The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Hanschristoph Nuerk - One of the best experts on this subject based on the ideXlab platform.
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a review about functional Illiteracy definition cognitive linguistic and numerical aspects
Frontiers in Psychology, 2016Co-Authors: Reka Vagvolgyi, Andra Coldea, Thomas Dresler, Josef Schrader, Hanschristoph NuerkAbstract:Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional Illiteracy means that a person cannot use reading, writing and calculation skills for his/her own and the community’s development. Functional Illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional Illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional Illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion and intervention. We propose the following working definition as the result of the review: functional Illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional Illiteracy must be more thoroughly understood and assessed from a theoretical, empirical and diagnostic perspective.
Alexandra Reis - One of the best experts on this subject based on the ideXlab platform.
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neurobiological substrates of Illiteracy
The Neuroscientist, 2000Co-Authors: Alexandre Castrocaldas, Alexandra ReisAbstract:Comparable subjects except for the knowledge of orthography and school attendance in the proper age provided the case material for a series of studies that are reviewed. The results suggest that the acquisition of orthographic skills provides a basis for changes in the pattern of activation of the brain.
Rajan Madhok - One of the best experts on this subject based on the ideXlab platform.
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Illiteracy in rheumatoid arthritis patients as determined by the rapid estimate of adult literacy in medicine realm score
Rheumatology, 2002Co-Authors: Margaretmary Gordon, R Hampson, H A Capell, Rajan MadhokAbstract:Objectives. To determine the prevalence of Illiteracy in a cohort of rheumatoid arthritis (RA) patients and the impact of Illiteracy on disease severity and function. Methods. We performed a prospective cross-sectional study with case record review of 127 consecutive patients with RA attending one centre. All patients completed the Rapid Estimate of Adult Literacy in Medicine (REALM) screening test. This 66-word recognition test provides an estimate of reading level in less than 3 min. Demographic data were collected by interview and case record review. Function was assessed with the Health Assessment Questionnaire (HAQ) and depression with the Hospital Anxiety and Depression (HAD) scale, both sent prior to clinic attendance. Social deprivation was assessed with the Carstairs index. Results. Four patients refused to participate. Of these, three stated they were unable to read. Ninety-seven women and 26 men agreed to be interviewed. All but two were Caucasian. Median age was 56 yr (range 19–77 yr) and median disease duration was 10 yr (range 1–60 yr). Median number of previous disease-modifying anti-rheumatic drugs (DMARDs) was two. Eighteen (15%) patients were functionally illiterate, with a REALM score of less than 60. Sex, age, disease duration and numbers of joint replacements and previous DMARDs were not influenced by Illiteracy. Illiteracy led to more anxiety (P= 0.011), but did not affect HAQ score (P> 0.5). Illiteracy was more common in the deprived (P= 0.0064). Illiterate patients had three times more hospital visits compared with age- and sex-matched RA controls over the previous 12 months. Conclusions. One in six of our patient population are illiterate and would struggle to cope with patient education materials and prescription labels. These patients had significantly more hospital visits but equal function, suggesting that additional resources be directed towards these individuals. The REALM test is quick and easy to administer and allows us to identify patients who may require more appropriate literature. Rheumatoid arthritis (RA) has a major impact on well-being and quality of life. Management is multidisciplinary and incorporates drug therapy, surgery, physical and occupational therapy as well as patient education. Education improves knowledge, reduces pain and disability and improves overall quality of life w1x. The management of a chronic disease like RA requires effective communication to deliver information and health-care. The majority of patients are managed on an out-patient basis and the allocated clinic time may be insufficient for the patient to be given and retain important information about their illness and its management. We therefore rely on written materials, including patient information booklets, drug
Sung Man Chang - One of the best experts on this subject based on the ideXlab platform.
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impact of Illiteracy on depression symptomatology in community dwelling older adults
International Psychogeriatrics, 2014Co-Authors: Sung Man Chang, Jee Eun ParkAbstract:Background: In many countries, Illiteracy rates among aged people are quite high. However, only few studies have specifically investigated the impact of Illiteracy on depression. Methods: Data for 1,890 elderly individuals (aged ≥65 years) were obtained from a nationwide dementia epidemiological study conducted in South Korea. Based on their reading ability, the participants were divided into three groups: totally illiterate, partially illiterate, and literate. The Korean version of the Geriatric Depression Scale – Short Form (SGDS-K) was used to detect depression (cut-off score = 8). Multivariate logistic regression analyses were used to assess the association between Illiteracy and depression. To explore clinical features of depression in illiterate people, we performed logistic regression to calculate odds ratios of positive responses (or negative responses to reverse-coded items) for each SGDS-K item using literate individuals as the reference group. Results: Totally illiterate participants had 2.41 times the odds and partially illiterate individuals had 1.59 times the odds of being depressed compared with literate participants after controlling for other variables. Compared with literate individuals, illiterate elderly persons were at increased odds for responding negatively to the majority of SGDS-K items, including “having memory problems,” “others are better off than me,” and “feeling worthless” even after controlling for various demographic and clinical factors. Conclusions: Illiteracy in elderly individuals was associated with a higher rate and increased severity of depression. Illiteracy negatively affected depression symptomatology, especially factors associated with self-esteem. Therefore, clinicians should carefully monitor for the presence of depression in illiterate elderly adults.
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Illiteracy and the incidence of alzheimer s disease in the yonchon county survey korea
International Psychogeriatrics, 2008Co-Authors: Sung Man Chang, Hongsuk Jang, Jae Seung Chang, Heeyeon Jung, Hongjin JeonAbstract:Background: This study aims to establish the incidence rates of Alzheimer's disease (AD) and to understand the relations between Illiteracy and AD in the Korean Yonchon survey cohort. Methods: A community-based, dementia-free cohort of 966 people aged 65 years and older was followed up for an average of 5.4 ± 1.60 years to detect incident AD cases using a two-phase procedure. Age-specific incidence rates were calculated using a person-years approach with Poisson distribution confidence intervals. Data were analyzed using the Cox proportional hazards model to find the hazard ratio of Illiteracy. Results: The participating percentage of the survivors was 86.4% and 74 subjects were diagnosed with AD. Incidence rates per 1000 person-years were 20.99 (95% CI 16.48 to 26.35) for AD. The hazard ratio of Illiteracy was 1.78 (95% CI 1.08 to 2.93) adjusted for age, sex, educational level. AD developed more rapidly with aging in the illiterate group than in the literate group. Conclusions: Illiteracy is associated with a higher risk of AD and the risk increases with age.
Alexandre Castrocaldas - One of the best experts on this subject based on the ideXlab platform.
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neurobiological substrates of Illiteracy
The Neuroscientist, 2000Co-Authors: Alexandre Castrocaldas, Alexandra ReisAbstract:Comparable subjects except for the knowledge of orthography and school attendance in the proper age provided the case material for a series of studies that are reviewed. The results suggest that the acquisition of orthographic skills provides a basis for changes in the pattern of activation of the brain.
