni with a formal diagnosis of dyslexia, without ADHD and 15 controls...

BACKGROUND AND STUDY HYPOTHESIS Are dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational...

Introduction Attention Deficit Hyperactivity Disorder (ADHD) and Dyslexia are among the most frequent developmental disorders in school-aged students, both often cause an impact on scholar reading performance. Therefore, it is fundamental to trace differential profile performance such diagnoses. Competent occurs through interaction of several cognitive processes, as decoding, fluency, oral comp...

The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. The present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not readin...

Adaptive reading assistance can improve the reading performance of students, but current dyslexia pedagogical theories do not yet provide sound results on a micro-level. We want to provide a reading assistance solution that both helps the learner and the dyslexia researcher. In order to archive this, we encode adaptation knowledge in a descriptive way by making use of state-ofthe-art ontology-b...