"I" . "1"^^ . . . "15410" . . "Aktu\u00E1ln\u00ED n\u00E1hled na dyslexii a souvisej\u00EDc\u00ED poruchy \u010Dten\u00ED v d\u011Btstv\u00ED a dosp\u011Blosti" . . "Aktu\u00E1ln\u00ED n\u00E1hled na dyslexii a souvisej\u00EDc\u00ED poruchy \u010Dten\u00ED v d\u011Btstv\u00ED a dosp\u011Blosti" . "Dyslexie zcela ur\u010Dit\u011B reprezentuje nej\u010Dast\u011Bji diagnosticky ur\u010Dovan\u00FD typ specifick\u00E9 poruchy u\u010Den\u00ED. Nav\u00EDc je n\u011Bkdy zjednodu\u0161en\u011B vn\u00EDm\u00E1na jako synonymum t\u00E9to heterogenn\u00ED skupiny. Navzdory skute\u010Dnosti, \u017Ee se t\u00E9matem dyslexie zab\u00FDvaj\u00ED ji\u017E v\u00EDce ne\u017E sto let r\u016Fzn\u00ED odborn\u00EDci, nem\u016F\u017Eeme zat\u00EDm bezv\u00FDhradn\u011B p\u0159ijmout jej\u00ED jednozna\u010Dn\u00FD \u010Di v\u00FDhradn\u00ED etiologick\u00FD koncept. S ohledem na dosavadn\u00ED stejn\u011B jako sou\u010Dasn\u00E9 v\u011Bdomosti o jejich subtypech, specifick\u00E9 poruchy \u010Dten\u00ED mohou b\u00FDt zalo\u017Eeny jak na fonologick\u00FDch, tak neocerebel\u00E1rn\u00EDch dysfunkc\u00EDch a jin\u00FDch znev\u00FDhod\u0148uj\u00EDc\u00EDch podm\u00EDnk\u00E1ch. Krom\u011B dyslexie existuj\u00ED rovn\u011B\u017E jin\u00E9 \u010Dten\u00E1\u0159sk\u00E9 obt\u00ED\u017Ee, kter\u00E9 by m\u011Bly b\u00FDt zohledn\u011Bny v l\u00E9ka\u0159sk\u00E9 praxi, nap\u0159. ty, kter\u00E9 souvisej\u00ED s konceptem tzv. neverb\u00E1ln\u00EDch \u010Di %22pseudo-verb\u00E1ln\u00EDch%22 poruch u\u010Den\u00ED (nap\u0159. hyperlexie) nebo z\u00EDskan\u00E9 ztr\u00E1ty schopnosti \u010Dten\u00ED (alexie)." . "RIV/61989592:15410/10:10217368" . . "1213-1814" . "Vit\u00E1skov\u00E1, Kate\u0159ina" . "Aktu\u00E1ln\u00ED n\u00E1hled na dyslexii a souvisej\u00EDc\u00ED poruchy \u010Dten\u00ED v d\u011Btstv\u00ED a dosp\u011Blosti"@cs . "Contemporary view of dyslexia and related reading difficulties in childhood and adulthood"@en . . "245771" . . . "Contemporary view of dyslexia and related reading difficulties in childhood and adulthood"@en . "6" . "Dyslexia, hyperlexia, specific developmental learning disorders"@en . "Dyslexie zcela ur\u010Dit\u011B reprezentuje nej\u010Dast\u011Bji diagnosticky ur\u010Dovan\u00FD typ specifick\u00E9 poruchy u\u010Den\u00ED. Nav\u00EDc je n\u011Bkdy zjednodu\u0161en\u011B vn\u00EDm\u00E1na jako synonymum t\u00E9to heterogenn\u00ED skupiny. Navzdory skute\u010Dnosti, \u017Ee se t\u00E9matem dyslexie zab\u00FDvaj\u00ED ji\u017E v\u00EDce ne\u017E sto let r\u016Fzn\u00ED odborn\u00EDci, nem\u016F\u017Eeme zat\u00EDm bezv\u00FDhradn\u011B p\u0159ijmout jej\u00ED jednozna\u010Dn\u00FD \u010Di v\u00FDhradn\u00ED etiologick\u00FD koncept. S ohledem na dosavadn\u00ED stejn\u011B jako sou\u010Dasn\u00E9 v\u011Bdomosti o jejich subtypech, specifick\u00E9 poruchy \u010Dten\u00ED mohou b\u00FDt zalo\u017Eeny jak na fonologick\u00FDch, tak neocerebel\u00E1rn\u00EDch dysfunkc\u00EDch a jin\u00FDch znev\u00FDhod\u0148uj\u00EDc\u00EDch podm\u00EDnk\u00E1ch. Krom\u011B dyslexie existuj\u00ED rovn\u011B\u017E jin\u00E9 \u010Dten\u00E1\u0159sk\u00E9 obt\u00ED\u017Ee, kter\u00E9 by m\u011Bly b\u00FDt zohledn\u011Bny v l\u00E9ka\u0159sk\u00E9 praxi, nap\u0159. ty, kter\u00E9 souvisej\u00ED s konceptem tzv. neverb\u00E1ln\u00EDch \u010Di %22pseudo-verb\u00E1ln\u00EDch%22 poruch u\u010Den\u00ED (nap\u0159. hyperlexie) nebo z\u00EDskan\u00E9 ztr\u00E1ty schopnosti \u010Dten\u00ED (alexie)."@cs . "RIV/61989592:15410/10:10217368!RIV11-MSM-15410___" . "Aktu\u00E1ln\u00ED n\u00E1hled na dyslexii a souvisej\u00EDc\u00ED poruchy \u010Dten\u00ED v d\u011Btstv\u00ED a dosp\u011Blosti"@cs . "CZ - \u010Cesk\u00E1 republika" . "[552D8C57C2D2]" . . . . "1"^^ . . "11" . "Dyslexia definitely represents the most frequented diagnostically identified type of specific learning difficulty. Moreover, it is sometimes simply comprehended as a synonym of this heterogeneous group. Despite the fact that various specialists have been addressing the issue of dyslexia for over more than a century, a definite and an exclusive etiological concept that can be implicitly accepted remains undersigned to date. Regarding previous as well as contemporary knowledge of its subtypes, specific reading difficulties can be based on phonological, as well as neurocerebellar, dysfunctions and other deficiency states. Besides dyslexia, there are also other reading difficulties which should be considered within the scope of medical practice, e.g. those related to the concept of non-verbal or pseudo-verbal learning difficulties (e.g. hyperlexia) or acquired loss of reading ability (alexia)."@en . "4"^^ . "Neurologie pro praxi" . . .