Neuron Learning

Research on APD

NEW RESEARCH: Auditory Processing Disorders in children suspected of Learning Disabilities-A need for screening?

Our students who use Fast ForWord have seen improvements in listening and auditory processing-types of skills (whether formal APD testing was completed or not). Here is an interesting insight into the condition.

Dora Eva Bamiou has done some research with Frank Musiek and this is a fascinating article.


Auditory Processing Disorders in children suspected of Learning Disabilities—A need for screening?
Vassiliki Iliadou, Doris-Eva Bamiou, Stergios Kaprinis, Dimitris Kandylis and George Kaprinis

International Journal of Pediatric Otorhinolaryngology, Available online 7 May 2009.

Aim
The current study aims to assess: (a) the prevalence of auditory processing in a population of children reporting learning difficulties, (b) the correlation of APD diagnosis with age, the intelligence coefficient (IQ) and with the presence of a specific learning disability such as dyslexia and (c) to evaluate the reliability of each auditory processing test used in this study in identifying APD.

Method
We evaluated one hundred and twenty-seven consecutive children referred to the academic tertiary LD Clinic of the Psychiatric Department by means of a psychoacoustic mainly non–verbal test battery.

Results
APD was found to be present in 43.3% and co-existing with developmental dyslexia in 25% of cases. The diagnosis of APD correlated with age in that children with APD were younger by 2 years than those without a diagnosis of APD. The diagnosis of APD did not correlate with IQ or with the diagnosis of dyslexia.

Interpretation
High prevalence of APD in the targeted group of children suspected of Learning Disabilities sets the grounds for a possible benefit in screening for the disorder.


This posting originally appeared on SpellTalk, a free online discussion group for educators dedicated to improving spelling and word study skills. To subscribe, unsubscribe, or manage other options, please visit http://mailman.listserve.com/listmanager/listinfo/spelltalk

Writing Disorder May Be Common ... ( Study finds rate as high as 14.7 %...)

I have not seen any data from European schools on writing language disorder. A reecent study in the US indicates its as high as 14.7%. The causes are not identified but may be similar to language issues (genes/socio-economic and so on). Is it higher in dyslexics or autistic students? We do see that students with receptive language processing issues may also have expressive langauge difficulties.There are no specifics on the symptoms. The costs to society and the individual are apparent I think. Food for thought.


Writing Disorder May Be Common ... ( Study finds rate as high as 14.7 perc...).

Thousands of children wrongly diagnosed with dyslexia - Telegraph

Its controversial or he is I should say, Prof Joe Elliott of Durham University, previously of the tv program on Channel 4.

It does point to the need to identify the fundamental issues. We spend a lot a lot of time on evaluations and analysis. We monitor the daily results to build a comprehensive picture of the student. This way we are confident that we addressing the key issues.


Thousands of children wrongly diagnosed with dyslexia - Telegraph.

Screening Test for Dyslexia

It is possible to predict dyslexia using gene research? At least it may provide a simple screening test. This follows up on the recent exciting news on autism.

Now $5.2 million research on dyslexia .

Jeffrey Gruen, an associate professor of pediatrics and genomics at the Yale School of Medicine has a $5 million research fund to compare the genomes of 1,000 dyslexic children with those of 1,000 non-dyslexic children.

The comparison will allow Gruen to develop a more detailed picture of the genes that have been implicated in reading disabilities and to possibly identify other genes relating to dyslexia.

Take a look at April Bendich's work in Rutgers University and also Nadine Gaab in Harvard Medical School.

Yale Daily News - Briefly: Medical school receives $5.2M to develop screening test for dyslexia.

The Missing Link between Reading and Sounds

Interesting study from the Netherlands into the role of the speed of processing. Dyslexic readers show slower brain processing during tests matching sound pairs monitored under FMRI scans.

"The findings suggest that in those with dyslexia, there may be a breakdown in brain function occurring as they acquire spoken language as children, long before they start trying to read and write.

