tesi dislessia

Ciao a tutti,
è la prima volta che scrivo e avrei bisogno di un grosso consiglio.
Sto scrivendo la tesi per la triennale sulla dislessia, in particolare la prima parte è dedicata alla descrizione del disturbo, con la descrizione anche della disgrafia;la seconda parte è dedicata alla spiegazione delle varie teorie e nella terza parte parlo dei trattamenti relativi ad ogni impostazione teorica e propongo alcuni esempi.
Chiedevo se qualcuno di voi mi può consigliare qualche libro o articolo soprattutto in merito a teorie e trattamenti.
Grazie a tutti!!
:mumble:

ciao Elixx

Ti scrivo l'abstract di alcuni articoli recenti. Vedi cosa ti interessa. Se non riesci a trovarli, mandami per PM un tuo indirizzo mail e te li mando.

Colorado longitudinal twin study of reading disability. By: Wadsworth, Sally J.; DeFries, John C.; Olson, Richard K.; Willcutt, Erik G.. Annals of Dyslexia, 2007, Vol. 57 Issue 2, p139-160, 22p, 10 charts, 1 diagram Abstract: The primary objectives of the present study are to introduce the Colorado Longitudinal Twin Study of Reading Disability, the first longitudinal twin study in which subjects have been specifically selected for having a history of reading difficulties, and to present some initial assessments of the stability of reading performance and cognitive abilities in this sample. Preliminary examination of the test scores of 124 twins with a history of reading difficulties and 154 twins with no history of reading difficulties indicates that over the 5- to 6-year interval between assessments, cognitive and reading performance are highly stable. As a group, those subjects with a history of reading difficulties had substantial deficits relative to control subjects on all measures at initial assessment, and significant deficits remained at follow-up. The stability noted for all cognitive and achievement measures was highest for a composite measure of reading, whose average stability correlation across groups was 0.80. Results of preliminary behavior genetic analyses for this measure indicated that shared genetic influences accounted for 86% and 49% of the phenotypic correlations between the two assessments for twin pairs with and without reading difficulties, respectively. In addition, genetic correlations reached unity for both groups, suggesting that the same genetic influences are manifested at both time points. [ABSTRACT FROM AUTHOR] DOI: 10.1007/s11881-007-0009-7 (AN 28841057)

Reading development and dyslexia in a transparent orthography: a survey of Spanish children. By: Davies, Robert; Cuetos, Fernando; Glez-Seijas, Rosa Mary. Annals of Dyslexia, 2007, Vol. 57 Issue 2, p179-198, 20p, 5 charts Abstract: Spanish-speaking children learn to read words printed in a relatively transparent orthography. Variation in orthographic transparency may shape the architecture of the reading system and also the manifestation of reading difficulties. We tested normally developing children and children diagnosed with reading difficulties. Reading accuracy was high across experimental conditions. However, dyslexic children read more slowly than chronological age (CA)-matched controls, although, importantly, their reading times did not differ from those for ability-matched controls. Reading times were significantly affected by frequency, orthographic neighbourhood size and word length. We also found a number of significant interaction effects. The effect of length was significantly modulated by reading ability, frequency and neighbourhood. Our findings suggest that the reading development of dyslexic children in Spanish is delayed rather than deviant. From an early age, the salient characteristic of reading development is reading speed, and the latter is influenced by specific knowledge about words. [ABSTRACT FROM AUTHOR] DOI: 10.1007/s11881-007-0010-1 (AN 28841059)

