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ORIGINAL ARTICLE
Year : 2021  |  Volume : 8  |  Issue : 2  |  Page : 114-118

An in-depth examination of visuospatial functions in a group of Turkish children with dyslexia


1 Uskudar University, Health Sciences Institute, Neuroscience Department, Istanbul, Turkey
2 Uskudar University, Faculty of Humanities and Social Sciences, Psychology Department, Istanbul, Turkey

Correspondence Address:
Merve Çebi
Altunizade Mh., Haluk Turksoy Sk. 14, 34662 Uskudar, Istanbul
Turkey
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jnbs.jnbs_16_21

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Aim: Developmental dyslexia is basically defined as a learning disorder characterized by reading, writing, spelling, and word comprehension difficulties. Phonological deficits in dyslexia are well established in literature, yet, research also indicates some visuospatial difficulties. The aim of this study was to examine the visuospatial functions in Turkish children with dyslexia and to show the interrelationship of visuospatial perception, visual memory, and executive functions. Methods: The sample of this study was composed of 20 children (9 female and 11 male) with developmental dyslexia and 20 age-matched controls (11 female and 9 male). The children in dyslexia group were previously diagnosed as dyslexic according to Diagnostic and Statistical Manual of Mental Disorder-IV criteria in a private rehabilitation center. Rey-Osterreich complex figure test (ROCF), Clock Drawing Test (CDT), and Judgment of Line Orientation test (JLOT) were used to evaluate visuospatial functions of the children. Results: Comparison analyses showed that dyslexia group significantly differed from the control group in all visuospatial test scores (P < 0.05 for all). In addition, a positive correlation was present between JLOT score and ROCF direct copying score, ROCF immediate memory score, ROCF delayed memory score, and CDT score for the dyslexic group (P < 0.05 for all). Conclusion: Our findings confirm the presence of visuospatial problems in dyslexia and highlight the importance of interaction between perceptual and executive processes indicating a more fundamental cognitive deficit.


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