Dyslexia and learning computer programming Volume/Issue Vol 3, Issue 2 Date Tuesday, 1 June, 2004 Journal Name ITALICS Abstract This paper explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available t...

Phonological awareness, knowledge that speech is composed of syllables and phonemes, is critical for learning to read. Phonological awareness precedes and predicts successful transition from language to literacy, and weakness in phonological awareness is a leading cause of dyslexia, but the brain basis of phonological awareness for spoken language in children is unknown. We used functional magn...

Dyslexia is a specific form of learning disorder related to difficulty reading and in writing expression. Most dyslexia children show low ability overall phonological processing, leading slower development than other children. Therefore, intervention methods are needed that tailored the characteristics dyslexic children, one which flashcard medium with principle economic tokens. The purpose thi...

This study focuses on the stability of dyslexia status from Grade 2 to Grade 8 in four groups: (a) no dyslexia in either grade (no-dyslexia, n = 127); (b) no dyslexia in Grade 2 but dyslexia in Grade 8 (late-emerging, n = 18); (c) dyslexia in Grade 2 but not in Grade 8 (resolving, n = 15); and (d) dyslexia in both grades (persistent-dyslexia, n = 22). We examined group differences from age 3.5 ...

We examine the performance of dyslexic participants on an unsupervised categorization task against that of matched non-dyslexic control participants. Unsupervised categorization is a cognitive process critical for conceptual development. Existing research in dyslexia has emphasized perceptual tasks and supervised categorization tasks (for which intact attentional processes are paramount), but t...

Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion tensor imaging (DTI),...

It is unknown whether the abnormalities in brain structure and function observed in dyslexic readers are congenital or arise later in development. Analyzing the 2 components of gray matter volume separately may help in differentiating these possibilities. Gray matter volume is the product of cortical surface area, determined during prenatal brain development, and cortical thickness, determined ...

The Dyslexia Information Site (DiS) is a live research project and results from an interdisciplinary partnership between the School of Nursing and Midwifery (SNM) and the Department of Information Studies. The design of the DiS site takes into account the problems of nursing students with dyslexia and specific needs that are not met elsewhere. Requirement analysis for the site included the iden...