Sistema de actividades físico-deportivas para desarrollar habilidades motrices básicas en niños con dislexia

La dislexia es un trastorno del aprendizaje que afecta la capacidad de los niños para leer, escribir y procesar información de manera adecuada, tradicionalmente se ha creído que en contexto escolar son los psicopedagogos los encargados de lidiar con este trastorno y tratar de mejorarlo. Sin embargo, se ha demostrado que las actividades físicas pueden, de forma consciente y organizada, contribuir de modo significativo a tratar esta condición. Es por ello que el objetivo de este trabajo fue proponer un sistema de actividades físico-deportivas para contribuir al tratamiento de la dislexia en alumnos de la escuela unidocente "Francisco de Orellana", en Paztaza, Ecuador. Para lograr este propósito, se utilizaron métodos empíricos tales como la observación, la encuesta, la entrevista, además de diferentes pruebas que se aplicaron para determinar la veracidad de la condición disléxica. Después de corroborar las dificultades encontradas en el diagnóstico y de las potencialidades consultadas en los referentes teóricos sobre el tema, se elaboró un sistema de actividades físico-deportivas que se incluyeron en las sesiones de trabajo del profesor de Educación Física y tuvieron el apoyo de los profesores, directivos y padres, así como un satisfactorio nivel de aceptación práctica, lo que influyó significativamente en el mejoramiento de las dificultades en el aprendizaje de estos alumnos y la relación con sus compañeros de clase.

A dislexia é um distúrbio de aprendizagem que afeta a capacidade das crianças de ler, escrever e processar informações de maneira adequada. Tradicionalmente, acredita-se que, no contexto escolar, os psicólogos educacionais são os responsáveis ​​​​por lidar com esse distúrbio e tentar melhorá-lo. Contudo, foi demonstrado que as atividades físicas podem, de forma consciente e organizada, contribuir significativamente para o tratamento desta condição. Por isso o objetivo deste trabalho foi propor um sistema de atividades físico-esportivas para contribuir no tratamento da dislexia em alunos da escola monoprofessora "Francisco de Orellana", em Paztaza, Equador. Para atingir este objetivo, foram utilizados métodos empíricos como observação, inquérito, entrevista, bem como diversos testes que foram aplicados para determinar a veracidade da condição disléxica. Após corroborar as dificuldades encontradas no diagnóstico e as potencialidades consultadas nos referenciais teóricos sobre o tema, foi desenvolvido um sistema de atividades físico-esportivas que foram incluídas nas sessões de trabalho do professor de Educação Física e contaram com o apoio dos professores, diretores e pais, bem como um nível satisfatório de aceitação prática, o que influenciou significativamente na melhora das dificuldades de aprendizagem desses alunos e no relacionamento com os colegas.

Dyslexia is a learning disorder that affects children's ability to read, write and process information appropriately. It has traditionally been believed that in the school context, educational psychologists are in charge of dealing with this disorder and trying to improve it. However, it has been shown that physical activities can, in a conscious and organized way, contribute significantly to treating this condition. That is why the objective of this work was to propose a system of physical-sports activities to contribute to the treatment of dyslexia in students of the "Francisco de Orellana" single-teacher school, in Paztaza, Ecuador. To achieve this purpose, empirical methods such as observation, survey, interview, as well as different tests that were applied to determine the veracity of the dyslexic condition were used. After corroborating the difficulties found in the diagnosis and the potential consulted in the theoretical references on the subject, a system of physical-sports activities was developed that were included in the work sessions of the Physical Education teacher and had the support of the teachers, directors and parents, as well as a satisfactory level of practical acceptance, which significantly influenced the improvement of these students' learning difficulties and their relationships with their classmates.

Relationship between executive function and social adjustment in children with developmental dyslexia / 中国学校卫生

Objective@#To explore the characteristics of executive function of developmental dyslexic children and the relationship with social adaptability, in order to provide a scientific basis for promoting healthy development of developmental dyslexic children.@*Methods@#From June to September 2023, 85 students in the developmental dyslexia group, 85 students in the biological agematched group and 85 students in the reading levelmatched group were selected from the third to sixth grades of two elementary school in a region of Xinjiang by cluster random sampling method. Their executive function was assessed by the Stroop procedure, the 2-back procedure and the numerical conversion procedure, respectively, and their social adaptive ability was assessed by the Social Adaptation Scale for Children and Adolescents. An analysis of variance (ANOVA) was used to compare the differences in executive function and social adjustment among the three groups, and Pearsons correlation was used to analyze the relationship between executive function and social adjustment in developmental dyslexic children.@*Results@#Children in the developmental dyslexia group had lower correctness on the Stroop colorword task (0.72±0.21), the 2-back task (0.32±0.13), the digitswitching task (0.54±0.16) and the total score of social adjustment (165.39±31.36) than children in the biological agematched (0.80±0.19,0.38±0.11,0.61±0.15,181.71±31.85) and reading levelmatched group (0.79±0.17,0.35±0.07,0.58±0.15,175.71±27.48) (F=4.54,5.05,4.97,6.31,P<0.01). The inhibition (Stroop colorword task correct rate) and conversion subcomponent (digitswitching task correct rate) of the executive function of children in the developmental dyslexia group were both positively correlated with their social adaptive ability (r=0.34,0.43), and the refreshing subcomponent of the executive function (2-back task correct rate) was negatively correlated with their social adaptive ability (r=-0.27) (P<0.05).@*Conclusions@#Children with developmental dyslexia have executive function deficits and social maladjustment, and their executive function is related to social adjustment. Measures should be taken to improve the executive function of developmental dyslexic children and to improve their social adaptation.

