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67 results for “Dyslexia”
Basic visual functions of children and adolescents with Autism, Attention Deficit Hyperactivity Disorder, and Dyslexia
<p>Data for the manuscript Basic visual functions of children and adolescents with Autism, Attention Deficit Hyperactivity Disorder, and Dyslexia</p> <div> </div>
ETDD70: Eye-Tracking Dyslexia Dataset
<p>The ETDD70 dataset comprises eye-tracking recordings from 70 Czech participants, equally divided into dyslexic and non-dyslexic readers, all aged 9–10 years. The dataset captures eye movements during three text-reading tasks in Czech: syllable reading (Task 1), meaningful text reading (Task 4), and pseudo-text reading (Task 5).</p> <p>This dataset is the result of the project “Diagnostics of Dyslexia Using Eye-Tracking and Artificial Intelligence” conducted by our research team. The project aims to leverage artificial intelligence tools and advanced technical equipment (eye tracking) to more effectively diagnose dyslexia, one of the most common specific learning disorders, and thereby significantly improve re-education strategies for dyslexic students. The primary goal is to develop models that accurately distinguish between dyslexic and non-dyslexic readers based on eye movement patterns recorded during these tasks.</p> <p>Data collection took place between October 2022 and August 2023, adhering to ethical standards. The project was approved by the Research Ethics Committee of Masaryk University in Brno, Czech Republic.</p> <p>Please contact us if you have any questions or feedback at <a href="mailto:nicol.dostalova@mail.muni.cz">nicol.dostalova@mail.muni.cz</a> or at <a href="mailto:svaricek@phil.muni.cz">svaricek@phil.muni.cz</a>.</p> <p>The ETDD70 dataset is freely available for research purposes.</p> <p><strong>PARTICIPANTS</strong></p> <p>The eye-tracking data were captured from 70 participants: 35 dyslexic and 35 non-dyslexic readers. In all cases, participants are elementary school pupils aged 9-10 years (i.e., 4th grade of elementary school). Recruitment of suitable participants was conducted in cooperation with a psychological counseling center, which facilitated the recruitment of pupils diagnosed with dyslexia. The non-dyslexic readers, who showed no symptoms of dyslexia, were recruited in cooperation with the counseling facilities of selected elementary schools. The dataset was collected from October 2022 to August 2023. The legal representatives of all participants were properly informed about the research procedure and agreed to participate in the study, for which they subsequently received compensation.</p> <p><strong>STIMULI</strong></p> <p>We designed three verbal tasks based on standardized paper-based dyslexia diagnostics used in the Czech Republic. These source texts were transferred to a digital version in a controlled form (e.g., amount of text, font size, line spacing, background color, etc.) for the requirements of eye-tracking measurements.</p> <p>Task called <strong>Syllables</strong> contains 90 syllables arranged in a 9 x 10 matrix. The syllables are commonly encountered in the Czech language. The individual rows of syllables were categorized according to syllable composition (based on linguistic aspects) as follows: open syllables with no meaning, i.e., consonant + vowel (e.g., "ta," "na"), closed syllables with a central vowel bearing a meaning, i.e., consonant + vowel + consonant (e.g., "suk," "mák"), meaningless syllables consisting of two consonants (e.g., "vl," "bz"), a meaningless syllable formed by a cluster of two consonants ending in a vowel (e.g., "tle," "mra"), and finally a meaningful syllable formed by a cluster of three consonants with one vowel in the 3rd position (e.g., "mrak," "vlak"). All syllables were presented in black font, with Times New Roman on a gray background. The objective of the task is to read aloud all syllables from left to right and from top to bottom. A fixation cross was placed in the lower right corner for gaze-contingent task closure—when the participant looks at this cross, the recording is automatically terminated.</p> <p>Task called <strong>MeaningfulText</strong> consists of a passage about a young boy who watches a squirrel from his window. This text is intended for elementary school readers in grades 3 and 4. The stimulus text contains a total of seven text lines with six logical sentences. The text is again written in black-colored font with double line spacing on a grey background and the fixation cross in the lower right corner. The aim of the task is to read the entire text aloud.