• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Journal of information and communication convergence engineering
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• v.21 no.4
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• pp.281-286
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• 2023

Diagnosing reading disorders involves complex procedures to evaluate complex cognitive processes. For an accurate diagnosis, a series of tests and evaluations by human experts are required. In this study, we propose a quantitative tool to diagnose reading disorders based on natural reading behaviors using minimal human input. The eye movements of the third- and fourth-grade students were recorded while they read a text at their own pace. Seven machine learning models were used to evaluate the gaze patterns of the words in the presented text and classify the students as normal or having a reading disorder. The accuracy of the machine learning-based diagnosis was measured using the diagnosis by human experts as the ground truth. The highest accuracy of 0.8 was achieved by the support vector machine and random forest classifiers. This result demonstrated that machine learning-based automated diagnosis could substitute for the traditional diagnosis of reading disorders and enable large-scale screening for students at an early age.

• Journal of Biomedical Engineering Research
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• v.29 no.4
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• pp.307-315
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• 2008

In this paper, we developed a visual-auditory cue software for reading training of motor speech disorder patients. Motor speech disorder patients can use the visual and/or auditory cues for reading training and improving their symptom. The software provides some sentences with visual-auditory cues. Our sentences used for reading training are adequately comprised on modulation training according to a professional advice in speech therapy field. To ameliorate reading skills we developed two algorithms, first one is automatically searching the starting time of speech spoken by patients and the other one is removing auditory-cue from the recorded speech that recorded at the same time. The searching of speech starting time was experimented by 10 sentences per 6 subjects in four kinds of noisy environments thus the results is that $7.042{\pm}8.99[ms]$ error was detected. The experiment of the cancellation algorithm of auditory-cue was executed from 6 subjects with 1 syllable speech. The result takes improved the speech recognition rate $25{\pm}9.547[%]$ between before and after cancellation of auditory-cue in speech. User satisfaction index of the developed program was estimated as good.

• Phonetics and Speech Sciences
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• v.6 no.4
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• pp.181-187
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• 2014

The present study was performed to investigate the characteristics of breath groups while reading paragraph in normal adults and adult patients with voice disorders. 10 normal females(avr. 20.6 yrs.), 10 young voice disorder females(avr. 33.5 yrs., P1 group), and 10 old voice disorder females(avr. 56.3 yrs., P2 group) read a paragraph of 210 syllables. By using the 'Running Speech' program of the Phonatory Aerodynamic System(PAS), total duration, numbers of breath groups, duration per breath group, and numbers of syllables per breath group were measured, and their correlations with aerodynamic measurement results of reading were analyzed. As a result, in total duration, numbers of breath groups, normals scored highest and P2 group speakers, lowest. Normals showed the longest duration per breath group which was not significant. P2 group speakers showed the highest numbers of syllables per breath group. Correlation analysis showed significantly high correlation scores of total duration and expiratory airflow; numbers of breath groups and inspiratory volume.

• Korean Journal of Acupuncture
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• v.24 no.3
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• pp.47-54
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• 2007

A Case Report of Communication disorder associated with Post-stroke Objectives : The Objective Is the Report of Improvement in Communication Disorder Associated with Post-Stroke. Methods : Acupuncture And Medicinal Treatments Were Performed from 17th March 2006 until 8th April 2006. The Medicines Bangpungtongsung-san and Chungpesagan-tang Were Used to Improve Patient Bowel Movement. The Sa-Am Acupuncture Method Was Used to Improve Patient Communication Disorders. Every 5 Days Articulation Accuracy, Vowel Accuracy, Alternation and Speed of Reading Sentences Were Evaluated. Results : After 23 Days of Treatment There was Improvement of Articulation Accuracy, Alternation and Speed of Reading Sentences.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.2 no.1
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• pp.35-43
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• 2009

