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Abstract: 50 % of brain-damaged patients present with impaired neurovisual functions. This article presents Neuro Vision Training (NVT), the main functions of a new, AI-based software. These enable the diagnosis and therapy of neurovisual functions utilizing rapid eye movements (REM, saccades), slow eye movements, sensitivity in the visual field (contrast, color, movement), visual exploration, reading, visual multitasking, and working memory. NVT can be used by therapists in a clinic or therapy office as well as by patients at home. It enables hybrid therapy (practice and home) of neurovisual disorders and achieves a higher therapy intensity. At the same time, it mitigates the shortage of specialists, especially in rural areas. Numerous application examples demonstrate the benefits of the program in neurovisual rehabilitation. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Disability Studies is the property of Canadian Disability Studies Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective was to provide psychometric evidence of reliability, internal structure validity and external validity for the Word Recognition Assessment - Brazilian Version (PRP-BR). The pilot study of Phase 2, designed to evaluate the iconicity of the illustrations, participated 114 children from the second to the fifth grades of Elementary School, with no time limit. In Phase 3, 480 students from the second to the fifth grades participated, with the application of the complete PRP-BR (52 items) under a time limit. Phase 4 comprised the 231 participants who responded to all items. In Phase 5, 245 participants from the first to the fifth grades answered the reduced PRP-BR (43 items) under a time limit. The PRP-BR was applied individually to participants in the first grade and collectively to those from the second to the fifth grades. The application time limit for the first to third grades was four minutes and for the fourth and fifth grades it was two minutes. In Phase 2, all items reached the cutoff criterion of 80% accuracy, which suggested their maintenance for subsequent validation studies. Considering the results of the Classical Test Theory and the Item Response Theory, nine of the 52 items were removed. As evidence of adequate reliability, Cronbach's alpha progressively increased between the phases of thi s study. As evidence of internal validity, there was a significant effect of schooling both with the complete and the reduced version in all samples. Evidence of convergent and criterion external validity were presented, with the results being consistent with the literature. In concluded, the PRP-BR presented satisfactory psychometric evidence of reliability, internal structure validity and external validity. [ABSTRACT FROM AUTHOR]

The present study deals with a chronic disorder of written language development known as dyslexia. The delay in the diagnosis of this disorder hinders the learning process and lowers the student's success and academic progress on which his future depends. This work is undertaken to try to answer the general question thus formulated: is there a correlation between dyslexia and academic success? [ABSTRACT FROM AUTHOR]

Les jeunes (15-20) avec un trouble spécifique des apprentissages voient souvent leur formation entravée par leurs difficultés. Mon but à travers cet écrit est d’amener des notions neuroscientifiques dans mon travail quotidien, afin de favoriser leurs apprentissages. Mon projet se base sur le postulat, évoqué par C. Fahim lors de la formation (12 janvier 2022), qui stipule que ce n’est pas la dyslexie qui bloque l’apprentissage, mais le manque d’estime qui en découle. L’hypothèse avancée est qu’en expliquant les particularités du fonctionnement cérébral aux adolescents avec des difficultés d’apprentissages, ils puissent apprendre à mieux se connaître, augmenter l’estime qu’ils ont d’eux-mêmes et optimiser leurs capacités d’apprentissage. Il m’est difficile actuellement d’évaluer les retombées de ce travail de manière quantifiable et objective. Toutefois, j’ai pu constater à travers les questionnaires distribués, que leur représentation du cerveau a évolué entre le début et la fin de l’activité. Par ailleurs, ce qui a semblé le plus intéresser les élèves en année d’orientation est la neuroplasticité, donc le fait que le cerveau puisse créer de nouveaux chemins pour compenser une zone cérébrale qui va moins bien. De manière subjective donc, j’espère que ces échanges ont été bénéfiques et permettent à ces jeunes de faire face différemment à de nouveaux apprentissages. Autrement, j’ai eu de bons retours de la part de mes collègues, quant à un jeune déjà en formation qui peinait à se mobiliser pour apprendre régulièrement les notions théoriques inhérentes à son apprentissage. J’avais profité de la discussion avec les jeunes en année d’orientation pour lui montrer les échanges entre neurones lors d’un apprentissage et cela a semblé l’impacter et le motiver à réviser plus régulièrement. Finalement, le fait d’exposer les aspects théoriques des neurosciences m’a permis de clarifier les mécanismes mis en œuvre dans l’accompagnement des jeunes et donc d’y être plus attentive. À présent, je fais plus facilement des liens entre ma pratique à l’Unité de formation professionnelle du Ceras et les notions théoriques appuyées par les neurosciences.

