Developmental Dyslexia Disorder Diagnosis and Intervention
Abstract
The skill of reading in its functional dimension is based on the functioning of a set of cognitive and linguistic functions, but there are a range of imbalances that may affect these functions, as is the case with dyslexia, so that many studies have shown that this neurodevelopmental disorder is associated with damage to the functioning of working memory, executive functions and phonological awareness. It is in this spirit that in this paper we have sought to address dyslexia disorder in terms of concept, diagnosis and intervention strategies. In this paper, we concluded that cognitive training therapy and phonological therapy are among the most effective programs in contributing to improved reading performance in different languages and environments studied ; The training of executive functions, working memory and the development of phonological awareness capabilities are among the main incomes in the rehabilitation of developmental dyslexia, despite some questions raised regarding the continuity of the results and gains of this type of training-based therapy, especially with regard to the training of working memory.
On the other hand, there is confirmation of the level of neurological changes that occur in the brain before and after training, as shown by some studies, starting from the obedience of the brain that explains the possibility of affecting the brain of people with dyslexia.
References
2. American Psychological Association. (2007). APA Dictionary of psychology. Second edition.
3. Badda, B.; Ahami, A.O.T.; Gombert, J-E.; El Qaj, M.; Alami, N.; Lachheb, A. (2010). Enfants marocains scolarisés: Essai de remédiation de la dyslexie phonologique via le logiciel « Itinéraire Combinatoire », EpiNet : la revue électronique de l'EPI, n° 129. http://www.epi.asso.fr/revue/articles/a1011c.htm.
4. Benny, M., Huot, A., Lalonde, J.L., Landry-Cuerrier, J., Marinier, L., & Sergerie Marie, A. (2016). Santé mentale et psychopathologie une approche biopsychosociale (2ed). groupe modulo INC.
5. Billard, C., & Delteil Pinton., F. (2010). Clinique de la dyslexie. Pédiatrie au quoutidien (17), 1734-1743. https://doi.org/10.1016/j.arcped.2010.09.022.
6. D’mello, A.M., & Gabrieli, J.D.E. (2018). Cognitive neuroscience of dyslexia. Language, speech and hearing seavices in schools, (49), 798-809. https://www.researchgate.net/publication/328824514.
7. Daehler, C., Joerns, C., & shuchardt, K. (2019). Training working memory of children with and without dyslexia. Children, 6, 47.doi:10.3390/children6030047.
8. Organisation mondiale de la santé. (2017). Classification statistique internationale des maladies et des problémes de santé connexe. 10e révision, France.
9. Paqualotto, A., & Venuti, P. (2020). A multifactorial model of dyslexia: Evidence from exécutive functions and phonological based treatments. Learning disabilities Ressearch & practice. 00(0), 1-15. DOI: 10.1111/ldrp.12228.
10. Shiran, A., & Breznitz, Z. (2011). The effect of cognitive training on recall range and speed of information processing in the workin memory of dyslexic and skilled readers. Journal of neurolinguistics, (24), 524-537. doi:10.1016/j.jneuroling.2010.12.001.
11. Vernhs, S., combres, L., & Sawournin., F. (2012). Symptôme dyslexique et clinique du sujet. L’évolution psychiatrique (79), 313-320. http://dx.doi.org/10.1016/j.evopsy.2012.08.012.
12. Yang, J., Peng,J., Zhang, D., Zheng, L., & mo, L. (2017). Specific effects of workin memory training on the reading skills of children with developemental dyslexia. Plos ONE, 12(11), 1-20. https://doi.org/10.1371/journal. pone.0186114.