When asked to match letters and their sounds, the dyslexic readers performed well, but took longer than the others, says Vera Blau, a PhD student in cognitive neuroscience at Maastricht University."

The study may have implications for the prediction of dyslexia in younger children according to Nadine Gaab of Harvard University. See her study on reading here ""It shows the missing link between reading and sound processing," she says. Over the last 20 years, she says, this potential link has been ignored by even well-meaning doctors and educators, in favour of remedial reading lessons. "But if you think about it, when you learn to read, the four years of preparation are all coming through the ears."

The study have also have implications for other leraning disorders such as ADHD also according to Gaab.

As I said interesting stuff, certailly we see aspects of this in our centres. It shows that science is closing the knowledge gap on theses disorders and of course how to remedy them

Click here to see the full article

The shapes of letters and their fonts may play a part in dyslexia. It's not my area of expertise. This emerging research is interesting though.

The Science Daily article outlines the research done in Victoria University

"The next time you are reading a book, or even as you read this article, consider the words that you are seeing. How do you recognize these words? Substantial research has shown that while reading, we recognize words by their letters and not by the general shape of the word. However, it was largely unknown how we differentiate one letter from another. The full article is here

Learn To Read Through Sound

Here is the link to the article and video on the Harvard University research using Fast ForWord to improve brain functioning in children with dyslexia. Very interesting interview with Nadine Gaab Click here

Carnegie Mellon Scientists Say Remedial Instruction Can Close Gap Between Good, Poor Readers

Carnegie Mellon scientists estimate that it takes 100 hours of teacher remediation to impact the brain of a dyslexic reader. Their review confirms the efficacy of neuro-based interventions. This follows up the recent study in Harvard University showing changes using a Fast ForWord which is a computer based intervention. (See here for this study and others). Good news for students and teachers.

Here is an extract from the Carnegie Mellon report.

PITTSBURGH—Just as a disciplined exercise regimen helps human muscles become stronger and perform better, specialized workouts for the brain can boost cognitive skills, according to Carnegie Mellon scientists. Their new brain imaging study of poor readers found that 100 hours of remedial instruction - reading calisthenics, of sorts, aimed to shore up problem areas - not only improved the skills of struggling readers, but also changed the way their brains activated when they comprehended written sentences.
   
The results may pave the way to a new era of neuro-education.
   
Carnegie Mellon researchers say poor readers initially have less activation in the parietotemporal area of the brain, which is the region responsible for decoding the sounds of written language and assembling them into words and phrases that make up a sentence, than do good readers. However, remedial instruction increases the struggling readers' activation to near normal levels.
   
This also was the first brain imaging study in which children were tested on their understanding of the meanings of sentences, not just on their recognition of single words.
   
"This study demonstrates how the plasticity of the human brain can work for the benefit of remedial learning," says neuroscientist Marcel Just, director of Carnegie Mellon's (CCBI), See the full article here

Recent Student Results

We were delighted to see these results. Its for an adult learner. Note how the comprehension has improved even though the vocabulary has not appeared to move. The reading scores have improved also. Many things kick in not least speed of processing but also knowledge, fluency and language structures

Most recent assessment (initial assessment)

Phonologial Awareness 79% (64%)
Decoding 63% (55%)
Vocabulary 73% (73%)
Comprehension 78% (61%)

Overall Reading Level Percentile 31 (11)
Reading Age Equivalent 8.5 years (7.4 years)
Gain 1.1 years

New RPI dated 11/11/08
Old RPI dated 16/09/08
Programme Literacy
Days participated on programme 40
Calendar days 56
Completed 90%
Attendance 100%
Participation 100%

Excellent results and great participation by the student

Upside Down Reading

Vital 'upside-down' laptop stolen 15/ 3/2007 Manchester Evening News

A ROCHDALE student who can only read upside down has been left devastated after thieves stole her specially adapted laptop.

Gemma Williams, who is studying towards a sports diploma at Hopwood Hall College, has a rare form of dyslexia which meant that from the age of three she could only read and write upside down and back to front and needed to turn her computer monitor on its head.

Click here to see the full article and picture