De précédentes études montrent qu'une partie conséquente des enfants ayant un trouble d'apprentissage présente également une anxiété. L'anxiété peut être primaire ou bien secondaire au trouble d'apprentissage. Concernant la dyslexie, les différentes prévalences observées dans la littérature montrent que 9,9 % à 25 % des enfants avec un trouble spécifique du langage écrit présentent de façon concomitante des signes d'anxiété. L'accompagnement pédagogique semble avoir un rôle conséquent dans cette anxiété et pourrait induire un effet protecteur dans son apparition ou son intensité. Notre étude a pour but de rapporter la proportion d'enfants anxieux parmi nos patients dyslexiques, d'observer s'il existe ou non un effet de l'âge, du niveau solaire ou du sexe sur cette anxiété, mais également d'examiner la quantité d'enfants pour laquelle un suivi psychologique a été conseillé. Un autre objectif de cette étude est d'appuyer la nécessité de l'accès au diagnostic et de l'instauration de mesures d'accompagnement. L'échantillon est constitué de 114 patients ayant reçu un diagnostic de dyslexie en centre de diagnostic. Les dossiers des patients sont analysés de façon rétrospective afin de rechercher les signes anxieux dans les éléments anamnestiques et dans l'observation du comportement des enfants lors des différents bilans réalisés lors de leur venue au centre. Nos patients dyslexiques sont 69 % à présenter des signes anxieux. Il n'y a pas de différence d'âge entre les patients anxieux et non anxieux, ni de différence en fonction du niveau scolaire (école primaire ou collège). Il existe un effet du sexe chez les enfants dyslexiques et anxieux : il y a moins d'anxiété chez les garçons dyslexiques que chez les filles dyslexiques. Un suivi psychologique a été conseillé pour 65 % des patients. La proportion d'enfants dyslexiques présentant également une anxiété est importante, c'est pourquoi il est nécessaire d'améliorer l'accès au diagnostic précoce, la connaissance et la prise en compte de ces troubles, ainsi que la mise en place des aides nécessaires (aménagements scolaires, accompagnement thérapeutique). Previous studies have shown that children with learning disabilities also have psychological symptoms such as anxiety. It is the most common psychological disorder and usually appears in childhood or adolescence. We focus on children with reading disabilities. As anxiety symptoms in dyslexic children, low self-esteem, loss of interest, fear of rejection, hostility, behavioural or concentration problems are described, these children report more somatic complaints than normal readers. This anxiety can be either primary or secondary to reading difficulties, with the presence of one triggering or aggravating the other. With regard to the prevalences found in the literature, 9.9% to 25% of children with reading impairment have an anxiety disorder associated with it. This can have a significant impact on academic achievement but also on professional integration. Few studies have analyzed the presence of anxiety in children with a specific reading disorder according to age or grade level. That is why we analyzed data of anxious children among patients with developmental dyslexia, and investigated a possible effect of age, school level (primary or secondary school) or gender. Finally, we also paid attention to the proportion of anxious children for whom psychological counselling was recommended. Another goal of this study was to support the need for access to diagnosis, and the implementation of accompanying measures. The sample consists of 114 patients admitted in a French referral center of learning disabilities and for whom a diagnosis of dyslexia had been established. A retrospective analysis of these children's files was carried out in order to identify the signs of anxiety. Initially, this study was based on the anamnesis carried out with the parents or guardians and then the child's behaviour during the various assessments carried out at the center was analyzed. Among our dyslexic patients, 69% also had anxiety. There was no age difference between anxious and non-anxious patients, nor was there a difference according to school level (primary or secondary school). There was a gender effect in dyslexic and anxious children with less anxiety in dyslexic boys than in dyslexic girls. Psychological counselling was advised for 65% of patients. A significant proportion of children with dyslexia have co-morbid anxiety, regardless of gender, age or class. This is why it is necessary to improve access to early diagnosis, knowledge and consideration of these disorders, as well as the implementation of necessary aids (school adjustments, therapeutic support). [ABSTRACT FROM AUTHOR]

