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Donolato E, Toffalini E, Cornoldi C, Mammarella IC. In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1778. [PMID: 39005133 DOI: 10.1002/dys.1778] [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: 03/15/2023] [Revised: 03/01/2024] [Accepted: 06/24/2024] [Indexed: 07/16/2024]
Abstract
Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case-control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4-8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.
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Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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2
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Matsuura Y, Jaeah C. Dyslexia Articles Unboxed: Analyzing Their Readability Level. J Dev Behav Pediatr 2024; 45:e211-e216. [PMID: 38896567 DOI: 10.1097/dbp.0000000000001274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 03/14/2024] [Indexed: 06/21/2024]
Abstract
OBJECTIVE Dyslexia is characterized by difficulties with fluent word recognition, decoding, or spelling, and it has been linked to family history. Given the impact of dyslexia on broad academic activities and well-being, ensuring that information about dyslexia is accessible to affected children and their families is vital. This study aims to assess the readability levels of dyslexia-related websites, with the hypothesis that such websites should be written at an appropriate readability level to accommodate those who may also have reading challenges. METHODS This study analyzes the readability of 50 web articles on dyslexia using 6 readability formulas: Flesch-Kincaid Reading Ease, Flesch-Kincaid Grade Level, Gunning Fog Score, Simple Measure of Gobbledygook (SMOG) Index, Coleman Liau Index, and Automated Readability Index. The search term "What is dyslexia" was used on Google. Each article was analyzed using the online calculation website WebFX. The readability goal for these websites was set at fifth grade, a level recommended for patients with reading challenges. RESULTS The study found that among the 50 websites, the lowest median readability score was 11.8 (corresponding to a 12th-grade level) on the SMOG Index, while the highest scores were 15.5 on both the Gunning Fog Score and the Coleman Liau Index (indicative of college-level readability). Almost none of the websites had scores below a fifth-grade level. CONCLUSION Most websites related to dyslexia are too complex. Tools such as readability metrics and sentence restructuring by AI can help make the information more accessible and understandable to the stakeholders.
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Affiliation(s)
- Yusuke Matsuura
- Icahn School of Medicine at Mount Sinai, Department of Pediatrics, New York, NY
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3
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Li M, Zhao W, Liu M, Zhang L, Li G. Mental health among children with and without reading difficulties. ANNALS OF DYSLEXIA 2024; 74:27-46. [PMID: 38157126 DOI: 10.1007/s11881-023-00296-2] [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: 06/18/2023] [Accepted: 12/18/2023] [Indexed: 01/03/2024]
Abstract
This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school children. Participants were 1535 grades 3, 4, and 5 students from three elementary schools in Xi'an, China. Children with and without RD were compared to their depression and anxiety. Additionally, children's self-ratings, parents' ratings, and teachers' ratings of depression and anxiety were compared to better understand mental health issues of Chinese children with RD. The findings showed that Chinese children with RD experienced more depression but not anxiety compared to their typically developing peers across all three grade levels. Reports from all three informants consistently reflected that children with RD experienced more depression. However, some inconsistencies were found between self-reported levels of depression and anxiety and the observations made by parents and teachers. Children reported experiencing more depression than their parents and teachers observed but less anxiety than their parents reported. This study emphasizes the importance of understanding the links between RD and mental health and the need for appropriate intervention programs to help children with RD cope with the mental health challenges.
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Affiliation(s)
- Miao Li
- Department of Curriculum & Instruction, College of Education, University of Houston, 3657 Cullen Blvd, Houston, TX, 77204, USA.
| | - Wei Zhao
- Department of Special Education, School of Education, Shaanxi Normal University, Xi'an, China
| | - Mengmeng Liu
- Department of Special Education, School of Education, Shaanxi Normal University, Xi'an, China
| | - Lele Zhang
- Lugang Primary School of Shaanxi Normal University, Xi'an, China
| | - Gen Li
- Department of Educational and Psychological Studies, University of South Florida, Tampa, USA
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Vieira APA, Peng P, Antoniuk A, DeVries J, Rothou K, Parrila R, Georgiou G. Internalizing problems in individuals with reading, mathematics and unspecified learning difficulties: a systematic review and meta-analysis. ANNALS OF DYSLEXIA 2024; 74:4-26. [PMID: 38135829 DOI: 10.1007/s11881-023-00294-4] [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: 06/15/2023] [Accepted: 12/13/2023] [Indexed: 12/24/2023]
Abstract
We conducted a systematic review and meta-analysis to examine if individuals with reading difficulties (RD), mathematics difficulties (MD), or unspecified learning difficulties (ULD) experience internalizing problems (i.e., anxiety, depression, somatic complaints, and social withdrawal) to the same extent, and if the effect sizes are influenced by moderators (age, internalizing problems type, anxiety type, rater type, selection criteria, and attention control). We reviewed 2,806 studies published in English between January 2000 and April 2023. Our final sample consisted of 96 studies that reported effect sizes or data to calculate them (a total of 120 unique samples, 83,260 participants, age range = 7.3 - 34.8 years). Risk of bias and sensitivity were assessed. A random-effects model analysis revealed a significant and moderate overall effect size (Hedge's g = -.54), indicating that individuals with RD, MD or ULD experience more internalizing problems than their chronological-age (CA) controls. Follow-up analyses showed that neither learning difficulties type nor age of participants were significant moderators, but selection criteria (diagnosis versus screening) and internalizing problems type were. These findings suggest that individuals with RD do not differ from those with MD or ULD in internalizing problems, and all fare poorly compared to CA controls.
