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Packheiser J, Papadatou-Pastou M, Koufaki A, Paracchini S, Stein CC, Schmitz J, Ocklenburg S. Elevated levels of mixed-hand preference in dyslexia: Meta-analyses of 68 studies. Neurosci Biobehav Rev 2023; 154:105420. [PMID: 37783301 DOI: 10.1016/j.neubiorev.2023.105420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 09/26/2023] [Accepted: 09/28/2023] [Indexed: 10/04/2023]
Abstract
Since almost a hundred years, psychologists have investigated the link between hand preference and dyslexia. We present a meta-analysis to determine whether there is indeed an increase in atypical hand preference in dyslexia. We included studies used in two previous meta-analyses (Bishop, 1990; Eglinton & Annett, 1994) as well as studies identified through PubMed MEDLINE, PsycInfo, Google Scholar, and Web of Science up to August 2022. K = 68 studies (n = 4660 individuals with dyslexia; n = 40845 controls) were entered into three random effects meta-analyses using the odds ratio as the effect size (non-right-handers; left-handers; mixed-handers vs. total). Evidence of elevated levels of atypical hand preference in dyslexia emerged that were especially pronounced for mixed-hand preference (OR = 1.57), although this category was underdefined. Differences in (direction or degree) of hand skill or degree of hand preference could not be assessed as no pertinent studies were located. Our findings allow for robust conclusions only for a relationship of mixed-hand preference with dyslexia.
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Affiliation(s)
- Julian Packheiser
- Social Brain Lab, Netherlands Institute for Neuroscience, Amsterdam, the Netherlands
| | - Marietta Papadatou-Pastou
- School of Education, National and Kapodistrian University of Athens, Athens, Greece; BioMedical Research Foundation of the Academy of Athens, Athens, Greece.
| | - Angeliki Koufaki
- School of Education, National and Kapodistrian University of Athens, Athens, Greece
| | | | - Clara C Stein
- Division of Forensic Psychiatry, Department of Psychiatry, Psychotherapy, and Preventive Medicine, LWL-University Hospital Bochum, Bochum, Germany
| | - Judith Schmitz
- Biological Personality Psychology, Georg-August-University Goettingen, Goettingen, Germany
| | - Sebastian Ocklenburg
- Department of Psychology, Medical School Hamburg, Hamburg, Germany; ICAN Institute for Cognitive and Affective Neuroscience, Medical School Hamburg, Hamburg, Germany; Institute of Cognitive Neuroscience, Biopsychology, Department of Psychology, Ruhr-University Bochum, Bochum, Germany
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2
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Nalavany BA, Kennedy R, Lee MH, Carawan LW, Knight SM. Insights from a Web-based survey into the psychosocial experiences of adults with dyslexia: Findings from a final comment question. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:441-458. [PMID: 37880152 DOI: 10.1002/dys.1756] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 07/19/2023] [Accepted: 10/02/2023] [Indexed: 10/27/2023]
Abstract
Not seemingly measuring up to Western societies' educational and occupational expectations for success, adults with dyslexia are at risk for discrimination, humiliation, low self-esteem, low self-efficacy, depression, and anxiety. We analysed 113 responses to the final comment question that was incorporated at the end of a quantitative survey on the socioemotional experiences of adults with dyslexia. The final comment question was not intended for conveying personal experiences, yet the final comment responses were personal, in-depth, and substantive - indicators of quality recommended in survey research. Thematic analysis was used to analyse the data and develop themes. One overarching theme was yearnings for understanding and acceptance. Its associated subthemes included (1) "This stuff is torture", (2) "Thank God I'm not normal, (3) educational experience, (4) coping strategies, (5) family support, and (6) generational dyslexia. This study contributes to the small but growing body of literature on the socioemotional experiences of adults with dyslexia. Among the implications for practice, policy and research, a larger challenge at the broader society level that embraces diversity, equity, and inclusion for individuals with dyslexia is forefront.
