Dyslexia, the Amsterdam Way
The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionaliz...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-01-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/14/1/72 |
| _version_ | 1797344609430405120 |
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| author | Maurits W. van der Molen Patrick Snellings Sebastián Aravena Gorka Fraga González Maaike H. T. Zeguers Cara Verwimp Jurgen Tijms |
| author_facet | Maurits W. van der Molen Patrick Snellings Sebastián Aravena Gorka Fraga González Maaike H. T. Zeguers Cara Verwimp Jurgen Tijms |
| author_sort | Maurits W. van der Molen |
| collection | DOAJ |
| description | The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill). |
| first_indexed | 2024-03-08T11:05:12Z |
| format | Article |
| id | doaj.art-4e5d76359e274589891dd25cdb462c7e |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-08T11:05:12Z |
| publishDate | 2024-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-4e5d76359e274589891dd25cdb462c7e2024-01-26T15:06:01ZengMDPI AGBehavioral Sciences2076-328X2024-01-011417210.3390/bs14010072Dyslexia, the Amsterdam WayMaurits W. van der Molen0Patrick Snellings1Sebastián Aravena2Gorka Fraga González3Maaike H. T. Zeguers4Cara Verwimp5Jurgen Tijms6Developmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The NetherlandsDevelopmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The NetherlandsRID, 6811 AJ Arnhem, The NetherlandsCenter for Reproducible Science, University of Zürich, 8001 Zürich, SwitzerlandSamenwerkingsverband VO Amsterdam-Diemen, Bijlmermeerdreef 1289, 1103 TV Amsterdam, The NetherlandsDevelopmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The NetherlandsDevelopmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The NetherlandsThe current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill).https://www.mdpi.com/2076-328X/14/1/72dyslexiaassessmentinterventionEEGevent-related brain potentialgraph analysis |
| spellingShingle | Maurits W. van der Molen Patrick Snellings Sebastián Aravena Gorka Fraga González Maaike H. T. Zeguers Cara Verwimp Jurgen Tijms Dyslexia, the Amsterdam Way Behavioral Sciences dyslexia assessment intervention EEG event-related brain potential graph analysis |
| title | Dyslexia, the Amsterdam Way |
| title_full | Dyslexia, the Amsterdam Way |
| title_fullStr | Dyslexia, the Amsterdam Way |
| title_full_unstemmed | Dyslexia, the Amsterdam Way |
| title_short | Dyslexia, the Amsterdam Way |
| title_sort | dyslexia the amsterdam way |
| topic | dyslexia assessment intervention EEG event-related brain potential graph analysis |
| url | https://www.mdpi.com/2076-328X/14/1/72 |
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