![]() ![]() In keeping with this conceptualization, dyslexia can be viewed as a multifactorial entity where associated cognitive problems are thought not to be limited to language brain areas, nor solely to a dysfunctional phonological system, but rather to multifocal cortical systems. Other cognitive problems often coexist, for instance with working memory, prompting recent studies to articulate new theories that attempts to account for the plethora of observed symptoms by invoking impairments in the auditory, visual, and motor domains. Primary amongst these is the “Phonological Deficit Hypothesis”, which posits inefficient phonological representations linked to deficient phoneme-grapheme associations. Several theories have been proffered to explain the mechanisms underlying dyslexia. ![]() Its phenotypic expression varies according to the severity of the reading impairment, the type of errors made (phonological and/or visual memory), and the presence of other impairments in writing and reading comprehension. These latter findings are examined in light of the Multiple Deficit Model.ĭyslexia is characterized by a failure to attain efficient reading skills despite adequate intellectual abilities and sufficient instruction. In addition, children with AD are the most impaired on complex bimanual out-of-phase movements and with manual dexterity. Children in these groups generally improve with practice to the same level as normal subjects, though they make more errors. ![]() Our results suggest normal performance on simple motor-speed tests, whereas all three groups share a common impairment on unimanual and bimanual sequential motor tasks. The present study assessed increasingly complex gross motor skills in children and adolescents with dyslexia, AD, and with both Dyslexia and AD. Even when motor skill problems are identified, few studies have used the same measurement tools, resulting in inconstant findings. Little is known, however, about what is shared or differentiated in dyslexia and AD in terms of motor abilities. They have high comorbidity rates and have both been associated with motor difficulties. Dyslexia and Attention deficit disorder (AD) are prevalent neurodevelopmental conditions in children and adolescents. ![]()
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