The Influence of Developmental Dyslexia-associated Gene KIAA0319 on Brain Development——From Animals to Humans / 生物化学与生物物理进展

Developmental dyslexia (DD) is a prevalent learning disorder, and the KIAA0319 gene is a DD-associated gene, potentially affecting reading ability by influencing brain development. This review provides an overview of the impact of KIAA0319 gene on brain development in fish, non-primate mammals, primate mammals, and humans. In studies involving fish, the kiaa0319 gene was found to be expressed in the brain, eyes and ears of zebrafish. In mammalian studies, abnormal Kiaa0319 gene expression affected neuronal migration direction and final position, as well as dendritic morphology during embryonic development in rats, leading to abnormal white and gray matter development. Knocking down the Kiaa0319 gene impaired the primary auditory cortex in rats, resulting in phoneme processing impairment similar to DD. In mice, Kiaa0319 overexpression affected the neuronal migration process, causing delayed radial migration of neurons to the cortical plate. Knockout of the Kiaa0319 gene led to abnormal development of the gray matter in mice, resulting in reduced volume of the medial geniculate nucleus and then impacting auditory processing. In primate studies, research on marmosets found that KIAA0319 gene is expressed in the visual, auditory, and motor pathways, while studies on chimpanzees revealed that KIAA0319 gene abnormalities primarily affected the gray matter volume and microstructure of the posterior superior temporal gyrus, morphology of the superior temporal sulcus and gray matter volume of the inferior frontal gyrus. The impact of KIAA0319 gene on human brain development is mainly concentrated in the left temporal lobe, where abnormal KIAA0319 gene expression caused reduced gray matter in the left inferior temporal gyrus, middle temporal gyrus and fusiform gyrus, as well as reduced white matter volume in the left temporoparietal cortex. Abnormalities in KIAA0319 gene also led to decreased hemispheric asymmetry in the superior temporal sulcus. The above-mentioned brain regions are crucial for language and reading processing. It is analyzed that the abnormalities in the DD-associated KIAA0319 gene affect neuronal migration and morphology during brain development, resulting in abnormal development of subcortical structures (such as the medial geniculate nucleus and lateral geniculate nucleus) and cortical structures (including the left temporal cortex, temporoparietal cortex and fusiform gyrus) which are involved in human visual and auditory processing as well as language processing. Impairment of the medial geniculate nucleus affects the information transmission to the auditory cortex, leading to impaired phoneme processing. Abnormalities in the magnocellular layers within the lateral geniculate nucleus hinder the normal transmission of visual information to the visual cortex, affecting the dorsal visual pathway. The left temporal lobe is closely related to language and reading, and abnormalities in its gray matter and connections with other brain areas can affect the language and word processing. In summary, abnormalities in the KIAA0319 gene can partly explain current research findings on the cognitive and neural mechanisms of DD, providing a genetic basis for theoretical models related to DD (such as general sensorimotor theory and the magnocellular theory). However, the mechanism of developmental dyslexia is complex, and there are mutual influences between different DD-associated genes and between genes and the environment, which require further exploration.

Resposta à intervenção como estratégia de identificação do risco para dislexia / Response to intervention as an identification strategy of the risk for dyslexia

Resumo Objetivo desenvolver um processo de intervenção para identificação de crianças em risco para dislexia, baseado no modelo de resposta à intervenção. Especificamente, identificar o perfil de mudança no desempenho pós-intervenção em tarefas de consciência fonológica, memória operacional, acesso lexical, leitura, escrita; e analisar quais funções cognitivas tiveram efeito significativo para discriminação de estudantes em risco para dislexia. Método amostra composta por 30 participantes com dificuldades na leitura e escrita, entre 8 e 11 anos, de escola pública ou particular, estudantes do 3º ao 5º ano. Todos foram submetidos a uma bateria de testes cognitivo-linguísticos, antes e após a realização de 12 sessões de intervenção. Para monitoramento do desempenho foram aplicadas cinco listas de leitura e escrita de palavras/pseudopalavras. Foram realizadas análises, qualitativas e quantitativas, das diferenças de desempenho pré e pós-intervenção; e entre os participantes na pós avaliação, para compreensão de grupos perfil em risco para dislexia vs não-dislexia. Resultados ocorreram mudanças estatisticamente significativas em nomeação automática rápida, compreensão de texto, consciência fonológica, taxa e tipologia de acertos/erros na leitura/escrita e velocidade de leitura. Sendo essas três últimas variáveis as que se mostraram mais discriminativas dos grupos, todas com menos ganhos na pós-intervenção para o grupo com perfil em risco de dislexia. Conclusão a intervenção com foco na estimulação das habilidades fonológicas e ensino explícito das correspondências grafofonêmicas contribuiu para a evolução dos participantes. A abordagem de resposta à intervenção favoreceu a identificação de crianças com perfil em risco para dislexia, as diferenciando de crianças com outras dificuldades de aprendizagem.

