Dyslexia, dysgraphia, procedural learning and the cerebellum

  title={Dyslexia, dysgraphia, procedural learning and the cerebellum},
  author={Roderick I. Nicolson and Angela J. Fawcett},

Figures from this paper

The Difference between Developmental Dyslexia and Dysgraphia: Recent Neurobiological Evidence

Developmental dyslexia and developmental dysgraphia are considered to be distinct learning difficulties that affect the child's ability to learn. Dyslexia affects all aspects of written language,

Cognitive Profiles of Developmental Dysgraphia

Findings demonstrate that a more fine-grained diagnostic view on developmental dysgraphia, which takes the underlying cognitive profiles into account, might be advantageous for optimizing the outcome of individuum-centered intervention programs.

Imprints of Dyslexia: Implicit Learning and the Cerebellum

Dyslexia, a learning disability affecting reading and spelling, occurs in 3-10% of the general population. For many people diagnosed early in life the symptoms of dyslexia persist into adulthood

Crispiani The phonological mistake and 5 D paradigm

In the first part of this article I present a background in scientific studies on dyslexia, from cognitive science to the neuropedagogical perspective. In this investigation the analysis of mental

Devil in the details? Developmental dyslexia and visual long-term memory for details

It is revealed that while the overall amount of LTM errors was comparable between groups, dyslexic children exhibited a greater portion of detail-related errors, which suggests that not only phonological, but also general visual resolution deficits in LTM may play an important role in developmental dyslexia.

Reading and Dyslexia: The Functional Coordination Framework

The Functional Coordination approach of reading acquisition claims that beginning readers draw on established cognitive functions that are (1) recruited, (2) modified, and (3) coordinated to create a

Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters

An analysis of the legibility and fluency of handwritten letters, supplemented by an assessment of motor skills revealed a delay in motor skills, as well as in letter legibility, letter production duration, and the number of short pauses made during letter production in the children with dyslexia.

Developmental Dysgraphia as a Reading System and Transfer Problem: A Case Study

It is suggested that limitations in the processing of the reading system were responsible for the lack of an extensive set of induced position-sensitive sublexical representations that are contextually dependent, which would have serious consequences for transfer to spelling.

Orthographic depth and developmental dyslexia: a meta-analytic study

Reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood, and a similar pattern of results emerged for PA, RAN, and short-term/WM.



On subtypes of developmental dyslexia: evidence from processing time and accuracy scores.

Data suggest that developmental dyslexia could be largely accounted for by an underlying phonological impairment, and examines the reliability of these subtypes across different measures of phonological and orthographic skills.

Dyslexia, Learning, and the Brain

Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a "middle-class myth," dyslexia is now the subject of a complex -- and confusing -- body of theoretical and

The Visual Deficit Theory of Developmental Dyslexia

The results of these studies suggest that the pathophysiology of developmental dyslexia is more complex than originally thought, extending beyond the classically defined language areas of the brain.

Varieties of developmental dyslexia

Characteristics of developmental dyslexia in a regular writing system

  • H. Wimmer
  • Psychology
    Applied Psycholinguistics
  • 1993
Abstract The present study assessed reading difficulties and cognitive impairments of German-speaking dyslexic children at grade levels 2, 3, and 4. It was found that German dyslexic children

Developmental dyslexia, learning and the cerebellum.

The automaticity/ cerebellar deficit framework provides an explicit demonstration that it is possible to explain motor, speed and phonological deficits within a unified account, integrating previously opposed approaches.

The relationship between motor control and phonology in dyslexic children.

This study provides partial support for the presence of motor problems in dyslexic children, but does not support the hypothesis that a cerebellar dysfunction is the cause of their phonological and reading impairment.

Dyslexia: Theory and Research

Dyslexia is a term commonly used to refer to severe and pervasive reading impairment in otherwise normal children. Because dyslexia technically refers to reading disability in brain injured patients,

A developmental framework for developmental dyslexia

  • U. Frith
  • Psychology
    Annals of dyslexia
  • 1986
The present framework suggests three phases, corresponding to the acquisition of logographic, alphabetic, and, finally, orthographic skills, which are driven by a certain opposition between reading and writing processes.