</p> <p>Task called <strong>PseudoText </strong>comprises fictional, meaningless words. This text has a total of seven lines with 15 artificial sentences. The text formatting, as well as the ending fixation cross, are the same as in Task MeaningfulText. The objective of the task is to read the entire text aloud as smoothly as possible.</p> <p><strong>EYE-TRACKING FEATURES</strong></p> <p>The raw eye-tracking data recorded for each task were further processed to extract event-based characteristics—fixations, saccades, and dozens of derived statistical characteristics. The fixations were detected using the i2mc algorithm (Hessels et al., 2017), as it was specifically designed to be noise-robust for measurements in children. The minimum fixation duration was set to 40 ms. The derived characteristics provide additional information about how participants interact with text. These characteristics are divided into whole-task and region-of-interest (ROI) characteristics. While the whole-task characteristics describe the semantics on the global level of the whole screen, the ROI ones characterize the semantics on the local level of a small rectangular area.</p> <p><strong>Feature-based characteristics for each task:</strong></p> <p><strong>Syllables</strong></p> <p>First fixation duration, average fixation duration, number of fixations, number of fixations and saccades without the incoming/outgoing saccade, number of revisits—incoming saccades hitting this ROI from outside.</p> <p><strong>MeaningfulText</strong>, <strong>PseudoText</strong></p> <p>Whole-task (features extracted from the whole trial): number of regressions, ratio of progressive to regressive saccades, average saccadic amplitude, total reading duration, average fixation duration, number of fixations.</p> <p>ROI (features extracted for separated regions of interest, i.e. lines and words): average fixation duration, number of fixations, number of revisits—incoming saccades hitting this ROI from outside, landing position of the first fixation.</p> <p><strong>AI CLASSIFICATION APPROACH</strong></p> <p>The AI-based methods used for the classification of dyslexia are available here: <a title="https://gitlab.fi.muni.cz/xsedmid/dyslex" href="https://gitlab.fi.muni.cz/xsedmid/dyslex" target="_blank" rel="noreferrer noopener">https://gitlab.fi.muni.cz/xsedmid/dyslex</a></p> <p> </p> <p> </p> <p><strong>CITE THIS DATASET</strong></p> <p>Dostalova, N., Svaricek, R., Sedmidubsky, J., Culemann, W., Sasinka, C., Zezula, P., & Cenek, J. (2024). <em>ETDD70: Eye-tracking Dyslexia Dataset </em>[Data set]. Zenodo. <a href="https://doi.org/10.5281/zenodo.13332134">https://doi.org/10.5281/zenodo.13332134</a></p> <p><strong>CITE THE ASSOCIATED PAPER</strong></p> <p>Sedmidubsky, J., Dostalova, N., Svaricek, R., & Culemann, W. (2024). ETDD70: Eye-tracking dataset for classification of dyslexia using AI-based methods. In <em>Proceedings of the 17th International Conference on Similarity Search and Applications (SISAP)</em> (pp. 1-14). Springer.</p>
Figures 10–16 in Dyslexia, a new remarkable genus of pleasing fungus beetles (Coleoptera: Erotylidae: Erotylinae) from the Andes
Figures 10–16. Dyslexia belamyi Skelley and Gasca-Álvarez, holotype male, unless stated otherwise. 10) Dorsal habitus. 11) Ventral habitus. 12) Lateral habitus. 13) Anterior dorsal oblique view of head and pronotum. 14) Anterior ventral oblique view of head and pronotum, not male protibial dimorphism. 15) Male genitalia. 16) Female genitalia, allotype.
Figures 29‒35 in Dyslexia, a new remarkable genus of pleasing fungus beetles (Coleoptera: Erotylidae: Erotylinae) from the Andes
Figures 29‒35. Dyslexia tomasi Skelley and Gasca-Álvarez. 29) Dorsal habitus. 30) Ventral habitus. 31) Lateral habitus. 32) Anterior oblique view of head and pronotum. 33) Ventral view head and posternum. 34) Male genitalia. 35) Female genitalia, allotype.
Figures 1‒9 in Dyslexia, a new remarkable genus of pleasing fungus beetles (Coleoptera: Erotylidae: Erotylinae) from the Andes
Figures 1‒9. Heads of various Erotylini. 1) Aegithus clavicornis (Linnaeus). 2) Iphiclus (Sternolobus) dispilotus (Lacordaire). 3) Iphiclus (Saccomorphus) bimaculatus (Fabricius). 4) Erotylus giganteus (Linnaeus). 5) Ellipticus sp. 6) Scaphidomorphus quinquepunctatus (Linnaeus). 7‒8) Dyslexia belamyi Skelley and Gasca-Álvarez, n. sp., dorsal and ventral views. 9) Dyslexia tomasi Skelley and Gasca-Álvarez, n. sp.
Figures 24‒28 in Dyslexia, a new remarkable genus of pleasing fungus beetles (Coleoptera: Erotylidae: Erotylinae) from the Andes
Figures 24‒28. Dyslexia pulcricolor Skelley and Gasca-Álvarez. 24) Dorsal habitus. 25) Lateral habitus. 26) Ventro-lateral habitus. 27) Anterior oblique view of head and pronotum. 28) Anterior head.
Neural Mechanisms of Successful Intervention in Children With Dyslexia
ClinicalTrials.gov study NCT04323488. IPD Sharing: UNDECIDED. Countries: 1. Publications: 1.