ABSTRACT Purpose To develop on intervention process to identify children at risk of dyslexia, based on the Response to Intervention model. Specifically, to identify the pattern of changes in post-intervention performance in tasks of phonological awareness, working memory, lexical access, reading and writing; and to analyze which cognitive functions had a significant effect on the discriminating students at risk of dyslexia. Method Sample of 30 participants with Reading and writing difficulties, aged 8-11, from public/private schools, students from 3rd to 5th grade. Participants were submitted to a battery of cognitive-linguistic tests, before and after 12 intervention sessions. To monitor their performance, five reading and writing lists of words and pseudowords were applied. We qualitatively and quantitatively analyzed the differences in pre- and post-intervention performance of each participant; and among participants in the post-assessment, to understand the patterns of dyslexia vs non-dyslexia groups. Results There were statistically significant changes in: rapid automatized naming, narrative text comprehension, phonological awareness, rate and typology of hits/misses in reading and writing, and reading speed. Being the last three variables the most sensitive to discriminate the two groups, all with less post-intervention gains for the dyslexia group. Conclusions The intervention focused on the stimulation of phonological skills and explicit and systematic teaching of graphophonemic correspondences contributed positively to the evolution of the group's participants. The intervention response approach favored the identification of children with a profile at risk for dyslexia, as distinct from children with other learning difficulties.

Reading and writing from right to left after anterior cerebral artery stroke / Escrita e leitura da direita para a esquerda após lesão cerebral

ABSTRACT. This is the case report of a woman who started to write and read from right to left after anterior cerebral artery stroke, affecting the left supplementary motor area. No cases were found in the literature with exactly the same characteristics. She has been able to read and write faster after rehabilitation approach at Sarah Network of Rehabilitation Hospitals, in the Belo Horizonte city unit, Brazil, despite the maintenance of the inversion. She returned to her previous activities in an adaptive way. It was discussed how the dysfunction in this cerebral area and its connections may disturb the reading strategy and direction.

RESUMO. Relato do caso de uma mulher que passou a escrever e ler da direita para a esquerda após um acidente vascular encefálico isquêmico de artéria cerebral anterior, acometendo área motora suplementar esquerda. Não foram encontrados casos na literatura exatamente com as mesmas características. Durante a participação da paciente no programa de reabilitação neurológica da Rede Sarah de Hospitais de Reabilitação, unidade Belo Horizonte, foram observados ganhos na agilidade de leitura e escrita, ainda que mantendo a inversão, e retorno às suas atividades de forma adaptada. Realizou-se discussão de como o comprometimento dessa área e de suas conexões pode perturbar a estratégia de leitura e sua direção.

Subtipos de Dislexia do Desenvolvimento Descritos no Português Brasileiro: Uma Revisão Integrativa / Developmental Dyslexia Subtypes Described in Brazilian Portuguese: An Integrative Review / Subtipos de Dislexia del Desarrollo Descritos en Portugués Brasileño: Una Revisión Integradora

A heterogeneidade na dislexia do desenvolvimento pode ser compreendida por meio dos subtipos de dislexia do desenvolvimento (SDD), porém não foram encontrados estudos que avaliassem a literatura brasileira sobre SDD. A presente revisão buscou responder quais SDD foram identificados no português brasileiro. Foram incluídos estudos empíricos, em inglês ou português, que descrevessem ao menos um SDD, bem como critérios diagnósticos, com participantes brasileiros. As buscas foram realizadas nas bases Scielo, Pubmed e Google Scholar. Como resultado, foram encontrados 11 estudos referentes a seis SDD, sendo as dislexias fonológicas e de superfície as mais presentes, e foram descritas as definições, critérios de identificação e instrumentos de avaliação utilizados em cada estudo. Foi discutida a heterogeneidade de definições, critérios de identificação e instrumentos de avaliação encontrados. Destacam-se o pequeno número de relatos em comparação com a literatura internacional e a necessidade de tarefas padronizadas, validadas e sensíveis aos SDD no português brasileiro.(AU)

The present review aimed to explore the subtypes of developmental dyslexia (SDD), identified in the Brazilian literature, considering the heterogeneity in developmental dyslexia. This review included empirical studies in English or Portuguese, involving Brazilian students, and describing at least one SDD, along with diagnostic criteria. Searches were conducted in the Scielo, Pubmed and Google Scholar databases. The review identified 11 studies, which covered six different SDD. Phonological and surface dyslexia were the most commonly reported subtypes. The review discussed the variations in definitions, identification criteria, and evaluation instruments used in these studies. It also highlighted the limited number of reports in the Brazilian literature compared to international sources and emphasized the need for standardized, validated tasks in Brazilian Portuguese that are SDD-sensitive.(AU)

La heterogeneidad en la dislexia del desarrollo puede comprenderse a través de los subtipos de dislexia del desarrollo (SDD), pero no se encontraron estudios que evalúen la literatura brasileña sobre SDD. Esta revisión buscó responder cuáles los SDD se han identificado en el portugués brasileño. Se incluyeron estudios empíricos con participantes brasileños en inglés o portugués que describieran al menos un SDD y sus criterios de diagnósticos. Las búsquedas se realizaron en las bases de datos Scielo, Pubmed y Google Scholar. Como resultado, se encontraron 11 estudios relacionados con seis SDD, siendo las dislexias fonológicas y de superficie las más comunes, y se describieron las definiciones, criterios de identificación e instrumentos de evaluación utilizados en cada estudio. Se discutió la heterogeneidad de definiciones, criterios de identificación y herramientas de evaluación encontradas. Se destaca el escaso número de informes en comparación con la literatura internacional y la necesidad de tareas estandarizadas, validadas y sensibles a SDD en el portugués brasileño.(AU)

