Annelise Júlio-Costa

Math learning disability (MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cutoff scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his performance remained steadily in the typical scores range. The performance of H. V., a 9-year-old girl with MLD associated with number sense inaccuracy, remained consistently impaired across measurements, with a nonsig-nificant tendency to worsen. Qualitatively, H. V.'s performance was also characterized by greater variability across sessions. Concomitant clinical observations suggested that H. V.'s difficulties could be aggravated by developing symptoms of mathematics anxiety. Results in these two cases are in line with the hypotheses that at least two reliable patterns of cognitive impairment may underlie math learning difficulties in MLD, one related to number sense inaccuracy and the other to phonological processing impairment. Additionally, it indicates the need for more translational research in order to examine the usefulness and validity of theoretical advances in numerical cognition to the clinical neuropsychological practice with MLD.

Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.

Math learning disability (MLD) or developmental dyscalculia is a highly prevalent and persistent difficulty in learning arithmetic that may be explained by different cognitive mechanisms. The accuracy of the number sense has been implicated by some evidence as a core deficit in MLD. However, research on this topic has been mainly conducted in demographically selected samples, using arbitrary cut-off scores to characterize MLD. The clinical relevance of the association between number sense and MLD remains to be investigated. In this study, we aimed at assessing the stability of a number sense accuracy measure (w) across five experimental sessions, in two clinically defined cases of MLD. Stable measures of number sense accuracy estimate are required to clinically characterize subtypes of MLD and to make theoretical inferences regarding the underlying cognitive mechanisms. G. A. was a 10-year-old boy with MLD in the context of dyslexia and phonological processing impairment and his per...

Elevated levels of anxiety have been associated
with students’ poor academic performance. Research
on domain-specific anxiety patterns in reading has demonstrated
that reading anxiety is associated with, yet distinctive
from, general anxiety. Reading anxiety is an unpleasant
emotional reaction experienced by students when reading;
it is a specific phobia, situational type. Although reading
anxiety has been largely studied in the context of second
language acquisition (L2), there is a lack of new research
on reading anxiety related to first language learning (L1).
In this article we investigate the concept of reading anxiety,
as well as the instruments that have been used to evaluate
it. Finally, we present the repercussions of reading
anxiety upon students’ reading performance and discuss
the importance of evaluating reading anxiety as a route to
better understandings of reading disabilities.

Belo Horizonte and the Universidade Federal de Minas Gerais (UFMG) are honored to host this important Dyslexia International event that will have as its mission to represent the interests of all children and adults striving to learn to read. To achieve this goal, the II World Dyslexia Forum will bring together over 40 prominent scientists from different parts of the world and a number of Brazilian authorities, responsible for educational policy. This eminent group will present fresh research and practice based on scientific evidence in the areas of cognitive psychology, neuroscience, psycholinguistics and pedagogy. The main themes considered will be the development of oral language, prevention and early identification of reading and writing learning problems. Additionally, literacy practice in different countries to children and adults will be explored, with special focus on those with dyslexia and on the use of technology as an aid to better teaching. The event will be characterized by: i) the determined effort to establish a working connection between research and educational policies; ii) the encouragement of the use of Open Educational Resources (OER), which will be demonstrated by the implementation of an Online Learning Course called “Basics for Teachers – Dyslexia: Identification and What to do”, launched in English and French in 2010, now in process of translation and adaptation to many other languages, with the Brazilian and Spanish versions finished; and iii) the presentation of successful models of inclusion and public policies around the world. This assembly between science and politics will represent an important step towards the promotion of changes in the teaching of literacy, as well as visible advances of improving its rates, which are alarmingly poor in Brazil, unfortunately. We will hope thus to contribute to the discussion about the current
National Curriculum parameters of literacy teaching and to the
recognition of teacher-training initiatives such as the Brazilian
version of the said Online Leaning Course.
It is therefore my great pleasure to welcome you to this II World
Dyslexia Forum, the second in a series of five, inspired by the
World Dyslexia Forum, at UNESCO, in 2010. As a member of
the Dyslexia International Scientific Advisory Panel, I have had
the full support of Judith Sanson, the Chair, Board of Directors
of D.I.
I should like to acknowledge the contribution of all my
colleagues at D.I., members of the Scientific Advisory Panel
as well as the secretariat and volunteers, who together offered
support at all levels of the organization of the Forum. I should
also like to emphasize the contribution of each one of my own
organization to whom I am deeply grateful for the commitment
and time dedicated to the event. Finally, I would like to thank
the UNESCO Goodwill Ambassador, Her Royal Highness Grand
Duchess Maria Teresa of Luxembourg, who graciously gave her
patronage to this event, my University – UFMG – for academic,
moral and financial support and also the organizations that
sponsored the II World Dyslexia Forum.
Giving continuity to the series of events coordinated by D.I., I
would like to lead you to the third forum, which will be chaired
by Professor Armoogum Parsuramen in Mauritius (2016).
This event, focusing on Africa, will build on and expand the
accomplishments of the preceding two WDFs by addressing
specific learning difficulties in a wider range of contexts and of
physical challenges, including sight and hearing impairment.
I sincerely hope that you will find this II World Dyslexia Forum
opens up new horizons and brings valuable insights and
positive outcomes with lasting effects for the good of every
beginner reader.


PINHEIRO, A. M. V. ; VILHENA, D. A. . Políticas Públicas: abrindo caminhos para a identificação precoce da dislexia e para as melhores práticas de alfabetização. 1. ed. Belo Horizonte: Faculdade de Filosofia e Ciências Humanas, 2014. v. 1. 88p .