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Total 25 results found since Jan 2013.

Perceived negative consequences of dyslexia: the influence of person and environmental factors
Ann Dyslexia. 2022 Nov 30. doi: 10.1007/s11881-022-00274-0. Online ahead of print.ABSTRACTPerceived negative consequences of dyslexia entail the degree to which an individual perceives negative outcomes, such as low academic achievement or feelings of anxiety and depression, and attributes these experiences to the disorder. In the current study, we examined how perceived consequences of dyslexia are influenced by person and environmental factors. Perceived consequences were evaluated for the academic domain and the domain of mental health (depression, anxiety). Participants were 123 Dutch students with dyslexia. Cognitive ...
Source: Annals of Dyslexia - November 30, 2022 Category: Neurology Authors: Loes Bazen Elise H de Bree Madelon van den Boer Peter F de Jong Source Type: research

A qualitative and quantitative study of self-reported positive characteristics of individuals with ADHD
In conclusion, experiencing positive aspects seems to be common in ADHD as almost all participants reported positive aspect of ADHD, these aspects cover many different domains. Awareness about ADHD's strengths might help individuals with ADHD and their environment to better cope with, accept or embrace their diagnosis and for example make educational or occupational choices that fit them well. To incorporate these positive aspects in the understanding of ADHD, future research should focus on quantifying strengths in ADHD, and on investigating the link between these aspects and clinical characteristics and how this new know...
Source: Frontiers in Psychiatry - October 12, 2022 Category: Psychiatry Source Type: research

Early Productive Vocabulary Composition as Precursor of Dyslexia
CONCLUSIONS: These results indicate that development of vocabulary is a significant though weak predictor of reading fluency and dyslexia; vocabulary size and proportion of verbs at 23 months of age, as well as proportion of closed-class words up to 35 months of age, seem to be the most sensitive indicators of delayed vocabulary development and later reading difficulties. There is no indication that FR for dyslexia by itself is related to vocabulary development.PMID:35089813 | DOI:10.1044/2021_JSLHR-20-00599
Source: Journal of speech, language, and hearing research : JSLHR - January 28, 2022 Category: Speech-Language Pathology Authors: Ben A M Maassen Evelien Krikhaar Aryan van der Leij Paula Fikkert Source Type: research

Pre-literacy heterogeneity in Dutch-speaking kindergartners: latent profile analysis.
Abstract Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid automatized naming (RAN), more insight in the variability of pre-reading profiles might be of great importance for early identification of children who have an elevated risk for developing dyslexia and to provide tailor-made interventions. To address this issue, this ...
Source: Annals of Dyslexia - October 19, 2020 Category: Neurology Authors: Verwimp C, Vanden Bempt F, Kellens S, Economou M, Vandermosten M, Wouters J, Ghesquière P, Vanderauwera J Tags: Ann Dyslexia Source Type: research

Adults with dyslexia: how can they achieve academic success despite impairments in basic reading and writing abilities? The role of text structure sensitivity as a compensatory skill.
Abstract The aim of this study was to investigate (1) whether a sample of highly educated individuals with dyslexia living under optimal personal, educational, cultural, and socioeconomic conditions continues to display core deficits in reading and writing skills during adulthood (extending prior results in Dutch, English, Hebrew, and Spanish to the Portuguese writing system); (2) whether these individuals can compensate for the effects of persistent core deficits when reading complex academic texts; (3) which cognitive resources, such as reading strategies, are used as compensatory mechanisms; and (4) whether qua...
Source: Annals of Dyslexia - March 26, 2020 Category: Neurology Authors: Moojen SMP, Gonçalves HA, Bassôa A, Navas AL, de Jou G, Miguel ES Tags: Ann Dyslexia Source Type: research