Differential Diagnosis of Dysgraphia, Dyslexia, and OWL LD: Behavioral and Neuroimaging Evidence

Reading and Writing
Virginia W BerningerRobert D Abbott

Abstract

In Study 1, children in grades 4 to 9 (N= 88, 29 females and 59 males) with persisting reading and/or writing disabilities, despite considerable prior specialized instruction in and out of school, were given an evidence-based comprehensive assessment battery at the university while parents completed questionnaires regarding past and current history of language learning and other difficulties. Profiles (patterns) of normed measures for different levels of oral and written language used to categorize participants into diagnostic groups for dysgraphia (impaired subword handwriting) (n=26), dyslexia (impaired word spelling and reading) (n=38), or oral and written language learning disability OWL LD (impaired oral and written syntax comprehension and expression) (n=13) or control oral and written language learners (OWLs) without SLDs (n=11) were consistent withreported history. Impairments in working memory components supporting language learning were also examined. In Study 2, right handed children from Study 1 who did not wear braces (controls, n=9, dysgraphia, n= 14; dyslexia, n=17, OWL LD, n=5) completed an fMRI functional connectivity brain imaging study in which they performed a word-specific spelling judgment task, which is r...Continue Reading

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Citations

Mar 26, 2016·Frontiers in Psychology·Lucia BigozziGiuliana Pinto
Dec 22, 2017·International Journal of Language & Communication Disorders·Danielle BrimoAlysha Sapp
Nov 22, 2017·Cognitive Neuropsychology·Sonia KandelCyril Perret
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Jan 1, 2019·International Journal of School & Educational Psychology·Virginia W BerningerRobert D Abbott
Dec 11, 2020·Scientific Reports·Peter Drotár, Marek Dobeš
Oct 30, 2021·Frontiers in Psychology·Chagit Hollander, Esther Adi-Japha

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