Dislexia en la etapa universitaria: una mirada desde la lingüística clínica

El objetivo de esta comunicación es reflexionar, desde la lingüística clínica, en torno a cómo los estudiantes con dislexia han afrontado los retos y dificultades que implica la lectura de textos científicos y académicos durante la formación universitaria. La lectura en la universidad tiene un mayor nivel de complejidad, se caracteriza por el uso del discurso referido, por el dominio de los géneros discursivos propios de cada área del saber y por el uso de un léxico especializado. A través del análisis de experiencias de profesionales con dislexia y de las consideraciones de investigadores sobre el tema, se concluye que es necesario promover ejercicios de investigación interdisciplinar con el objetivo de ayudar al estudiante disléxico a superar los retos de la educación universitaria.

The objective of this communication is to reflect, from clinical linguistics, on how students with dyslexia have faced the challenges and difficulties involved in reading scientific and academic texts during university education. Reading at the university has a higher level of complexity, it is characterized using referred discourse, by the mastery of discursive genres characteristic of each area of ​​knowledge and using a specialized lexicon. Through the analysis of experiences of professionals with dyslexia and the considerations of researchers on the subject it is concluded that it is necessary to promote interdisciplinary research exercises with the aim of helping the dyslexic student to overcome the challenges of university education.

Effects of music training on response inhibition among children with developmental dyslexia / 中国学校卫生

Objective@#To explore the influence of music training on the response inhibition ability of children with developmental dysplasia, and to provide a theoretical basis for improving the response inhibition ability of children with developmental dyslexia.@*Methods@#From September to October 2020, students from grades 3-6 in a primary school in Shenyang, Liaoning Province were selected. A total of 27 children with dyslexia were selected through literacy test and intelligence test, and 23 children with matched reading level were selected. The Go/No-go experimental paradigm was used to investigate the changes of response inhibition in children with developmental dyslexia before and after ALF music training, induding solfeggio, physical rhythm, music scene performance and chorus.@*Results@#The results before and after music training showed that the main effect in the test stage was significant among two groups[ F(1,48)=6.13, P<0.05, η-p 2=0.11], and The accuracy of post-test [(91.80±0.80)%] was significantly higher than that of pre-test [(89.10±0.90)%]; the accuracy of the children with developmental dyslexia in response to the symbolic stimulus No-go was significantly higher in the post-test [(81.81±10.97)%] than in the pre-test [(73.78±15.26)%]( t =-2.33, P = 0.03 ); the accuracy of reading matched children s response to Chinese characters stimulation No-go was significantly better in the post-test [(85.59±12.11)%] than in the pre-test [(78.33±12.98)%]( t = -2.20, P <0.05). In terms of response time, the post-test scores of developmental dyslexia children [(444.06±77.49)ms] were significantly better than those of pre-test children [(519.01±70.75)ms], and there was no significant difference between symbol stimulus and Chinese stimulus in developmental dyslexia children ( P>0.05). @*Conclusion@#Response inhibition is deficient in children with developmental dyslexia. Compared with symbols, the response inhibition ability of Chinese characters is impaired; Music training significantly improved the inhibitory ability of signs in children with developmental dyslexia.

Attention-Deficit Hyperactivity Disorder (ADHD) versus Specific Learning Disorder-Reading Subtype (Dyslexia): performance in writing tasks / Transtorno do Déficit de Atenção e Hiperatividade (TDAH) versus Transtorno Específico de Aprendizagem - Subtipo Leitura (Dislexia): desempenho em tarefas de escrita

ABSTRACT Purpose: to analyze and compare the writing performance between students with attention-deficit/hyperactivity disorder (ADHD) and students with dyslexia. Methods: altogether, 27 children participated in the study, divided into the groups G-ADHD and G-Dyslexia. Their writing was assessed with a test that uses word and pseudoword dictation. The analysis addressed their writing level, word/pseudoword writing performance, and misspelling types. The groups were compared with the two-proportion z-test between two samples and the Mann-Whitney test (α = 0.05). Results: only one child in G-Dyslexia out of the 27 participating children was classified at the syllabic-alphabetical level. The others were classified at the alphabetical level, with no statistical difference between the groups in this item. The analysis of word/pseudoword writing performance revealed a difference between mean total scores, in which G-ADHD performed better. This group also had a higher percentage of children whose performance was classified as adequate for their age. There was a difference in misspellings between the groups in the omission of syllables, omission/addition of letters in complex syllables, and total performance - G-dyslexia made such errors more often. Conclusion: children with ADHD performed better in writing than the ones with dyslexia. However, writing cannot be used as a diagnostic marker between these conditions.