Functional MRI activation in children with and without dyslexia during pseudoword aural repeat and visual decode: Before and after treatment. Richards, Todd; Berninger, Virginia; Winn, William; Neuropsychology, Vol 21(6), Nov 2007. pp. 732-741. [Journal Article] Abstract: Children without dyslexia (n=10) received nonphonological treatment, and those with dyslexia received phonological (n=11) or nonphonological (n=9) treatment. Before and after treatment they performed aural repeat, visual decode, and aural match pseudoword tasks during functional MRI scanning that separated stimulus input from response production. Group map analysis indicated that children with dyslexia overactivated compared with good readers during the aural-repeat/aural-match contrast in bilateral frontal (Brodmann's area [BA] 3, 4, 5, 6, 9), left parietal (BA 2, 3), left temporal (BA 38), and right temporal (BA 20, 21, 37) regions (stimulus input) and underactivated in right frontal (BA 24, 32) and right insula (BA 48) regions (response production); they underactivated in BA 19/V5 during the visual-decode/aural-match contrast (response production). Individual brain analysis for children with dyslexia revealed that during the aural-repeat/aural-match contrast (stimulus input), phonological treatment decreased and normalized activation in left supramarginal gyrus and postcentral gyrus. Nonphonological treatment increased and normalized activation during the visual-decode/aural-match contrast (response production) in BA19/V5 and changed activation in the same direction as good readers during aural-repeat/aural-match contrast (stimulus input) in left postcentral gyrus. The significance of the findings for competing theories of dyslexia is discussed. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

Altering the brain circuits for reading through intervention: A magnetic source imaging study. Simos, Panagiotis G.; Fletcher, Jack M.; Sarkari, Shirin; Neuropsychology, Vol 21(4), Jul 2007. pp. 485-496. [Journal Article] Abstract: Intervention-related changes in spatiotemporal profiles of regional brain activation were examined by whole-head magnetoencephalography in 15 children with severe reading difficulties who had failed to show adequate progress to quality reading instruction during Grade 1. Intensive intervention initially focused on phonological decoding skills (for 8 weeks) and, during the subsequent 8 weeks, on rapid word recognition ability. Clinically significant improvement in reading skills was noted in 8 children who showed "normalizing" changes in their spatiotemporal profiles of regional brain activity (increased duration of activity in the left temporoparietal region and a shift in the relative timing of activity in temporoparietal and inferior frontal regions). Seven children who demonstrated "compensatory" changes in brain activity (increased duration of activity in the right temporoparietal region and frontal areas, bilaterally) did not show adequate response to intervention. Nonimpaired readers did not show systematic changes in brain activity across visits. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

Reading development subtypes and their early characteristics. By: Torppa, Minna; Tolvanen, Asko; Poikkeus, Anna-Maija; Eklund, Kenneth; Lerkkanen, Marja-Kristiina; Leskinen, Esko; Lyytinen, Heikki. Annals of Dyslexia, 2007, Vol. 57 Issue 1, p3-32, 30p Abstract: The present findings are drawn from the Jyväiskyläi Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing reading development in the follow-up sample. The mixture modeling procedure resulted in five subtypes: (1) poor readers, (2) slow decoders, (3) poor comprehenders, (4) average readers, and (5) good readers. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and the controls, and they were overrepresented in slow decoders subtype. Differences between the subtypes were found in the early language and literacy skill development, as well as in the reading experiences of the reading subtypes. [ABSTRACT FROM AUTHOR] (AN 25897364)

Efficacy of an Intervention to Improve Fluency in Children With Developmental Dyslexia in a Regular Orthography. By: Tressoldi, Patrizio E.; Vio, Claudio; Iozzino, Roberto. Journal of Learning Disabilities, May/Jun2007, Vol. 40 Issue 3, p203-209, 7p Abstract: The purpose of this study was to examine the efficacy of a method to improve reading fluency in children with dyslexia. The method, which we named "subsyllabic," was aimed at automatizing the recognition of syllables within words in connected texts, presented by ad hoc software. Two versions of this method--one self-paced and the other one with automatic syllable identification--were compared to a method based on phonemic awareness, assisted reading, and other psycholinguistic exercises. The efficacy of the two versions of the subsyllabic method was further studied by repeating the first version twice and the second version three times using an AB design, with each phase lasting approximately 3 months. This part of the study provided not only follow-up data but also useful information on if and how fluency may change after repeated treatment. Outcomes obtained by a total of 63 children with dyslexia suggested that the subsyllabic method was superior to the control method and that the use of an automatic presentation of target syllables produced better results. Furthermore, we observed that fluency improved approximately at the same rate after each treatment repetition. Our data support the possibility of improving reading fluency at a significant clinical level, at least for regular orthographies. The crucial component of the subsyllabic method seems to be the facilitation of syllable recognition within words in connected texts and the emphasis on their rapid recognition using an automatized procedure. [ABSTRACT FROM AUTHOR] (AN 24993389)

