Background: Developmental dyslexia is a wide-ranging and persistent neurobiological disorder classified under specific learning disorders. The literature widely recognises the multifactorial nature of developmental dyslexia, specifically the language-related origin. Objectives: The current review systematically identified and synthesised possible language-based risk factors associated with developmental dyslexia in children (age one to three and four to ten years) and determined the level of evidence associated with these risk factors. The review aimed to identify individualised risk factors in children with developmental dyslexia to promote optimal neurodevelopmental outcomes. Method: Four relevant databases were searched from January 2002 until December 2018. A hand search of the included articles’ reference lists was also performed to identify any relevant publication. The language-based risk factors in children with developmental dyslexia in 48 publications were studied. Results: All language components are compromised to some degree in children with developmental dyslexia at specific ages. These results indicate the intricacy of language, but also emphasise that developmental dyslexia should be considered on a continuum and not as an absolute disorder. Only a few studies investigated language-based risk factors in participants five years and younger. Phonological-based risk factors were the most reported language component and comprise of risk factors within phonological awareness, rapid automized naming, and working memory. The second language component entailed morphology. Several inflectional and derivational morphological risk factors, as well as risk factors within syntactic processing, were acknowledged. Compromised receptive and expressive vocabulary knowledge, semantic processing, and fluency were identified as risk factors for the language component of semantics. The final component of language entailed pragmatics. Unfortunately, a limited amount of evidence is available in this regard. However, the evidence available confirmed poor linguistic pragmatics as a risk factor in children with developmental dyslexia. Conclusion: These language components are interrelated and should be viewed holistically as risk factors for developmental dyslexia to promote earlier identification. / Dissertation (MA)--University of Pretoria, 2019. / Speech-Language Pathology and Audiology / MA / Unrestricted

This thesis deals with determining the risks regarding specific learning disorders in preschool children. The work is divided into two parts. The first part is theoretical and the second one is practical. The theoretical part focuses on issues connected with specific learning disorders. The issues contain four chapters. The first chapter is divided into definitions, types, causes and manifestations of specific learning disorders. The second chapter deals with general diagnostics, the diagnostic in the first grade and specialist centres. The next chapter describes the child's characteristic. Its physical, emotional and cognitive development. The last chapter deals with prevention, describing various diagnostic tests and methods. The practical part introduces the standardised test used, results of the research survey and the following interpretation of the results. The aim of this work was to find out whether the standardised test could be used in preschool education. The quantitative method was used for fulfilling the goal.

Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books published in English speaking countries including the United States, Canada, and Australia for their portrayal of dyslexia, the plot, the characterization of the child, and the child’s relationship with others. I read through the books multiple times and conducted a content analysis to identify patterns in the portrayal of images of dyslexia and the child characters over the period of 1995-2018. Through the analysis of images of dyslexia, it became apparent that dyslexia had a major impact on the story of the six books and was often described as a challenge. Furthermore, the character’s teachers were often the first to recognize the symptoms of dyslexia,and the characters commonly received treatment through their schools. When analyzing the plot, the themes of acceptance and pretending as well as the shift from happy endings to realistic endings became apparent. When the portrayal of the child characters were analyzed, their strengths were in areas outside of reading and writing, and their weaknesses were due to dyslexia. In addition, the characters’ negative self-concept and their lack of ethnic diversity became evident. Lastly, the analysis of the character’s relationships with others showed the supportive role of their parents and teachers, along with the shifting portrayal of bullying classmates to supportive friends. The analysis of this thesis revealed similar findings to previous research conducted on children’s books portraying children with dyslexia,as well as comparable findings to the research on the real experiences of children who have dyslexia.

Book description KULDOVÁ, Jana. Formative evaluation of the pupil on the 1. the degree of primary school: Diploma thesis. Prague: Charles University, Faculty of education, Department of primary education, 2014. 118 sheets, 12 sheets of annexes. Senior thesis PhDr. Helena Hejlová, PhD. Abstrakt The aim of the thesis is to determine how can school the formative evaluation to create conditions for the promotion of pupils ' personal and social development in General, and especially on vulnerable groups of children in schools in the children's home with the school. The theoretical section discusses the formative school ratings, its features and specifics of the socialization and personality development of the students. The second area, which is the theoretical part, the possibilities and limits of the school are teaching younger school-age children in institutional care. The practical part of a proposal for a concept of the formative evaluation of the school, which has an impact on the social development of children with ordered institutional and protective upbringing. This concept is based on an analysis of the conditions and requirements laid down in the national evaluation of school curricular documents and school education programmes in schools and case studies school at the children's home with the school....

This research explores the need for a unique, self-help manual to provide music students with diagnoses of dyslexia under the umbrella of specific learning disorder (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) a positive way of coping with their musical tendencies. Dyslexia and ADHD are the most prevalent, comorbid neurodevelopmental disorders with symptoms affecting academic, social, and/or personal life. Musical symptoms could include difficulties in any of the following areas: notation reading; time, pulse, and rhythm; posture; fingering coordination; memorization; sight-reading; organization of thoughts, time, and materials; spatial and directional awareness; focused attention; retention of new concepts; positive attitude; and the ability to process written and/or oral information quickly and accurately. This dissertation includes scientific information related to the conditions; an analysis of musical tendencies; pedagogical approaches; personal anecdotal stories that serve to illustrate scientific concepts; and a self-help manual. The manual, "Music, Dyslexia, and ADHD: A Self-Help Manual for Students with Exceptionalities," is a colorful, accessible resource that begins to fill the self-help gap in the musical instruction literature for students with dyslexia and/or ADHD. It offers useful information, multisensory/multimodal techniques, and coping strategies to empower students with these learning differences to achieve more rewarding, independent success throughout their musical studies.

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Theoretical part of this thesis comprises findings gathered by analyzing available specialized literature focused on specific learning disorders, methods of practicing of initial reading and writing, and Framework Education Program for Elementary Education. The practical part consists of research in a form of questionnaire survey, which compares both learning and writing training methods with respect to specific learning disorders as its main target. The main purpose of this research was to obtain and analyze opinions of specialists from counseling and school psychology clinics on methods of teaching reading and writing, furthermore how these methods may help avert the development of special learning disorders or which methods of teaching writing and reading might be associated with more frequent development of special learning disorders. The survey shows, that the most popular and the most suitable method for initial writing and reading practice according to inquired specialists is still the analytical-synthetic method, which sustains development of particular functions and it is coherent with child's natural phonological development. On the contrary, application of genetic method appears to be the most perilous, since pupils educated by this method seem to display more problems related to...