Noise stimuli, particiants with dyslexia (ACI experiment)
<p>Noise stimuli involved in the Auditory Classification Image experiment (gaussian noise). 10.000 stimuli for each participant. wav format, 48 kHz</p>
Data from all participants with dyslexia (ACI experiment)
<p>Each .mat file contains all behavioral data from one single participant, across 10.000 trials :<br> - n_signal corresponds to the presented speech signal (1:Alda, 2:Alga, 3:Arda, 4:Arga)<br> - correct_answer : 1 if the participant correctly identified the target (da or ga), 0 otherwise.<br> - SNR : Signal to noise ratio at which stimuli were presented<br> - date : date of the corresponding trial (year, month, day, h, m, s)<br> - stim_order : random order of presentation of noise sounds.</p>
dataset of Delphi consensus on good practices for the use of technology fto support developmental dyslexia
<p>The dataset reports the answers collected during phase 2 and 3 of the Delphi survey conducted among Italian experts to define good practices for the use of technologies to support children with Developmental Dyslexia.All answers are expressed on a scale from 1 = strongly disagree to 5 = strongly agree.</p>
Effectiveness of the use of virtual reality rehabilitation in chil-dren with dyslexia: follow up after one year.
<p><span>Dyslexia is a common learning disorder that hinders reading fluency and comprehension. Traditional treatments can be tedious for children, limiting their effectiveness. This study investigated the one-year effects of rehabilitation treatment with <a name="_Hlk163731836"></a>Virtual Reality Rehabilitation System (VRRS) on children with dyslexia. 24 children were divided into a control (CG) and experimental (EG) group. The CG underwent conventional neuropsychological treatment (CNT) while the EG underwent VR neurorehabilitation training (VRNT) using the VRRS. Neuropsychological evaluation was conducted before treatment, after six months, and again after one year for both groups. Compared to the control group, children who received VR training showed significant improvement in reading skills, especially in non-word reading and reading speed, even after one year without further VR intervention. VRRS can improve treatment adherence and minimize symptoms by offering engaging activities for children. These findings suggest VRRS may be a valuable tool for dyslexia rehabilitation with long-lasting effects.</span></p>
Treatment of ADHD With Atomoxetine in Children & Adolescents With ADHD & Comorbid Dyslexia
ClinicalTrials.gov study NCT00607919. IPD Sharing: Not stated. Countries: 1. Publications: 4.
Data for: Distinct impact modes of polygenic disposition to dyslexia in the adult brain
Open the record for dataset details and reuse information.
Convergent and divergent brain structural and functional abnormalities associated with developmental dyslexia
<p>Brain abnormalities in the read<span>ing network have been repeatedly reported in individuals with developmental dyslexia (DD); however, it is still not totally understood </span><span><span>where</span></span><span> the struc</span>tural and functional abnormalities are consistent/inconsistent across languages. In the current multimodal meta-analysis, we found convergent structural and functional alterations in the left superior temporal gyrus across languages, suggesting a neural signature of DD. We found greater reduction in grey matter volume and brain activation in the left inferior frontal gyrus in morpho-syllabic languages (e.g. Chinese) than in alphabetic languages, and greater reduction in brain activation in the left middle temporal gyrus and fusiform gyrus in alphabetic languages than in morpho-syllabic languages. These language differences are explained as consequences of being DD while learning a specific language. In addition, we also found brain regions that showed increased grey matter volume and brain activation, presumably suggesting compensations and brain regions that showed inconsistent alterations in brain structure and function. Our study provides important insights about the etiology of DD from a cross-linguistic perspective with considerations of consistency/inconsistency between structural and functional alterations.</p>
Orthophonic and / or Proprioceptive Treatment of Developmental Dyslexia.
ClinicalTrials.gov study NCT03448237. IPD Sharing: NO. Countries: 1. Publications: 1.
Dynamic Gait Index in Children With Dyslexia
ClinicalTrials.gov study NCT04235465. IPD Sharing: UNDECIDED. Countries: 1. Publications: 5.
Comparing the Efficacy of tDCS and tRNS to Improve Reading Skills in Children and Adolescents With Dyslexia
ClinicalTrials.gov study NCT05832060. IPD Sharing: NO. Countries: 1. Publications: 47.
Dopaminergic Enhancement of Learning and Memory in Healthy Adults and Patients With Dyslexia
ClinicalTrials.gov study NCT00111371. IPD Sharing: Not stated. Countries: 1. Publications: 3.
Working Memory Training for Children With Dyslexia
ClinicalTrials.gov study NCT02429739. IPD Sharing: Not stated. Countries: 1. Publications: 6.
Developmental Dyslexia and Remediation Methods
ClinicalTrials.gov study NCT04028310. IPD Sharing: Not stated. Countries: 1. Publications: 2.
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