Follow-up of an exercise-based treatment for children with reading difficulties. By: Reynolds, David; Nicolson, Roderick I.. Dyslexia (10769242), May2007, Vol. 13 Issue 2, p78-96, 19p, 2 graphs Abstract: This study reports the results of a long-term follow-up of an exercise-based approach to dyslexia-related disorders (Reynolds, Nicolson, & Hambly, Dyslexia, 2003; 9(1): 48–71). In the initial study, children at risk of dyslexia were identified in 3 years of a junior school. One half then undertook a 6 month, home-based exercise programme. Evaluation after 6 months indicated that the exercise group improved significantly more than the controls on a range of cognitive and motor skills. Critics had suggested that the improvement might be attributable to artifactual issues including Hawthorne effects; an initial literacy imbalance between the groups; and inclusion of non-dyslexic participants. The present study evaluated the issue of whether the gains were maintained over the following 18 months, and whether they were in some sense artifactual as postulated by critics of the original study. Comparison of (age-adjusted) initial and follow-up performance indicated significant gains in motor skill, speech/language fluency, phonology, and working memory. Both dyslexic and non-dyslexic low achieving children benefited. There was also a highly significant reduction in the incidence of symptoms of inattention. Interestingly there were no significant changes in speeded tests of reading and spelling, but there was a significant improvement in (age-adjusted) reading (NFER). It is concluded that the gains were indeed long-lasting, and that the alternative hypotheses based on potential artifacts were untenable, and that the exercise treatment therefore achieved its applied purpose. Further research is needed to determine the underlying reasons for the benefits. Possible (and potentially synergistic) explanations include: improved cerebellar function (neural level); improved learning ability and/or attentional ability (cognitive level); improved self-esteem and self-efficacy (affective level); and improved parental/familial support (social level). Copyright © 2006... [ABSTRACT FROM AUTHOR] DOI: 10.1002/dys.331 (AN 24891543)

No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties. By: Rack, John P.; Snowling, Margaret J.; Hulme, Charles; Gibbs, Simon. Dyslexia (10769242), May2007, Vol. 13 Issue 2, p97-104, 8p, 1 diagram Abstract: Reynolds and Nicolson (Dyslexia: An International Journal of Research & Practice, 2007) report follow-up data 12 and 18 months after a period of intervention consisting of an exercise-based treatment programme (Dyslexia Dyspraxia Attention Treatment Programme, DDAT). The findings suggested the treatment had effects on bead threading, balance, rapid naming, semantic fluency and working memory but not on reading or spelling. We argue that the design of the study is flawed, the statistics used to analyse the data are inappropriate, and reiterate other issues raised by ourselves and others in this journal in 2003. Current evidence provides no support for the claim that DDAT is effective in improving children's literacy skills. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] DOI: 10.1002/dys.335 (AN 24891542)

Follow-up of an exercise-based treatment for children with reading difficulties. By: Reynolds, David; Nelson, Roderick I.. Dyslexia (10769242), May2007, Vol. 13 Issue 2, p152-152, 1p Abstract: The original article to which this Corrigendum refers was published in Dyslexia 13: 78 – 96. [ABSTRACT FROM AUTHOR] DOI: 10.1002/dys.338 (AN 24891539)

Rethinking Dyslexia, Scripted Reading, and Federal Mandates: The More Things Change, the More They Stay the Same. By: Camp, Deborah; Aldridge, Jerry. Journal of Instructional Psychology, Mar2007, Vol. 34 Issue 1, p3-12, 10p Abstract: Recent educational debates concerning dyslexia, scripted reading programs, and federal mandates may appear to be new. However, a plethora of ideas, issues and discussions related to these topics abounded during the 1970s and 1980s. The purpose of this article is to briefly 1) describe the current revival of interest in dyslexia, 2) trace the development of scripted reading programs with an emphasis on their current usage due to federal mandates, and 3) propose recommendations for teachers and administrators to address these issues. [ABSTRACT FROM AUTHOR] (AN 24729495)