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Affiliation(s)
- Blace A Nalavany
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, North Carolina, USA
| | - Reeve Kennedy
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, North Carolina, USA
| | - Mi Hwa Lee
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, North Carolina, USA
| | - Lena W Carawan
- School of Social Work, College of Health and Human Performance, East Carolina University, Greenville, North Carolina, USA
| | - Sharon M Knight
- Department Health and Education and Promotion, East Carolina University, Greenville, North Carolina, USA
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Marchetti R, Pinto S, Spieser L, Vaugoyeau M, Cavalli E, El Ahmadi A, Assaiante C, Colé P. Phoneme Representation and Articulatory Impairment: Insights from Adults with Comorbid Motor Coordination Disorder and Dyslexia. Brain Sci 2023; 13:210. [PMID: 36831753 PMCID: PMC9954044 DOI: 10.3390/brainsci13020210] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 01/19/2023] [Accepted: 01/25/2023] [Indexed: 01/28/2023] Open
Abstract
Phonemic processing skills are impaired both in children and adults with dyslexia. Since phoneme representation development is based on articulatory gestures, it is likely that these gestures influence oral reading-related skills as assessed through phonemic awareness tasks. In our study, fifty-two young dyslexic adults, with and without motor impairment, and fifty-nine skilled readers performed reading, phonemic awareness, and articulatory tasks. The two dyslexic groups exhibited slower articulatory rates than skilled readers and the comorbid dyslexic group presenting with an additional difficulty in respiratory control (reduced speech proportion and increased pause duration). Two versions of the phoneme awareness task (PAT) with pseudoword strings were administered: a classical version under time pressure and a delayed version in which access to phonemic representations and articulatory programs was facilitated. The two groups with dyslexia were outperformed by the control group in both versions. Although the two groups with dyslexia performed equally well on the classical PAT, the comorbid group performed significantly less efficiently on the delayed PAT, suggesting an additional contribution of articulatory impairment in the task for this group. Overall, our results suggest that impaired phoneme representations in dyslexia may be explained, at least partially, by articulatory deficits affecting access to them.
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Affiliation(s)
- Rebecca Marchetti
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Laboratoire de Psychologie Cognitive (LPC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Serge Pinto
- Laboratoire Parole et Langage (LPL), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13100 Aix-en-Provence, France
| | - Laure Spieser
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Marianne Vaugoyeau
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Eddy Cavalli
- Laboratoire d’Etude des Mécanismes Cognitifs (EA3082), University Lumière Lyon 2, 69007 Lyon, France
| | - Abdessadek El Ahmadi
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Christine Assaiante
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Pascale Colé
- Laboratoire de Psychologie Cognitive (LPC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
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Sleeman M, Everatt J, Arrow A, Denston A. The identification and classification of struggling readers based on the simple view of reading. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:256-275. [PMID: 35766340 PMCID: PMC9542070 DOI: 10.1002/dys.1719] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Revised: 05/23/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
Abstract
The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3-5 (8-10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.
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Affiliation(s)
- Mike Sleeman
- Massey UniversityAucklandNew Zealand
- University of CanterburyChristchurchNew Zealand
| | | | - Alison Arrow
- Massey UniversityAucklandNew Zealand
- University of CanterburyChristchurchNew Zealand
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Nukari JM, Laasonen MR, Arkkila EP, Haapanen ML, Lipsanen JO, Poutiainen ET. Neuropsychological intervention of dyslexia has a positive effect on aspects of psychological well-being in young adults - a randomized controlled study. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:166-184. [PMID: 34581459 DOI: 10.1002/dys.1697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 07/30/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
Effectiveness of individual- and group-based neuropsychological intervention on aspects of psychological well-being of dyslexic adults was evaluated. Dyslexic young adults (n = 120) were randomly assigned into individual intervention, group intervention or wait-list control group. Both interventions focussed on cognitive strategy learning, supporting self-esteem, and using psychoeducation. In group format peer support was also utilized. Cognitive and behavioural strategies, mood states, quality of life and self-esteem were assessed via self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and 10 months. Results indicated that the neuropsychological interventions had a positive effect on self-evaluated cognitive and behavioural strategies, especially in increasing success expectations and to a lesser degree in diminishing task-avoidance and in group intervention in diminishing social pessimism. The interventions also improved cognition-related quality of life and, to a lesser degree, self-esteem. These results indicate that structured neuropsychological interventions can positively affect self-evaluated psychological well-being, especially on cognitive and behavioural strategies. Considering the secondary consequences of dyslexia, support among young adults is often needed beyond the cognitive and reading-based challenges dyslexia poses.
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Affiliation(s)
- Johanna M Nukari
- Learning Support Centre, Rehabilitation Foundation, Helsinki, Finland
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Marja R Laasonen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
- Logopedics, School of Humanities, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Eva P Arkkila
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Marja-Leena Haapanen
- Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Jari O Lipsanen
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - Erja T Poutiainen
- Learning Support Centre, Rehabilitation Foundation, Helsinki, Finland
- Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Helsinki, Finland
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