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The article analyzes the relationship between IQ scores and the total IQ (CIT) in individuals with dyslexia. It was found that there is a low performance in working memory (MT) and processing speed (VP) indexes in individuals with dyslexia. Additionally, it is mentioned that dyslexia is more prevalent in men and that the MT index is the most affected compared to the other CIT indexes. Findings are also presented on the difficulties in the working memory index in individuals with Down syndrome, which affects their reading abilities. Finally, it is mentioned that the document is a list of bibliographic references from different studies related to environmental factors, dyslexia, learning difficulties, and developmental disorders in children and adolescents. [Extracted from the article]

New trends in research on Specific Learning Disabilities (SLD) highlight the importance of having instruments for their early detection in the classroom context, considering the role of teachers in the identification of issues in their students' basic learning. The aim of this paper is to analyse the preliminary psychometric properties of Escala para la Detección de Alumnado con Dificultades Específicas de Aprendizaje (Scale for Detection of Students with Specific Learning Disabilities) -EDDEA, designed to detect the risk and/or presence of reading and writing difficulties in children aged 3 to 8 years. The scale reliability was obtained applying McDonald's Omega (ωt) and PERMANOVA was used to obtain evidence of criterion validity. Excellent internal consistency levels and accurate validity levels were obtained, highlighting sensitivity and specificity values. EDDEA characteristics support its utility to be employed as a reliable and valid tool for early detection and prevention of SLD. [ABSTRACT FROM AUTHOR]

The article presents research carried out within the framework of the European project FORDYSVAR, whose objective is to contribute to the educational inclusion of students with dyslexia through the use of virtual reality. Interviews were conducted with dyslexia experts, families, and children with dyslexia to determine the areas of development for intervention through virtual reality. The results obtained allow for the identification of seven areas of development that should be taken into account in the design of activities included in the virtual reality software. This work can contribute to the advancement in the inclusion and rehabilitation of people with dyslexia through the use of virtual reality technology. [Extracted from the article]

Introduction: The specific learning disorder is a nosological entity of neurodevelopment, the clinical manifestations become evident in the school stage and are persistent throughout life. Dyslexia (DS) is characterized by an impairment in the comprehension and fluency of the reading process, associated with neurocognitive deficits. Objective: To analyze the relationship between phonological fluency, repetition, naming and verbal comprehension in children diagnosed with dyslexia (DS). Method: A sample of (N=114) school patients with DS diagnosis between the ages of 7 and 16 years, selected by non-probability sampling, was used. We built a structural equation model (MEE) in RCran 4.0.4 software, to analyze the relationship between the latent variables (phonological fluency, semantic fluency, pseudoword repetition, sentence repetition, naming and verbal comprehension), through the results of standardized psychometric tests; Verbal Fluency Test, Boston Test, Child Neuropsychological Assessment and Weschler Intelligence Scale IV. Results: Covariances between phonological fluency and all language (LG) components were positive; semantic fluency (σxy=0.55), pseudoword repetition (σxz=0.53), sentence repetition (σxw=0.64), LG naming (σxv=0.60), verbal comprehension (σxy=0.57), indicating a direct relationship. In people with DS, the lower the phonological fluency the greater the language deficits. Conclusion: In DS, phonological and semantic fluency is limited and is directly related to the clinical manifestations of this neurodevelopmental disorder (TN). [ABSTRACT FROM AUTHOR]

The Specific Learning Disorders represent a heterogeneous group of common conditions that can generate important problems not only during schooling but also throughout life. The persistent difficulties in reading (dyslexia) and maths (dyscalculia) are, due to their significance and prevalence, the two most important learning disorders in both educational and clinical practice. The objective of this study is to make a synthesis of the scientific findings of the past ten years about neuroanatomical and genetic basis of dyslexia and dyscalculia. To this aim a comprehensive bibliographic analysis is conducted from 2006 until January, 2017 in English and Spanish from databases Medline, PsyInfo, Scopus, Web of Science y Dialnet. There were included 43 articles with contributions so much about dyslexia as dyscalculia from the neuroimagen and the genetics. This information will provide tools to guide psychological and educational environments and to provide definitive answers. [ABSTRACT FROM AUTHOR]