RESUMO Objetivo: analisar e comparar o desempenho em escrita entre escolares com Transtorno do Déficit de Atenção e Hiperatividade (TDAH) ou escolares com Dislexia. Métodos: participaram 27 crianças, divididas nos grupos: G-TDAH; G-Dislexia. Para avaliação da escrita, utilizou-se um teste que se baseia no ditado de palavras/pseudopalavras e foram analisados o nível de escrita, o desempenho em escrever palavras/pseudopalavras e os tipos de erros ortográficos presentes. Para comparação entre os grupos foram utilizados os testes Igualdade de Proporções entre duas amostras e Mann-Whitney (α=0,05). Resultados: das 27 crianças participantes, apenas uma do G-Dislexia foi classificada no nível silábico-alfabético. Todas as outras foram classificadas no nível alfabético, não havendo diferença estatística deste item entre os grupos. Em relação à análise do desempenho em escrever palavras/pseudopalavras, observou-se diferença entre os valores médios totais, com melhor desempenho do G-TDAH. Neste mesmo grupo, há maior porcentagem de crianças classificadas com desempenho adequado para a idade. Em relação aos erros ortográficos, houve diferença entre os grupos em omissão de sílabas, omissão/adição de letras em sílabas complexas e no desempenho total, sendo o G-dislexia com maior número destes tipos de erros. Conclusão: crianças com TDAH apresentaram melhor desempenho em escrita do que crianças com dislexia, porém, a escrita não pode ser utilizada como um marcador diagnóstico entre essas condições.

Reading and comprehension: Phoniatric assessment in students with reading difficulties

Abstract Introduction: Reading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the Phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. Objective: The objective of this study is, in the context of the Phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. Methods: Starting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. Result: The results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. Conclusion: Some tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Intervenções baseadas em mindfulness para estudantes com dislexia: uma revisão sistemática / Mindfulness-based interventions for students with dyslexia: a systematic review / Intervenciones basadas en mindfulness para estudiantes con dislexia: una revisión sistemática

Este estudo teve como objetivo revisar sistematicamente as publicações sobre intervenções baseadas em mindfulness para estudantes com dislexia. Para tanto, realizou-se uma revisão sistemática da literatura, selecionando artigos publicados em inglês, entre 2012 e 2020, por meio das bases de dados PsycINFO, Web of Science, PubMed, Europe PMC e Scopus. No total, 173 artigos foram encontrados e apenas 9 estudos satisfizeram os critérios de inclusão. Observaram-se resultados positivos das intervenções baseadas em mindfulness na vida emocional e acadêmica dos estudantes disléxicos. Entre os benefícios estão a redução do estresse, da ansiedade e da depressão, maior satisfação com a vida, entre outros. Conclui-se que este trabalho traz contribuições e subsídios para profissionais da psicologia escolar, haja vista a inserção das práticas de mindfulness como intervenção promissora para a promoção de bem-estar psicológico e desempenho acadêmico em estudantes disléxicos do ensino básico ao superior

This study aimed to systematically review publications on mindfulness-based interventions for students with dyslexia. To do so, a systematic literature review was conducted, selecting articles published in English, between 2012 and 2020, through the PsycINFO, Web of Science, PubMed, Europe PMC, and Scopus databases. In total, 173 articles were found and only 9 studies met the inclusion criteria. Positive outcomes of mindfulness-based interventions in the emotional and academic lives of dyslexic students were observed. Benefits include reduced stress, anxiety, and depression, greater satisfaction with life, among others. We conclude that this work brings contributions and subsidies for school psychology professionals, given the insertion of mindfulness practices as a promising intervention to promote psychological wellbeing and academic performance in dyslexic students from elementary school to college

El objetivo de este estudio fue revisar sistemáticamente las publicaciones sobre intervenciones basadas en mindfulness para estudiantes con dislexia. Para ello, se realizó una revisión bibliográfica sistemática, seleccionando artículos publicados en inglés, entre 2012 y 2020, a través de las bases de datos PsycINFO, Web of Science, PubMed, Europe PMC y Scopus. En total, se encontraron 173 artículos y sólo 9 estudios cumplieron los criterios de inclusión. Se observaron resultados positivos de las intervenciones basadas en mindfulness en la vida emocional y académica de los estudiantes disléxicos. Entre los beneficios están la reducción del estrés, la ansiedad y la depresión, y una mayor satisfacción con la vida, entre otros. Se concluye que este trabajo trae aportes y subsidios para los profesionales de la psicología escolar, dada la inserción de las prácticas de mindfulness como una intervención prometedora para promover el bienestar psicológico y el rendimiento académico en estudiantes disléxicos desde la escuela primaria hasta la universidad

Genetic recurrence and molecular markers of dyslexia in the Brazilian population

ABSTRACT Purpose: to investigate genetic recurrence and molecular markers for dyslexia in two candidate genes in the Brazilian population. Methods: a cross-sectional, case-control, observational study, with five single nucleotide polymorphisms (SNPs) studied in DYX1C1 and KIAA0319 genes in 86 subjects with dyslexia and 66 controls, matched for gender and age. SNPs were genotyped using the polymerase chain reaction technique in real time, and distribution of genotypic and allelic frequencies between the groups was analyzed. Results: it was determined that 68% of the subjects with dyslexia present a family history of learning difficulties. The DYX1C1 gene did not demonstrate an association with dyslexia, which was found regarding the rs9461045 marker of the KIAA0319 gene. Conclusion: a family history of learning problems was present in more than two-thirds of the group with dyslexia, indicating that this is an important risk factor. An association with dyslexia in the rs9461045 marker was noted, making the study the first one to show an association of the KIAA0319 gene with dyslexia, in Latin America.

