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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

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Related Experiment Video

Updated: Jul 6, 2026

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

[Phonological remediation program in students with developmental dyslexia].

Cíntia Alves Salgado1, Simone Aparecida Capellini

  • 1Programa de Pós-Graduação, Faculdade de Ciências Médicas, Universidade Estadual de Campinas, SP, Brazil. cintialv@fcm.unicamp.br

Pro-Fono : Revista De Atualizacao Cientifica
|April 15, 2008
PubMed
Summary

This study demonstrates that a phonological remediation program effectively improves reading and writing skills in students with developmental dyslexia, bringing their performance to levels comparable to good readers.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Educational Psychology

Context:

  • Developmental dyslexia impacts reading and writing abilities.
  • Phonological skills are crucial for literacy acquisition.
  • Targeted remediation can address specific learning challenges.

Purpose:

  • To assess the efficacy of a phonological remediation program for students with developmental dyslexia.
  • To compare linguistic-cognitive performance between students with dyslexia and good readers.
  • To evaluate the program's impact through pre- and post-testing.

Summary:

  • The study involved 24 students, divided into groups with and without developmental dyslexia, and with or without program intervention.
  • Initial assessments showed lower phonological, reading, and writing skills in students with dyslexia.
  • Post-intervention, students with dyslexia who received the program showed performance similar to good readers.

Impact:

  • The phonological remediation program is effective in improving literacy skills for students with developmental dyslexia.
  • This intervention can help close the performance gap between students with and without dyslexia.
  • Findings support the integration of such programs in educational settings for dyslexic learners.