In this paper, we introduce a reading training program offering visual-auditory cue with noise cancellation function (RT program) developed by us. The RT program provides some training sentences with visual-auditory cues. Motor speech disorder patients can use the visual and/or auditory cues for reading training. To provide convenient estimation of training result, we developed a noise cancellation algorithm. The function of the algorithm is to remove noise and auditory-cues which are recorded with reading speech at the same time while patient read the sentences in PC monitor. In addition, we developed a function for finding out the first starting time of reading sound after a patient sees a sentence and begins to read the sentence. The recorded speeches are acquired from six people(three male, three female) in four noisy environments (interior noise, white noise, car interior noise, babble noise). We evaluated the timing error for starting time between original recorded speech and processed speech in condition of executing noise cancellation function and not executing. The timing error was improved as much as $4.847{\pm}2.4235[ms]$ as the effect of noise cancellation. It is expected that the developed RT program helps motor speech disorder patient in reading training and symptom evaluation.

• MALSORI
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• no.65
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• pp.51-65
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• 2008

The aim of this study is to compare ASD (Autism Spectrum Disorder) children with normal children in terms of the prosodic features. Materials are collected by the reading of Korean read sentences. They are composed of 10 declarative sentences, each of which was consisted of 5-6 words. Subjects are consisted of 10 ASD and 10 normal male children with a receptive vocabulary age of 5;0-6;5 years. We found out that both groups showed the differences not only in the tonal patterns at the end of the prosodic phrases, but also in both the degree of rising and falling slope related to pitch contour. While HL% and HLH% were highly emerged in sentence final position in normal group, HL% and HLH% were prominent in ASD group in the same position. LH% and LHL% IP types were observed only in ASD group in sentence medial position. The slope showing the variation in the fundamental frequency at the end of the prosodic phrase was twice as steep in the group of ASD children as in the group of normal children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.3046-3050
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• 2014

The purpose of the present study was to evaluate the effect of 7-point interval scale(EAI) and visual analogue scale(VAS) on perceptual judgement and the reliability of severity on voice problems by dysphonic speakers. 30 undergraduate students studying communication disorder were enrolled in the perceptual evaluation. Those listeners judged overall voice severity within the anchored(condition 1) and non-anchored scales(condition 2) for vowel prolongation and reading tasks by 25 speakers with voice disorder. The results of this study showed that the scores by VAS was significantly higher than EAI in both condition 1 and condition 2 for vowel prolongation and reading task. However, the scores by EAI method was higher than by VAS method on voice severity of vowel prolongation (condition 1) and reading task(condition 2). These results suggest auditory-perceptual scaling procedures must be more studied in the aspects of clinical application of voice disorder.

• Psychiatry investigation
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• v.15 no.12
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• pp.1144-1153
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• 2018

Objective One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). Methods In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and second-order false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. Results We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. Conclusion Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.

• Journal of Life Science
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• v.22 no.5
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• pp.613-620
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• 2012

To evaluate the effects of sleep habits on the powers of beta waves and the sensory motor rhythm of the electroencephalogram (EEG), female college student subjects were divided into four groups, according to their sleep habits, as follows: GSHG (Good Sleep Habit Group), CSHG (Common Sleep Habit Group: late bedtime), CSDG (Cognitive Sleep Disorder-Delayed Sleep Phase Syndrome Group), and NSDG (Non-cognitive Sleep Disorder-Delayed Sleep Phase Syndrome Group). Brain function was stimulated by reading a book for 3 min in the morning (9~12 am) and the EEG was measured. According to the results, the powers of the beta waves and sensory motor rhythm were not different during the resting period among the four groups. However, during the reading stimulation period, the powers of beta waves and the sensory motor rhythm in the GSHG were significantly greater than in the other groups ($p$ <0.05). Beta powers during stimulation also increased in all brain areas in the GSHG ($p$ <0.05). Interestingly, these were decreased in the frontal and temporal lobes in the CSHG by the reading stimulation ($p$ <0.05). On the other hand, sensory motor rhythm, which represents focusing efficacy, only improved in the GSHG. These results indicate that the brain's focusing function during the reading stimulation was not properly operating in the morning in the female college students who had a delayed bedtime and bad sleep habits.