Ocular findings from otoneurological examinations in children with and without dyslexia: a systematic review with meta-analysis

Abstract Objective: To investigate ocular movements measures of vectoelectro-nystagmography and video-nystagmography in dyslexic children and compare with measures of typical children. Methods: A systematic review of observational studies comparing the ocular movements differences between dyslexic and typical children with no publication date or language restriction. The literature survey included the bibliographic databases MEDLINE, ScienceDirect, Scopus, Web of Science, SciELO, Lilacs and CENTRAL. Gray literature databases were also searched, including: OpenGrey.eu, DissOnline.de, The New York Academy of Medicine and WorldCat. The meta-analysis was performed using software RevMan 5.3 (Cochran Collaboration). Results: A total of 2375 articles were found of which 113 fell within the inclusion criteria. Among these, 52 were duplicates (found in more than one research source), and 45 articles were selected for reading in full. Thirteen (13) articles were included for analysis and discussion. Meta-analysis showed statistical differences between the two groups for the total number of saccades and duration of fixation. Conclusion: The study revealed that children with dyslexia have longer duration of fixation and fewer saccades during ocular movements on vectoelectro-nystagmography and videonystagmography when compared to children without dyslexia.

Repercusión en la autoeficacia docente de los términos "dislexia" y "dificultad específica del aprendizaje en lectura" / The effect of the terms "dyslexia" and "reading learning disability" on the teacher self-efficacy

Resumen Las etiquetas diagnósticas de dislexia y dificultades específicas de aprendizaje en lectura pueden considerarse, desde un punto de vista teórico, como prácticamente sinónimas. Sin embargo, la elección de un término u otro por parte del profesorado conlleva ciertas connotaciones que pueden ejercer una notable influencia en las percepciones de los docentes sobre estos estudiantes. El propósito del presente estudio fue determinar si las etiquetas de dislexia y dificultades específicas de aprendizaje en lectura influyen en el sentimiento de autoeficacia de un grupo de futuros docentes. Para ello se administró un cuestionario de 14 preguntas tipo Likert con 9 opciones a 242 estudiantes de los grados de Maestro/a en Educación Infantil y Maestro/a en Educación Primaria de la Universidad de Valencia que no tenían conocimientos previos sobre el tema que se trata en el cuestionario. Un grupo cumplimentó una versión del cuestionario en el que se preguntaba sobre la dislexia y otro grupo cumplimentó otra versión en la que la palabra "dislexia" se sustituía por el término "dificultades específicas de aprendizaje en lectura". Tras el análisis de los datos, se obtuvieron diferencias estadísticamente significativas, en las que el término "dislexia" parece ser percibido por los futuros docentes como una dificultad más compleja de afrontar, en comparación con el término "dificultades específicas del aprendizaje en lectura". Los resultados no señalaron la existencia de diferencias ni entre género ni entre especialidad (infantil/primaria). Esto indica que durante la formación inicial del profesorado se debería profundizar más en la comprensión de los términos "dislexia" y "dificultades de aprendizaje en lectura".

Abstract The diagnostic labels of "dyslexia" and "reading learning disability" can be considered from a theoretical point of view as practically synonymous, according to the latest version of the Diagnostic and Statistical Manual of Mental Disorders (DSM 5; APA, 2013). However, the teachers' choice of one term or another carries certain connotations that could have a significant influence on their perceptions. The purpose of the present study was to determine whether the labels of dyslexia and reading learning disability influence the feeling of self-efficacy of a group of pre-service teachers. Self-efficacy beliefs refer to the judgment that a person makes about their own ability to perform a certain action or task successfully. According to previous research, the study of teachers' self-efficacy beliefs is relevant because they are directly related to the academic performance of students. Moreover, these beliefs are also related to teachers' attitudes towards educational inclusion of students with specific needs of educational support, in which students with dyslexia or reading learning disability are included. In this study, a questionnaire of 14 Likert-type questions with 9 options was administered to 242 students of the Early Childhood and Primary Education Teachers degrees of the University of Valencia. These students had no previous knowledge on the subject that was treated in the questionnaire in the moment that they filled it out. The instrument was adapted from a questionnaire used in the study of Gibbs & Elliot (2015). These authors adapted it from the original one, Teachers' Sense of Efficacy for Literacy Instruction Scale (TSELI), designed by Tschannen-Moran & Johnson (2011). The questions were about the beliefs that pre-service teachers had about their own effectiveness and ability in teaching students with dyslexia or reading learning disability. There were also some questions regarding participants' demographic information. A group of pre-service teachers filled out a version of the questionnaire asking about dyslexia and another group filled out another version where the word "dyslexia" was replaced by the term "reading learning disability". After collecting the data, a statistical analysis was carried out with two purposes. One of them was to know if the use of two different diagnostic labels influences the pre-service teachers' self-efficacy beliefs. The other one was to find out if there were statistically significant differences regarding gender and the different specializations that the pre-service teachers were studying (early childhood education or primary education). After data analysis, statistically significant differences were obtained, finding that the term "dyslexia" seemed to be perceived by pre-service teachers as a more difficult problem to face compared to the term "reading learning disability". No differences were found between gender or specialty (early childhood/primary education). Therefore, the main finding of this study is that the use of certain diagnostic labels influences teachers' self-efficacy beliefs. More specifically, the interpretation of this result in this research is that pre-service teachers conceive the term "dyslexia" as a medical concept, what can be interpreted for students as a more difficult diagnostic to intervene and modify through education in comparison with the term "reading learning disability". This fact indicates that during initial teacher training, the understanding of the terms "dyslexia" and "reading learning disability" should be studied in greater depth. Additionally, this paper can contribute to show the importance of the decision made by professionals regarding the exact term they use when preparing the psychological reports of the students with special educational needs. These findings do not exactly agree with the results obtained in previous studies on this topic, and this is discussed in the discussion section. Moreover, we also indicate the limitations of the study and future lines of research.

