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All the studies underlined the high frequency of co-morbid associations in specific learning disorders. Understanding the reasons for these associations could enable us to determine the cerebral bases that underlie each disorder. Their frequent association suggests the etiological bases are partly common, it seems logical to turn to explanatory models of various common specific disorders. The model recently proposed by Nicholson & Fawcett (2007) suggests a specific disorder of procedural learning. But the brain networks involved in this learning could be achieved separately. We intend therefore to study the neural networks involved in learning procedural and compare networks recruited among children with specific learning disorder alone or in combination (co-morbidity). The children included in the study have either a Developmental Dyslexia or a Developmental Coordination Disorder, or both. The procedure includes a neuropsychological evaluation and a brain MRI study with a morphological and a functional part. During fMRI the child realizes a automated motor task contrasting with a task involving learning procedural.
Allocation: Non-Randomized, Intervention Model: Parallel Assignment, Masking: Open Label
Neuropsychological assessment, MRI Study
Hôpital des Enfants
University Hospital, Toulouse
Published on BioPortfolio: 2015-04-15T11:08:22-0400
Developmental dyslexia is a frequent learning disability. The aim of this study is to compare auditory evoked cortical responses to syllables and tones in developmental dyslexia and contro...
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This study examined the role of visual statistical learning in reading and writing and its relationship to orthographic awareness in Hong Kong Chinese children with and without developmental dyslexia....
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A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)
A series of tests designed to assess neuropsychological function. The battery is used to diagnose specific cerebral dysfunction and also to determine lateralization.
A branch of embryology for the study of congenital malformations and developmental abnormalities.
Systematic identification of a population's needs or the assessment of individuals to determine the proper level of services needed.
Evaluation procedures that focus on both the outcome or status (OUTCOMES ASSESSMENT) of the patient at the end of an episode of care - presence of symptoms, level of activity, and mortality; and the process (ASSESSMENT, PROCESS) - what is done for the patient diagnostically and therapeutically.
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Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills (BDA). It has been suggested that up to 10% of the population (or even more) show some signs of dyslexia, particularly when it is pr...