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Affiliation(s)
- Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada.
| | - Peng Peng
- Department of Special Education, University of Texas at Austin, Austin, USA
| | - Andrea Antoniuk
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Jodi DeVries
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
| | - Kyriakoula Rothou
- Department of School of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Rauno Parrila
- Australian Centre for the Advancement of Literacy (ACAL), Australian Catholic University, Sydney, Australia
| | - George Georgiou
- Department of Educational Psychology, University of Alberta, 3-102 Education North, Edmonton, Canada, T6G2E3, Canada
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Gaab N, Duggan N. Leveraging brain science for impactful advocacy and policymaking: The synergistic partnership between developmental cognitive neuroscientists and a parent-led grassroots movement to drive dyslexia prevention policy and legislation. Dev Cogn Neurosci 2024; 66:101376. [PMID: 38608358 PMCID: PMC11019101 DOI: 10.1016/j.dcn.2024.101376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 03/01/2024] [Accepted: 04/04/2024] [Indexed: 04/14/2024] Open
Abstract
Reading proficiency is crucial for academic, vocational, and economic success and has been closely linked to health outcomes. Unfortunately, in the United States, a concerning 63% of fourth-grade children are reading below grade level, with approximately 7%-10% exhibiting a disability in word reading, developmental dyslexia. Research in developmental cognitive neuroscience indicates that individuals with dyslexia show functional and structural brain alterations in regions processing reading and reading-related information, with some of these differences emerging as early as preschool and even infancy. This suggests that some children start schooling with less optimal brain architecture for learning to read, emphasizing the need for preventative education practices. This article reviews educational policies impacting children with dyslexia and highlights a decentralized parent-led grassroots movement, Decoding Dyslexia, which centers the voices of those directly impacted by dyslexia. It utilizes civic engagement practices, advocacy and lobbying on local, federal, and social media platforms, and strong partnerships with scientists to drive systems-level change in educational practices, leading to dyslexia prevention legislation across the U.S. The ongoing partnership continues to address the profound gaps between scientific findings and policymaking to drive systems-level change for contemporary challenges in educational practices within a learning disabilities framework.
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Casali N, Meneghetti C, Tinti C, MariaRe A, Sini B, Passolunghi MC, Valenti A, Montesano L, Pellegrino G, Carretti B. Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors. JOURNAL OF LEARNING DISABILITIES 2024; 57:16-29. [PMID: 36790042 DOI: 10.1177/00222194221150786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.
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Krimm H, McDaniel J, Schuele CM. Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia? Lang Speech Hear Serv Sch 2023; 54:1267-1281. [PMID: 37672782 PMCID: PMC10721248 DOI: 10.1044/2023_lshss-22-00199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 04/27/2023] [Accepted: 06/22/2023] [Indexed: 09/08/2023] Open
Abstract
PURPOSE The purpose of this exploratory study was to evaluate speech-language pathologists' (SLPs') conceptions and misconceptions about dyslexia. METHOD Participants were 86 school-based SLPs. They completed an online survey on which they rated their agreement and disagreement with true and false statements related to the scientific evidence about the nature of dyslexia and interventions for dyslexia, as well as common misconceptions about dyslexia. RESULTS There was considerable variability among SLPs' agreement and disagreement with the statements. Critically, despite abundant contrary evidence in the literature, many SLPs believe that dyslexia involves a visual processing deficit. CONCLUSIONS These findings suggest that many school-based SLPs hold misconceptions about dyslexia, especially those related to dyslexia being a visual disorder. The identified misconceptions may contribute to some SLPs' reluctance to incorporate reading and prereading skills into speech-language assessment and intervention. SLPs need greater knowledge of dyslexia to provide more effective evaluations and intervention services.