Desviando da norma: experiências de bioidentidades e normatização em uma comunidade virtual sobre dislexia / Deviating from the norm: experiences of bioidentities and normatization in a virtual community on dyslexia / Desviarse de la norma: experiencias de bioidentidades y normatización en una comunidad virtual sobre dislexia

A biomedicina tem se ocupado cada vez mais de questões da vida humana que não eram vistas como problema de saúde. Nesse processo, dificuldades relacionadas à aprendizagem e ao domínio das normas da linguagem passaram a ser classificadas como 'dislexia' por esse campo. Atualmente as pessoas têm buscado espaços on-line para procurar informações e se conectar com outros indivíduos que compartilham a mesma condição de saúde ou doença. Neste artigo, apresentamos os resultados de uma pesquisa que visou analisar a experiência de sujeitos denominados como disléxicos ou próximos a esse diagnóstico que integram a comunidade virtual amigosedislexia.com, organizada no Facebook. Metodologicamente, este trabalho baseou-se na abordagem qualitativa com caráter exploratório, realizando uma análise de conteúdo temática. Foram classificadas e analisadas as postagens dos 'influenciadores digitais' da comunidade. Esta pesquisa permitiu identificar quatro perfis de comunicação presentes no ambiente analisado, a saber: "acolhedor", "poster cidadão", "clínico/especialista" e "alteridade".

Biomedicine has been increasingly concerned with issues of human life that were not seen as a health problem. In this process, difficulties related to learning and mastery of language norms came to be classified as 'dyslexia' by this field. Today, people are looking for online spaces to search for information and connect with other individuals who share the same health condition or illness. In this article, we present the results of a research that aimed to analyze the experience of subjects named as dyslexic or close to this diagnosis who are part of the virtual community amigosedislexia.com, on Facebook. In terms of methodology, this work was based on exploratory research with qualitative approach, conducting a thematic content analysis. Posts from the community's 'digital influencers' were classified and analyzed. This research allowed us to identify four communication profiles present in the analyzed environment, namely: 'welcoming', 'citizen poster', 'clinician/specialist' and 'otherness'.

La biomedicina se ha preocupado cada vez más por cuestiones de la vida humana que no se consideraban un problema de salud. Así, dificultades relacionadas con el aprendizaje y el dominio de las normas del lenguaje llegaron a ser clasificadas como 'dislexia' por este campo. Hoy, las personas buscan espacios en línea para buscar información y conectarse con otras que comparten la misma condición de salud o enfermedad. Presentamos los resultados de una investigación que analizó la experiencia de sujetos denominados como disléxicos o cercanos a este diagnóstico que forman parte de la comunidad virtual amigosedislexia.com, en Facebook. Metodológicamente, este trabajo se basó en un enfoque cualitativo con carácter exploratorio, realizando un análisis de contenido temático. Las publicaciones de los 'influencers digitales' de la comunidad fueron clasificadas y analizadas. Esta investigación permitió identificar cuatro perfiles comunicativos presentes en el entorno analizado, a saber: 'bienvenida', 'poster ciudadano', 'clínico/especialista' y 'alteridad'.

Atención y funciones ejecutivas en el Trastorno Especifico del Aprendizaje / Attention and executive functions un Specific Learning Disorder

Resumen El Trastorno Especifico del Aprendizaje (TEAPZ) corresponde a una alteración de origen biológico, que se interpone en el desarrollo de habilidades académicas en lectura, escritura y cálculo, persistentes a lo largo del ciclo vital. El objetivo de este trabajo fue identificar las características de los procesos cognoscitivos de la atención y funciones ejecutivas (FE) en el TEAPZ, a través del desarrollo de una revisión sistemática de literatura, empleando la metodología propuesta por Pati y Lorusso (2018), con el objetivo de responder la siguiente pregunta de investigación: P1 ¿Cuáles son las características de la atención y de las FE en el TEAPZ? El período de búsqueda estuvo comprendido entre el año 2014 y 2021. Se revisaron las bases de datos científicas Scopus, WoS y Scielo. Se concluye que el diagnóstico del TEAPZ en el proceso cognoscitivo de la atención se asocia a dificultades en la búsqueda, rastreo visual y velocidad de procesamiento, en las FE existen déficits en la planificación, control inhibitorio y memoria de trabajo.

Abstract Specific Learning Disorder (SLD) is a disorder of biological origin, which interferes with the development of academic skills in reading, writing and arithmetic, persistent throughout the life cycle. The aim of this paper was to identify the characteristics of the cognitive processes of attention and executive functions (EF) in the TEAPZ, through the development of a systematic literature review, using the methodology proposed by Pati & Lorusso (2018), in order to answer the following research question: Q1 What are the characteristics of attention and EF in the TEAPZ? The search period was between 2014 and 2021. The scientific databases; Scopus, WoS and Scielo were reviewed. This paper concludes that the diagnosis of TEAPZ in the cognitive process of attention is associated with difficulties in search, visual tracking and processing speed, in EF there are deficits in planning, inhibitory control and working memory.