The present research aimed to provide psychometric evidence for the 'Word Recognition Test' and 'Pseudoword Recognition Test' in relation to: (a) reliability; (b) validity of the internal structure; and (c) normatization. Participa ted 598 students, 52% male, from the 2nd to the 5th year of Elementary Education, 7 to 11 years old, stratified in 102 classrooms of eight state schools. The scores for both instruments are given terms of Accuracy (percentage of words read correctly) and Accuracy Rate (number of words read correctly per minute). Reliability evidence were the high internal consistency, split - half analyses and equivalence between parallel forms. The validity of the internal structure was verified with the effect of schooling, with the Accuracy Rate showing better psychometric indices than Accuracy, with normal distribution curve and without overlapping the Confidence Intervals between school years. In conclusion, the Word Recognition Test and the Pseudoword Recognition Test demonstrated satisfactory psychometric evidence of reliability and internal validity, which supported the establishment of standardized norms for the 2nd to the 5th school year. [ABSTRACT FROM AUTHOR]

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Copyright of Industrial Relations / Relations Industrielles is the property of Universite Laval, Department of Industrial Relations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Académique des Études Sociales et Humaines is the property of Hassif Benbouali University of Chlef and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La comparaison de l’effet de deux didactiques ciblées sur l’acquisition des représentations phonologiques du français langue étrangère par trois élèves dyslexiques suggère que ces élèves peuvent bénéficier d’un enseignement ciblé, même pour l’acquisition de représentations procédurales. L’enseignement implicite didactisé dans une méthode communicative actionnelle a permis aux élèves dyslexiques observés d’améliorer leurs capacités de discrimination et de maintien de l’information verbale en mémoire de travail, ainsi que leur vocabulaire réceptif, de la même façon qu’un enseignement explicite ciblé. L’enseignement explicite semble cependant, pour les élèves dyslexiques observés, être plus favorable à l’apprentissage de la prononciation.

À partir des entretiens menés avec dix enseignant.es de langues étrangères des établissements primaires, secondaires I et post-obligatoires de Genève, nous proposons de mettre en lumière les pratiques utilisées en classe avec les élèves ayant des besoins particuliers. Tout en prenant en compte les approches actuelles dans l’enseignement des langues et les contraintes auxquelles sont soumises les enseignants, nous rapportons les défis actuels posés par l’inclusion d’élèves avec des troubles de dyslexie-dysorthographie.

