Search for dissertations about: "Developmental Dyslexia"
Showing result 1 - 5 of 9 swedish dissertations containing the words Developmental Dyslexia.
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1. Growing up with Dyslexia : Cognitive and Psychosocial Impact, and Salutogenic Factors
Abstract : The studies in this doctoral thesis report aspects of cognitive and socio emotional development in a group of teenagers and young adults with dyslexia. The 75 subjects, between 14 and 25 years of age, had been diagnosed in the latter half of the 1990s, and the collection of quantitative and qualitative data was performed in 2003-04. READ MORE
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2. Procedural and Declarative Memory in Children with Developmental Disorders of Language and Literacy
Abstract : The procedural deficit hypothesis (PDH) posits that a range of language, cognitive and motor impairments associated with specific language impairment (SLI) and developmental dyslexia (DD) may be explained by an underlying domain-general dysfunction of the procedural memory system. In contrast, declarative memory is hypothesized to remain intact and to play a compensatory role in the two disorders. READ MORE
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3. Varieties of reading disability : Phonological and orthographic word decoding deficits and implications for interventions
Abstract : The general aim of this thesis was to examine variations in the word decoding skills of reading disabled children. These variations were related to possible cognitive, developmental, and environmental causes of reading disability. Possible implications for educational interventions were also analysed. READ MORE
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4. Neuropsychiatric and neurodevelopmental disorders in a young school-age population. Epidemiology and comorbidity in a school health perspective
Abstract : A total population of 826 7-year old children attended schools in Karlstad, a middle-sized town in central Sweden in August of 1992. Of these, 818 attended mainstream classrooms. READ MORE
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5. Identification of susceptibility genes for dyslexia
Abstract : Developmental dyslexia, also known as specific reading disability, is characterized by persistent difficulties in learning to read and spell in spite of adequate intelligence, education, social environment, and normal senses. It is the most common learning disability affecting 5-10% of school-aged children. READ MORE