• Clinical and Experimental Pediatrics
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• 제64권10호
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• pp.497-503
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• 2021

Reading disability (dyslexia) refers to an unexpected difficulty with reading for an individual who has the intelligence to be a much better reader. Dyslexia is most commonly caused by a difficulty in phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. In this paper, I describe reading disabilities by focusing on their underlying neurobiological mechanisms. Neurobiological studies using functional brain imaging have uncovered the reading pathways, brain regions involved in reading, and neurobiological abnormalities of dyslexia. The reading pathway is in the order of visual analysis, letter recognition, word recognition, meaning (semantics), phonological processing, and speech production. According to functional neuroimaging studies, the important areas of the brain related to reading include the inferior frontal cortex (Broca's area), the midtemporal lobe region, the inferior parieto-temporal area, and the left occipitotemporal region (visual word form area). Interventions for dyslexia can affect reading ability by causing changes in brain function and structure. An accurate diagnosis and timely specialized intervention are important in children with dyslexia. In cases in which national infant development screening tests have been conducted, as in Korea, if language developmental delay and early predictors of dyslexia are detected, careful observation of the progression to dyslexia and early intervention should be made.

• 대한치과교정학회지
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• 제54권4호
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• pp.229-238
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• 2024

Objective: The study aimed to assess the prevalence of dental malocclusion, orthodontic parameters, and parafunctional habits in children with developmental dyslexia (DD). Methods: Forty pediatric patients (67.5% boys and 32.5% girls, mean age: 11.02 ± 2.53 years, range: 6-15 years) with DD were compared with 40 age- and sex-matched healthy participants for prevalence of dental malocclusion, orthodontic parameters, and parafunctional habits. Dental examinations were performed by an orthodontist. Results: Pediatric patients with DD exhibited a significantly higher prevalence of Angle Class III malocclusion (22.5% vs. 5.0%, P = 0.024), deep bite (27.5% vs. 7.5%, P = 0.019), midline deviation (55.0% vs. 7.5%, P < 0.0001), midline diastemas (32.5% vs. 7.5%, P = 0.010), wear facets (92.5% vs. 15.0%, P < 0.0001), self-reported nocturnal teeth grinding (82.5% vs. 7.5%, P < 0.0001), nail biting (35.0% vs. 0.0%, P < 0.0001), and atypical swallowing (85.0% vs. 17.5%, P < 0.0001) compared to that in healthy controls. Conclusions: Pediatric patients with DD showed a higher prevalence of Class III malocclusion, greater orthodontic vertical and transverse discrepancies, and incidence of parafunctional activities. Clinicians and dentists should be aware of the vulnerability of children with dyslexia for exhibiting malocclusion and encourage early assessment and multidisciplinary intervention.

• 말소리와 음성과학
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• 제10권2호
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• pp.51-60
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• 2018

This study aims to compare the word decoding skills, phonological awareness (PA), rapid automatized naming (RAN) skills, and letter knowledge of first graders with developmental dyslexia (DD) and those who were typically developing (TD). Eighteen children with DD and eighteen TD children, matched by nonverbal intelligence and discourse ability, participated in the study. Word decoding of Korean language-based reading assessment(Pae et al., 2015) was conducted. Phoneme-grapheme correspondent words were analyzed according to whether the word has meaning, whether the syllable has a final consonant, and the position of the grapheme in the syllable. Letter knowledge asked about the names and sounds of 12 consonants and 6 vowels. The children's PA of word, syllable, body-coda, and phoneme blending was tested. Object and letter RAN was measured in seconds. The decoding difficulty of non-words was more noticeable in the DD group than in the TD one. The TD children read the syllable initial and syllable final position with 99% correctness. Children with DD read with 80% and 82% correctness, respectively. In addition, the DD group had more difficulty in decoding words with two patchims when compared with the TD one. The DD group read only 57% of words with two patchims correctly, while the TD one read 91% correctly. There were significant differences in body-coda PA, phoneme level PA, letter RAN, object RAN, and letter-sound knowledge between the two groups. This study confirms the existence of Korean developmental dyslexics, and the urgent need for the inclusion of a Korean-specific phonics approach in the education system.

• 생물정신의학
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• 제4권1호
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• pp.12-18
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• 1997

In this article neuroanatomical theory and verbal developmental process were introduced, followed that disorders and assesment of language function were reviewed. Finally, the causes and assesment of developmental dyslexia as a childhood disorder related to verbal function were reviewed.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제14권3호
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• pp.237-259
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• 2011

수학 학습장애는 정상적인 수학적 역량 획득을 저해하는 학습 장애의 한 유형으로, 아동, 청소년의 5- 10% 정도가 겪는 학습 장애의 한 분야이다. 현재 수학학습장애를 진단하기 위하여 기초학력평가나 표준화된 검사가 사용되고 있다. 검사 결과를 토대로 아동의 사전지식을 파악하고, 취약한 영역을 찾는 것 역시 중요하다. 본 연구는 수학학습장애의 유형을 파악하고, 중재의 출발점을 알려줄 수 있는 포괄적인 진단 검사가 포함해야 하는 구성요소를 찾는 것을 목표로 하고 있다. 이를 위하여 신경심리학적 이론에 근거하여 수학학습에 영향을 주는 기본적인 인지적 요인들을 찾고, 관련되어 활성화 되는 두뇌 영역과 그들의 세부적 기능을 살펴본다. 또 수학학습장애 아동의 신경심리학적 특징을 살펴 본 다음 수학학습장애의 유형을 분류한다. 그 결과를 바탕으로 교육현장에서 사용될 수 있는 심층 진단 검사의 개발을 위한 기초연구를 수행하고자 한다.