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2018 Reading, Literacy & Learning Virtual Conference

T21 - Visual/Orthographic and Auditory/Phonological Stimuli Processing in Colombian Children With Dyslexia

Oct 25, 2018 2:15pm ‐ Oct 25, 2018 3:15pm

Standard: $20.00


This presentation informs about the research entitled: “Differences in processing speed, in children with dyslexia vs. controls, measured with long latency evoked potentials (P300).” This research studied the differences in processing speed between visual-auditory and orthographic-phonological modalities through the analysis of long latency-evoked potentials in children with dyslexia compared with normal readers, considering the asynchrony hypothesis of dyslexia, which posits a temporal gap between visual-orthographic and auditory-phonological processing.

Learning Objectives:

  • ASSESSMENT: Examine issues related to the assessment of dyslexia and how assessment results can inform the selection of academic interventions.
  • ASSESSMENT: Examine language/learning assessment process and practices for students with learning disabilities/dyslexia.
  • READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
  • RESEARCH: Examine research findings and implications for practice relevant to students with dyslexia and other language learning disabilities.
  • TEACHING/INSTRUCTION/INTERVENTION: Recognize the various speech/language issues of children who have dyslexia and other related language learning disabilities.

Disclosure:  Silvia Anglica Puertas Cspedes has no relevant financial or nonfinancial relationships to disclose.


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