Produire de nouvelles connaissances sur le vécu des parents d'enfants dyslexiques français et l'impact d'un tel trouble sur la relation parent-enfant afin d'améliorer leur accompagnement. L'échantillon est composé de 105 mères d'enfants dyslexiques français. Elles ont répondu à un questionnaire sociodémographique et à un questionnaire de stress parental (ISP/FB). Treize d'entre-elles ont également répondu à un entretien semi-directif. Les mères ne témoignent pas d'un niveau de stress parental supérieur au score-seuil. On observe toutefois un effet significatif du type de comorbidité associée à la dyslexie d'un enfant sur le niveau de stress parental. Les mères font part d'un manque de soutien et de solitude face à la dyslexie de leur enfant, ainsi que de difficultés quotidiennes pour faire face au handicap. Certaines témoignent aussi d'un impact de la dyslexie sur la relation parent-enfant. Elever un enfant dyslexique demande au parent des capacités d'adaptation importantes. Les résultats obtenus poussent à prendre en compte l'existence de comorbidités à la dyslexie lorsque l'on examine son impact sur la parentalité. L'accompagnement des parents faisant face à la dyslexie de leur enfant représente un défi important. To generate new knowledge on the experiences of parents of French dyslexic children and on the impact of such a disorder on the parent-child relationship in order to improve the support they are provided. The sample is composed of 105 mothers of French dyslexic children who completed a socio-demographic questionnaire and the Parental Stress Index questionnaire -Short-Form (Abidin, 1995). Thirteen of them also responded to a semidirective interview in order to get a better understanding of their experiences and the challenges they have to face. Parents did not report a general level of parental stress above the cut-off (M= 88.55, E.T = 16.47). However, the type of comorbidity associated with the child's dyslexia (ADHD, OCD, anxiety, high potential) had a significant impact on the stress level of the parent. Parents reported a feeling of loneliness related to a lack of support from teachers, as well as from the health professionals involved in their child's care. They also reported day-to-day challenges associated to their child's condition, such as the time they have to spend in helping with homework, negative feelings such as culpability, divergences within the couple, concerns about their child's future, and the impact of such difficulties on their own professional career. Negative consequences of other comorbid conditions, such as ADHD or anxiety, were also reported. However, most mothers reported a good parental sense of competence, and highlighted the fact that their dyslexic child had also good abilities in other domains. Furthermore, interviewed mothers mentioned the coping skills they had to deploy to raise a child with specific needs. Finally, some mothers reported that the parent-child relationship seems to be affected by the child's difficulties in the way that they are more protective and supportive vis-à-vis their dyslexic child, who often suffer from a lack of self-confidence and a low self-esteem. Raising a dyslexic child requires a parent to adapt to the child's condition. The results highlight the need to take into account the comorbidities associated with dyslexia when considering its impact on parental stress and parent-child relationship. The findings also emphasize the relevance of supporting parents who raise a child with dyslexia and providing a well-coordinated network of professionals involved in the child's care. Finally, it appears crucial that teachers receive a solid training on learning and language disabilities. [ABSTRACT FROM AUTHOR]

La dyslexie est un trouble neurodéveloppemental caractérisé par des difficultés de lecture qui génèrent encore dans les classes des moqueries de la part des pairs. La littérature jeunesse représentant des personnages avec dyslexie pourrait faciliter la compréhension de ce trouble, et ainsi favoriser la réussite de l'inclusion scolaire des élèves concernés. La présente étude a pour objectif d'analyser pour la première fois l'image de la dyslexie véhiculée par la littérature jeunesse francophone. Une analyse de contenu à l'aune des critères diagnostiques du DSM-5 et de la CIM-11 a été effectuée dans 24 livres francophones pour enfants de 3 à 12 ans, dont un des héros a une dyslexie. Les livres jeunesse francophones décrivent avec fidélité la dyslexie ainsi que les troubles et difficultés qui peuvent y être associés. De plus, à la différence du message véhiculé par les ouvrages anglophones, l'élève–héros concerné n'est pas tenu pour responsable de son trouble. Ces ouvrages permettent d'informer les élèves de l'impact de la dyslexie sur le parcours des personnes concernées. Leur utilisation pourrait être envisagée dans le cadre d'un programme de sensibilisation afin de favoriser l'inclusion scolaire des élèves avec dyslexie. Dyslexia is a neurodevelopmental disorder characterized by reading difficulties that still generate teasing from peers in the classroom. Children's literature depicting characters with dyslexia may facilitate the understanding of this disorder, and thus promote the successful inclusion of concerned students in school. The present study aims to analyze for the first time the image of dyslexia conveyed by French-language children's literature. A content analysis in light of the DSM-5 and ICD-11 was performed in 24 French-language books for children aged 3 to 12 years, in which one of the heroes has dyslexia. French-language children's books accurately describe dyslexia and the disorders and difficulties that may be associated with it. In addition, unlike the message conveyed by English-language books, the student-hero concerned is not held responsible for his or her disorder. These books help to inform students about the impact of dyslexia on the lives of those affected. Their use could be considered in the framework of awareness-raising program in order to promote the school inclusion of students with dyslexia. [ABSTRACT FROM AUTHOR]

La lecture d’une BD constitue une situation écologique intéressante pour étudier l’impact d’une réécriture tenant compte des facteurs d’espacement, taille des lettres, mots courts, phrases courtes, lignes brèves, sur la compréhension de lecteurs dyslexiques adultes. Nous appliquons ces contraintes de rédaction à un roman graphique italien et à sa traduction française, présentons les difficultés rencontrées et les solutions de réécriture choisies. Nous présentons les résultats préliminaires d’une expérience montrant que la lecture de BD améliore notablement la compréhension d’adultes dyslexiques francophones de niveau universitaire.

Cet article, qui est la synthèse d’un mémoire de maîtrise, a principalement trois objectifs. Le premier objectif consiste à développer une méthodologie de conception de jeu sérieux éducatif (JSÉ) permettant spécifiquement d’aider les enfants qui éprouvent des difficultés en lecture ou qui présentent des symptômes associés à la dyslexie développementale. Le deuxième objectif consiste à réaliser un prototype Alpha du jeu, et le troisième objectif consiste à évaluer la cohérence du scénario ainsi que l’ergonomie du jeu par un test utilisateur. Les travaux de Green et Bavellier (2012) indiquent que jouer à des jeux vidéo d’action améliore l’attention et l’apprentissage. Tandis que la recherche de Franceschini, Gori, Ruffino, Molteni et Facoetti (2013) démontre que l’utilisation d’un jeu vidéo d’action sans dimension sérieuse améliore la concentration et la vitesse de lecture des enfants dyslexiques. Dans le cadre de cette recherche, nous croyons que l’ajout d’exercices de rééducation en lecture à un jeu vidéo d’action améliorera son efficacité pour l’apprentissage de la lecture des enfants présentant des symptômes associés à la dyslexie. Les résultats de l’expérimentation portant sur la cohérence du scénario ainsi que sur l’ergonomie du jeu sont prometteurs. Des modifications devront être effectuées, notamment au niveau de la navigation et de l’optimisation des missions du jeu.

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Cet article présente les apports du premier livre de Colette Chiland consacré à l'enfant de 6 ans et son avenir (1971), livre dans lequel on retrouve en germe l'essentiel des préoccupations cliniques et scientifiques à venir de celle qui fut une des grandes figures de la pédopsychiatrie française de la deuxième moitié du XXe siècle et du début du XXIe siècle. Des problématiques psychopathologiques majeures, toujours d'actualité, y sont travaillées : le normal et le pathologique chez l'enfant, les relations entre niveau social, QI, et santé mentale, l'échec scolaire, la dyslexie, les mesures préventives, curatives et politiques du pédopsychiatre et de son équipe dans la cité. This article presents the contributions of the first book by Colette Chilands dedicated to the six-year-old child and its future (1971). In this work, we find the main forthcoming clinical and scientific concerns of a person who has been one of the greatest figures of French child psychiatry of the second half of the 20th and the beginning of the 21th century. Major current psychopathology issues are analyzed: child normal and pathological behavior, relations between social status, IQ, mental health, school failure, and dyslexia, and the child psychiatrist's preventive, curative and political measures in society. [ABSTRACT FROM AUTHOR]

Early identification of children at risk of dyslexia is a key element for early intervention. Early intervention leads to better results avoiding secondary consequences. The Test de Velocidad de Denominación (TVD) was developed for that purpose. Currently published normative data are only for private schools. In this study normative data for children of Argentinian public schools are presented. The TVD was administered to 482 children from six public schools in Córdoba city. Participants from preschool (4 and 5 years-old) to third grade were included. There were significant differences in the performance between the different grades. There were not significant differences between genders. Previous findings indicating significant differences in the performance between children from public and private schools were confirmed in this study. Normative data were developed. These results confirm the need for different normative data for public and private schools. These differences might be related to social composition of the samples, educational environment and material resources of the schools. [ABSTRACT FROM AUTHOR]

Dyslexie is a specialized font style that was designed to enhance reading performance in students with reading disabilities. The present study sought to examine Dyslexie's impact, compared to two commonly used fonts, on reading performance while controlling for Dyslexie's large size and spacing. We recruited 36 fourth and fifth grade students identified by their school districts as having a specific learning disability in the area of reading, asked them to read three stories aloud, and measured the students' speed, accuracy, and comprehension. We found that Dyslexie, when compared to other common fonts that have been adjusted to control for Dyslexie's large size and spacing, appears to have no effect on readers' accuracy, fluency, or comprehension. [ABSTRACT FROM AUTHOR]

Background: Few studies have investigated the acceptability and efficacy of intensive parent-implemented interventions for children with dyslexia., Methods: We carried out a randomized controlled trial on 22 dyslexic children from 3rd to 5th grade. Reading performance was measured before (T1) and after (T2) summer by a selection of tests from the BALE and EDA batteries. One group received a specific parent-implemented repeated reading training (RR group) and the other group received a general training based on a summer vacation workbook (SVW group), adapted for children with reading impairment. The training lasted 6 weeks during the summer vacation., Results: In both groups, the reading performances of the dyslexic children were stable before and after the summer. No group difference was found on our primary outcome corresponding to an aggregate score of the z-scores of the BALE reading lists of regular, irregular and pseudo-words. However, secondary analyses revealed that the score of the EDA subtest "number of words read in one minute" (tapping reading fluency) differed significantly between the two groups (T2-T1=0.17 SD for the RR group and T2-T1=-0.24 SD for the SVW group; P=0.015). Acceptability was generally good (dropout rate of 9% in the RR group)., Conclusions: A repeated reading intervention applied by parents may improve reading fluency of dyslexic children during summer vacation, with a good acceptability. Further studies are needed to confirm these findings., (Copyright © 2022 L'Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.)

Cette étude examine le rôle de la conscience phonologique (CP) en Arabe (L1) dans la lecture en français (L2) chez les enfants arabophones. Deux groupes de lecteurs normo lecteurs (n=42) et dyslexiques (n=30) ont participé à cette étude, et ont achevé des tests de lecture de mots et de pseudo mots et de CP en L1 et L2. Les résultats ont révélé des différences statistiquement significatives entre les deux groupes en lecture de mots et de pseudo-mots et la CP en L1 et L2. Le décodage de pseudo mots et la CP prédisent significativement la performance de lecture en L2 dans chaque groupe de lecteur. Ces résultats indiquent que la CP en L1 s’avère un indice tangible de la performance de lecture en français (L2) chez les enfants arabophones, et ont été discutés en termes d’éventuel effet de transfert positif des connaissances phonologiques entre L1 et L2.

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé: La dyslexie est le trouble des apprentissages le plus fréquent. Une rééducation précoce permet d'en limiter les conséquences à long terme. La stratégie de dépistage entre médecins et enseignants n'est pas établie et met ces professionnels en difficulté. Les objectifs étaient de lister les signes principaux amenant à suspecter une dyslexie, de proposer quelques tests de dépistage utiles pour les médecins de premier recours, et de préciser les signes d'alarme. Dyslexia is the most common learning disability. Early rehabilitation helps to limit the long-term consequences. The screening strategy between physicians and teachers is not established and leads these professionals in difficulty. The aims were to provide a list of the main signs to suspect dyslexia, to propose some useful screening tests for primary care physicians, and to specify the alarm signs. [ABSTRACT FROM AUTHOR]

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Recent research studies have shown that increased letter spacing has a positive effect on the reading ability of dyslexic individuals. This study aims to investigate the effect of spacing on the readability of different fonts for children with and without dyslexia. Results did not support the hypothesis of better performance among children with dyslexia when reading text in Dyslexie than in other fonts. They, however, revealed that only spacing plays a role in enhancing dyslexic individuals' reading performance because Dyslexie and the Times New Roman interspaced font have no difference. Furthermore, the negative effect of the unfriendly fonts Times New Roman Italic and Curlz MT was eliminated through increased interletter spacing. [ABSTRACT FROM AUTHOR]

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A significant decrease in naming speed is a very sensitive early index of the ability to learning to read. Although there are other naming speed tests for Spanish-speakers within batteries developed for testing reading abilities, there is not a naming test for Spanish-speaking children that can be administered individually and whose psychometric properties have been tested. In this paper the development of the Test de Velocidad de Denominación (TVD - Speed Naming Test) is described. This test was developed in Córdoba, Argentina. The TVD consists of a stimulus sheet containing 5 objects, repeated 10 times each and it can be administered to children from Kindergarten 4-year-old to 3rd grade. A convergent validity study showed strong correlations with a reading proficiency test (LEE test), especially with the reading speed ability. The testretest reliability study demonstrated a high stability between administrations. Normative data (n= 503) for children from private schools are reported in this paper. In summary, the TVD is a new assessment tool that can help in the early identification of Spanish-speaking children who are at risk of developing reading disabilities. [ABSTRACT FROM AUTHOR]

Résumé But de l’étude L’objectif de cette étude était de comparer les profils attentionnels et exécutifs d’enfants porteurs de trouble du déficit de l’attention/hyperactivité (TDA/H) en l’absence et en présence de deux troubles habituellement associés au TDA/H : la dyslexie développementale (DD) et le trouble développemental de la coordination (TDC). Patients et méthode Cent soixante et un enfants âgés en moyenne de 8,9 ans diagnostiqués avec un TDA/H par une équipe pluridisciplinaire ont été répartis en quatre groupes : TDA/H isolé ( n = 61), TDA/H et DD associés ( n = 36), TDA/H et TDC associés ( n = 27), et TDA/H avec à la fois DD et TDC associés ( n = 37). Le Test d’Évaluation de l’Attention chez l’Enfant (TEA-Ch) a été administré à tous les enfants pour une évaluation détaillée des fonctions attentionnelles et exécutives. Résultats Les résultats des comparaisons entre les quatre groupes mettent en évidence des différences significatives sur plusieurs variables : attention sélective visuelle, attention auditive, attention divisée, capacités d’inhibition et attention soutenue. Conclusion Ce travail met en évidence des différences de fonctionnement attentionnel et exécutif chez des enfants TDA/H en fonction de la présence ou non de DD et/ou de TDC associé. Les implications cliniques qui en découlent sont à considérer et sont susceptibles d’éclairer la pratique des professionnels, notamment aux niveaux diagnostique et thérapeutique. Background Children with attention-deficit hyperactivity disorder (ADHD) manifest deficits in attentional and executive domains. Yet, although ADHD is often associated with other neurodevelopmental syndromes such as developmental dyslexia (DD) and developmental coordination disorder (DCD), very few studies exploring the impact of these associated disorders on cognitive abilities of children with ADHD are available. Whether and how these comorbid disorders may influence attentional and executive abilities among ADHD patients remained to be explored. Aim of the study The goal of the current study was to compare the attentional and executive profiles of ADHD children with and without one or two often-associated comorbid neurodevelopmental disorders: DD, and DCD. Participants and method One hundred and sixty-one children (mean age: 8.9 years) were classified into four groups: children with ADHD in isolation ( n = 61), children with ADHD and associated DD ( n = 36), children with ADHD and associated DCD ( n = 27), and children with the three associated disorders (ADHD-DCD-DD, n = 37). For assessing attentional and executive skills, we used the Test of Everyday Attention for Children (TEA-Ch). Results We observed differences between the groups among the majority of attentional and executive measures: selective visual attention, auditive attention, divided attention, inhibition, and sustained attention. Conclusion These results show that children with ADHD manifest different cognitive performances depending on the presence of associated DD and/or DCD. Most of attentional executive domains are negatively impacted by DD and/or DCD. These findings concur with the current theoretical point of view whereby neurodevelopmental disorders partially share etiological and clinical factors. Our results also matter in the way professionals can understand how neurodevelopmental disorders influence each other, and how specific therapeutic projects could be built taking into consideration often-associated disorders in ADHD. [ABSTRACT FROM AUTHOR]