An Interpretative Model of Early Indicators of Specific Developmental Dyslexia in Preschool Age: A Comparative Presentation of Three Studies in Greece

Autor/inn/en	Zakopoulou, Victoria; Anagnostopoulou, Areti; Christodoulides, Pavlos; Stavrou, Lambros; Sarri, Ioanna; Mavreas, Venetsanos; Tzoufi, Meropi
Titel	An Interpretative Model of Early Indicators of Specific Developmental Dyslexia in Preschool Age: A Comparative Presentation of Three Studies in Greece
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 6, S.3003-3016 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.03.021
Schlagwörter	Causal Models; Dyslexia; Phonological Awareness; Foreign Countries; Psychomotor Skills; Preschool Education; Preschool Children; Learning Processes; Perception; Memory; Attention; Prereading Experience; Prewriting; Greece + Suchen Sie Ihr Suchwort? Kausalanalyse; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Psychomotorische Aktivität; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Learning process; Lernprozess; Wahrnehmung; Gedächtnis; Aufmerksamkeit; Griechenland
Abstract	The detection of specific factors of the developmental dyslexia at an early stage, and the identification of the role of those factors responsible for its manifestation, is a fundamental area of study on dyslexia in the recent literature. The objective of the present study is to clarify that dysfunctions in the following specific domains contribute in a causal model to the occurrence of dyslexia at an early stage: phonological awareness, psychomotor ability (body shape, spatio-temporal orientation, grapho-motor ability and laterality), perception, memory, attention, prereading and prewriting skills. The results of three studies,--carried out in Greece--which revealed the above factors as main predictors of the early onset of Specific Developmental Dyslexia (SDD) and confirmed the importance of intervention methods to it, led us to the construction of the proposed, causal model. The findings of these three studies converge on the perspective that the understanding, diagnosis and treatment of dysfunctions in the above domains, from preschool age, enable the early and reliable prevention of future difficulties in the learning process of children. (Contains 8 figures and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10