Dyslexia and the brain: What does current research tell us? By: Hudson, Roxanne F.; High, Leslie; Al Otaiba, Stephanie. Reading Teacher, Mar2007, Vol. 60 Issue 6, p506-515, 10p, 3 charts, 2 diagrams; Abstract: This article offers an understanding of the underlying characteristics of students with dyslexia. Being aware of current research about the brain and its relation to students with dyslexia is considered significant in education, and this in turn will help teachers understand and evaluate potential interventions to help dyslexic students succeed in the classroom. A definition of dyslexia is presented. There are common misunderstandings about students with reading disabilities. One of which is that writing letters and words in backward form are symptoms of dyslexia. DOI: 10.1598/RT.60.6.1 (AN 24286603)

A cure for dyslexia? Nature Neuroscience, Feb2007, Vol. 10 Issue 2, p135-135, 1p Abstract: A company is promoting behavioral exercises as a cure for dyslexia. Scientists worry that evaluation of the program is compromised by design flaws and conflicts of interest and that responses to critics restrict academic freedom. [ABSTRACT FROM AUTHOR] DOI: 10.1038/nn0207-135 (AN 23839701)

Dyslexia at a behavioural and a cognitive level. By: Helland, Turid. Dyslexia (10769242), Feb2007, Vol. 13 Issue 1, p25-41, 17p, 5 charts, 1 diagram, 1 graph Abstract: The aim of this study was to see whether patterns of neuro-cognitive assets and deficits seen in dyslexia also would lead to different patterns of reading and writing. A group of dyslexic children was subgrouped by language comprehension and mathematics skills in accordance with the definition of the British Dyslexia Association of 1998. This yielded three subgroups that showed three distinct neuro-cognitive profiles depicted within the Multi-Component Model of Working Memory. The participants were tested with single word reading and spelling tasks. The scores varied only to a minor degree between the subgroups. The results were discussed in view of developmental phases into literacy. Only one subgroup could be defined within the orthographic phase, while the other two were within the alphabetic phase. Thus, patterns at the neuro-cognitive level seen in the subgroups were to a limited degree reflected at the behavioural level. The results were also discussed in view of different orthographies. Since using information from phonological testing only, as currently appears to be common practice in many contexts, may result in intervention with little effect for some dyslexics, it was concluded that assessing neuro-cognitive assets and deficits targeting dyslexia is essential to intervention and the understanding of dyslexia. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] DOI: 10.1002/dys.325 (AN 23815650)

Questi, per ora. Se serve altro, fai un fischio

Buona vita

Guglielmo

Grazie mille!!:approved:
Provo a cercarli
Grazie ancora
Ciao

ciao Nico e ciao a tutti,
inanzitutto ti ringrazio per questo servizio offerto molto molto utile per chi,come me, a volte pensa di essere sola e confusa, immersa in un mondo, come quello della psicologia,interessante e ambizioso ma sopratutto difficile.
volevo subito chiederevi un consiglio.
Sono in dirittura di arrivo con gli esami...e quindi ho chiesto alla docente di psiologia cognitiva di poter fare la tesi con lei.
per lei non ci sono probl,solo che vuole un argomento specifico e non generale...con questo mi ha fatto andare in crisi...lun devo tornare da lei con un argomento. pensavo che l'argomento generale lo potevo scegliere io e poi lei mi avrebbe assegnato nello specifico qualcosa.
quindi io avevo pensato come argomento l'Alzheimer, come cosa specifica, secondo voi può andare bene ad es.il ruolo e lo stato d'animo dei parenti o di chi si trova a combattere contro questa malattia degenerativa?
non lo so...
sono in crisi.
avete qualche idea????
grazie a tutti.

Ciao,
cerco ancora materiale sulla dislessia ,in particolare teorie e trattamenti.
Fatemi sapere se avete qualcosa o se mi sapete indicare qualche libro.
Grazie
Ciao a tutti!!!:sbonk: