Phonological and visual processing, reading and writing skills in students with dyslexia and ADHD.

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Simone Aparecida Capellini

São Paulo State University

Giseli Donadon Germano

São Paulo State University

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Developmental dyslexia is a genetic condition, which consists of a pronounced and persistent difficulty in acquiring reading, resulting from a deficit in the phonological component of language. The assessment of metaphonological and visual skills has became important because of its relationship with reading and writing. The assumption that, in alphabetic systems, learning skills like reading and writing involve a deliberate reflection of speech, in order to make it the object of conscious attention and to enable the development of metalinguistic awareness, has been a consensus among diverse authors. Although many studies have been conducted on the subject, more accurate investigations related to manifestations of reading and writing with dyslexia remains of great importance.
Also, students with Attention Deficit Hyperactivity Disorders
(ADHD) can present challenges within the school environment. The core symptoms of ADHD as defined by DSM-V are inattention and/or impulsivity-hyperactivity. As consequence, a lot of manifestations can be observed by this subjects (eg. poor performance in reading and writing tests, poor fine motor coordination performance).
The current Special Topic aims to contribute the understanding of the performance of students with dyslexia and ADHD from evaluation to intervention situations, especially regarding with the phonological and visual processing, reading, writing (spelling) and handwriting. We hope to provide a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research and opinion articles that focus on the impact of phonological and visual processing, reading and writing in dyslexics. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and phonological process in typical and atypical development, including children from pre-school to adulthood, differing in schooling and literacy, as well as in neuropsychological cases (e.g. comparison dyslexia and ADHD).

Developmental dyslexia is a genetic condition, which consists of a pronounced and persistent difficulty in acquiring reading, resulting from a deficit in the phonological component of language. The assessment of metaphonological and visual skills has became important because of its relationship with reading and writing. The assumption that, in alphabetic systems, learning skills like reading and writing involve a deliberate reflection of speech, in order to make it the object of conscious attention and to enable the development of metalinguistic awareness, has been a consensus among diverse authors. Although many studies have been conducted on the subject, more accurate investigations related to manifestations of reading and writing with dyslexia remains of great importance.
Also, students with Attention Deficit Hyperactivity Disorders
(ADHD) can present challenges within the school environment. The core symptoms of ADHD as defined by DSM-V are inattention and/or impulsivity-hyperactivity. As consequence, a lot of manifestations can be observed by this subjects (eg. poor performance in reading and writing tests, poor fine motor coordination performance).
The current Special Topic aims to contribute the understanding of the performance of students with dyslexia and ADHD from evaluation to intervention situations, especially regarding with the phonological and visual processing, reading, writing (spelling) and handwriting. We hope to provide a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research and opinion articles that focus on the impact of phonological and visual processing, reading and writing in dyslexics. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and phonological process in typical and atypical development, including children from pre-school to adulthood, differing in schooling and literacy, as well as in neuropsychological cases (e.g. comparison dyslexia and ADHD).

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Editors

Simone Aparecida Capellini

São Paulo State University

Giseli Donadon Germano

São Paulo State University

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Frontiers in Psychology

Educational Psychology

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Frontiers in Education

Educational Psychology

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