Specific Learning Disabilities in India: Current Situation and the Path Ahead

Students with specific learning disabilities (SpLD) need timely remedial education and provisions to continue their education within the mainstream. The Government of India has enacted the Rights of Persons with Disabilities (RPwD) Act, 2016, and legitimized SpLD as a disability, nationally. This Act mandates screening of every school student for SpLD on completion of eight years of age, setting up of resource rooms for imparting remedial education in all schools, and provisions in examinations for all afflicted students. This Act authorizes that students with SpLD get benefit of reservations in higher education seats and government jobs. To ensure that this Act is implemented effectively, all stakeholders in the field of education and health will have to collaborate to set up sufficient number of assessment clinics, create sufficient number of special educators, and develop validated screening and assessment tools for diagnosing SpLD in all the regional languages of our country

Correlation between physical fitness and reading ability among school aged children / 中国学校卫生

Objective@#To determine the association between physical health fitness with Chinese reading ability of schoolaged children, so as to provide evidence for improving children s reading ability.@*Methods@#A questionnaire survey was conducted among 1 923 school aged children in grades 2-6 in a primary school in Wuhan, Hubei Province, China. The questionnaire included basic demographic information and Dyslexia Checklist for Chinese Children and the Pupil Rating Scale Revised Screening. At the same time, participants underwent physical fitness tests which included an assessment of height, weight, and lung capacity, as well as a 50 meter run, sit forward bend, one minute skipping rope task, sit ups, and a 50 × 8 round trip.@*Results@#A total of 59 children were identified with dyslexia. Normal children achieved higher scores than children with dyslexia in the total physical health score, as well as the one minute skipping rope score, one minute sit up score, and sitting forward score ( P <0.05). Multiple linear regression analyses showed that the reading ability of girls was higher than that of boys ( β =-3.04, P <0.01), and the children who regularly participated in more intense physical activity and who had higher fitness scores had a higher reading ability ( β =-1.68, -0.08, P <0.01). Children s reading ability increased significantly with parental educational level( P <0.05).@*Conclusion@#Gender, parents education level, physical exercise intensity, and children s physical fitness were identified as influencing factors of school age children s reading ability. A positive correlation was found between children s physical health level and reading ability.

Prevalence and factors influencing depressive symptoms among children with dyslexia in China / 中国学校卫生

Objective@#To investigate the prevalence and factors influencing depressive symptoms among children with dyslexia in China.@*Methods@#A total of 6 298 children in grades 3-5 were recruited from eight primary schools in Baoan, Shenzhen. The Questionnaire for Children s Reading Ability, the Dyslexia Checklist for Chinese Children, the Pupil Rating Scale Revised Screening for Learning Disabilities, and the Children s Depression Inventory short version were used.@*Results@#The prevalence of dyslexia was 2.76%( n =174). The rate of depressive symptoms in children with dyslexia (37.36%) was higher than children without dyslexia (18.17%)( χ 2=40.94, P ＜0.01). Compared with children without dyslexia, children with dyslexia had an increased risk of depressive symptoms ( OR=2.65, 95%CI=1.87-3.75, P ＜0.01). In addition, the average time that a mother spent with her child every day was one of the factors influencing depressive symptoms. The risk of depressive symptoms was lower in children who spent ≥3 h with their mothers than children who spent <1 h(3-4 h: OR=0.54, 95%CI=0.36-0.81； 5-6 h: OR=0.51, 95%CI=0.34-0.78 ; ≥7 h: OR=0.47, 95%CI=0.32-0.69, P ＜0.01).@*Conclusion@#The rate of depressive symptoms in children with dyslexia was shown to be high. Increasing the time that mothers spend with their children every day is helpful in preventing the occurrence of depression in children.

Characteristics and associated factors of visual and motor integration in children with developmental dyslexia and attention deficit hyperactivity disorder / 中国学校卫生

Objective@#To investigate the characteristics of visual motor integration in children with developmental dyslexia and ADHD, and to provide a reference for the diagnosis and treatment of these children.@*Methods@#During July to November of 2020，students from grade 3 to grade 5 of 7 primary schools in Xinjiang were selected by using random cluster sampling method. A total of 56 dyslexia group (group DD), attention deficit hyperactivity disorder group (group ADHD), comorbidity group and normal control group were selected and compared the differences of their visual motor integration ability and related factors ability. Multiple linear regression analysis was used to explore the predictive effects of related factors on visual motor integration ability.@*Results@#The scores of visual integration ability and visual perception in comorbidity group (95.05±14.01, 12.71±7.40) were lower than those in DD group (104.77±17.19，23.04±11.48), ADHD group (104.00±14.11，25.70±10.74) and normal control group (129.80±12.91, 44.05±16.56) ( F/Z =58.24,110.49, P <0.05). The visual working memory score of the comorbidity group ( 73.64 ±5.36) was lower than the normal control group (78.96±4.68) ( P <0.05)，and there was no significant difference between the DD group (74.48±7.06) and the ADHD group (75.98±7.36) ( P >0.05). The results of multiple regression showed that visual perception, age, IQ and visual working memory were associated with visual and motor integration ability of dyslexia children with ADHD ( R 2=0.32，0.17，0.11， 0.04 ， P <0.05).@*Conclusion@#Visual motor integration and visual perception among children with DD combined ADHD are more severely impaired than those with ADHD and DD alone. Visual perception, age, IQ and visual working memory could help predict the development of visual and motor integration ability in children with DD combined ADHD.