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The relationship between literacy and precursor skills is described, covering intelligence, phonetic/phonological as well as linguistic skills (both semantic and syntactic-morphological) and psychomotor abilities. After presentation of the academic stages of normal individuals of different ages, medical diagnostic measures are indicated in context with interdisciplinary tools. Modern neuroimaging techniques are explained, and risk factors are described. The correlations between reading and spelling disorders, general achievement in school, general cognitive ability, mathematical ability, speech and language development, as well as attention and concentration deficits are defined. The need to combine quantitative and qualitative test results of logopaedic/SLP and pedagogic examinations with the estimation of specific additional precursor and partial abilities to derive individual goals of intervention is shown. Neurological examination procedures and a battery of neuropsychological and psychometric tests for determining specific learning disorders are presented. Basic and specific methods are introduced for diagnosis and differential diagnostics in respect of specific learning disorders in children and adolescents considering attention deficit disorders. Possible interactions with auditory processing disorder are elucidated.

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Diagnosis and Differential Diagnosis of Literacy Development Disorders

  • 章节

  • 发表日期：

    2025年

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  • Tahany Abdul Karim Al-Sayed Ahmed,
  • Doris-Eva Bamiou,
  • Nicole Campbell,
  • Mirela Duranovic,
  • Anja Fiori,
  • Mona Hegazi,
  • Christiane Kiese-Himmel,
  • Barbara Maciejewska,
  • David Moore,
  • Katrin Neumann,
  • Georg Romer,
  • Tony Sirimanna,
  • Esther Strittmatter,
  • Dagmar Weise

摘要

The relationship between literacy and precursor skills is described, covering intelligence, phonetic/phonological as well as linguistic skills (both semantic and syntactic-morphological) and psychomotor abilities. After presentation of the academic stages of normal individuals of different ages, medical diagnostic measures are indicated in context with interdisciplinary tools. Modern neuroimaging techniques are explained, and risk factors are described. The correlations between reading and spelling disorders, general achievement in school, general cognitive ability, mathematical ability, speech and language development, as well as attention and concentration deficits are defined. The need to combine quantitative and qualitative test results of logopaedic/SLP and pedagogic examinations with the estimation of specific additional precursor and partial abilities to derive individual goals of intervention is shown. Neurological examination procedures and a battery of neuropsychological and psychometric tests for determining specific learning disorders are presented. Basic and specific methods are introduced for diagnosis and differential diagnostics in respect of specific learning disorders in children and adolescents considering attention deficit disorders. Possible interactions with auditory processing disorder are elucidated.