ReviewEuropean child & adolescent psychiatry1999
Reading and spelling disorders: clinical features and causes.
Review in European child & adolescent psychiatry, 1999. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 27 citations in OpenAlex.
- Evaluating the cognition, behavior, and social profile of an adolescent with learning disabilities and assessing the effectiveness of an individualized educational program.Iranian journal of psychiatry and behavioral sciences · 2014Article
- A combined fMRI study of typed spelling and reading.NeuroImage · 2011Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Developmental dyslexia (specific reading and specific spelling disorder) is thought to stem from specific features in cognitive processing strongly related to biological maturation of the central nervous system which interact with non-biological learning conditions. The specific learning disorder should not be accounted for by mental age, gross neurological deficits, emotional disturbances or inadequate schooling. As a clinical guideline, the child's level in reading and spelling must be significantly below that expected for the population of children of the same mental age. The persistence rate is high and dyslexia is often associated with psychiatric problems. The etiology is not known. From the biological point of view, dyslexia is supposed to have a neurological basis. Neuroanatomical, neurophysiological, and neuropsychological correlates have been studied by means of autopsy, brain imaging, neurophysiological and neuropsychological methods. There is good evidence that dyslexia is determined by heritable cognitive components of reading and spelling processing. Experimental research focuses on characteristics of brain structure and cognitive skills related to the central nervous systems of auditory-phonological and visual information processing.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.