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Affiliation(s)
- Hannah Krimm
- Department of Communication Sciences and Special Education, University of Georgia, Athens
| | - Jena McDaniel
- Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, TN
| | - C. Melanie Schuele
- Department of Hearing and Speech Sciences, Vanderbilt University School of Medicine, Nashville, TN
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8
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Anderson NJ, Rozenman M, Pennington BF, Willcutt EG, McGrath LM. Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth. JOURNAL OF LEARNING DISABILITIES 2023; 56:343-358. [PMID: 35658570 PMCID: PMC9720039 DOI: 10.1177/00222194221098719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R2 = .007, p = .014), EF (R2 = .009, p = .006), and word reading (R2 = .006-.008, p = .010-.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R2 = .010, p = .005) or EF (R2 = .013, p = .010) combined with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety.
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9
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Verwimp C, Tijms J, Snellings P, Haslbeck JMB, Wiers RW. A network approach to dyslexia: Mapping the reading network. Dev Psychopathol 2023; 35:1011-1025. [PMID: 34311796 DOI: 10.1017/s0954579421000365] [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] [Indexed: 11/06/2022]
Abstract
Research on the etiology of dyslexia typically uses an approach based on a single core deficit, failing to understand how variations in combinations of factors contribute to reading development and how this combination relates to intervention outcome. To fill this gap, this study explored links between 28 cognitive, environmental, and demographic variables related to dyslexia by employing a network analysis using a large clinical database of 1,257 elementary school children. We found two highly connected subparts in the network: one comprising reading fluency and accuracy measures, and one comprising intelligence-related measures. Interestingly, phoneme awareness was functionally related to the controlled and accurate processing of letter-speech sound mappings, whereas rapid automatized naming was more functionally related to the automated convergence of visual and speech information. We found evidence for the contribution of a variety of factors to (a)typical reading development, though associated with different aspects of the reading process. As such, our results contradict prevailing claims that dyslexia is caused by a single core deficit. This study shows how the network approach to psychopathology can be used to study complex interactions within the reading network and discusses future directions for more personalized interventions.
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Affiliation(s)
- Cara Verwimp
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- RID, Amsterdam, The Netherlands
| | - Jurgen Tijms
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- RID, Amsterdam, The Netherlands
| | - Patrick Snellings
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
| | - Jonas M B Haslbeck
- Department of Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands
| | - Reinout W Wiers
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
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Dahl-Leonard K, Hall C, Capin P, Solari EJ, Demchak A, Therrien WJ. Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia. ANNALS OF DYSLEXIA 2023; 73:288-313. [PMID: 36701045 DOI: 10.1007/s11881-023-00279-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Accepted: 01/04/2023] [Indexed: 06/08/2023]
Abstract
Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K-5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.
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Affiliation(s)
- Katlynn Dahl-Leonard
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA.
| | - Colby Hall
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - Philip Capin
- Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, USA
| | - Emily J Solari
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - Alisha Demchak
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - William J Therrien
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
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11
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Bonuomo M, Marini M, Vegni N, Melogno S, Torregiani G, Livi S, Di Filippo G. Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD). Brain Sci 2023; 13:1020. [PMID: 37508952 PMCID: PMC10377634 DOI: 10.3390/brainsci13071020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 06/19/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023] Open
Abstract
It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
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Affiliation(s)
- Marika Bonuomo
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Mara Marini
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | - Nicoletta Vegni
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Sergio Melogno
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | | | - Stefano Livi
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
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12
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Capodieci A, Graziani D, Scali V, Giaccherini S, Luccherino L, Pecini C. Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing. Brain Sci 2023; 13:479. [PMID: 36979289 PMCID: PMC10046886 DOI: 10.3390/brainsci13030479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 03/01/2023] [Accepted: 03/07/2023] [Indexed: 03/14/2023] Open
Abstract
Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings' implications in clinical research and practice are discussed.
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Affiliation(s)
- Agnese Capodieci
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 50121 Florence, Italy
| | - Daniela Graziani
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 50121 Florence, Italy
| | | | | | | | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, 50121 Florence, Italy
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Wakeman HN, Wadsworth SJ, Olson RK, DeFries JC, Pennington BF, Willcutt EG. Mathematics Difficulties and Psychopathology in School-Age Children. JOURNAL OF LEARNING DISABILITIES 2023; 56:116-131. [PMID: 35466804 DOI: 10.1177/00222194221084136] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longitudinal relationship between mathematics and psychopathology using 5-year follow-up data. Results indicated that individuals with mathematics difficulties exhibited elevations in most dimensions of psychopathology, including anxiety, depression, externalizing behaviors, attention problems, and social problems. Furthermore, mathematics impairment was associated with internalizing problems, rule-breaking behaviors, inattention, and social problems even after controlling for comorbid reading difficulties. Results suggested that the associations between mathematics and psychopathology are generally similar in males and females. Finally, preliminary longitudinal evidence suggested that initial mathematics difficulties predicted elevations of conduct disorder, rule-breaking behavior, inattention, hyperactivity, and social problems at follow-up, with several of these associations remaining significant even after controlling for initial reading. In contrast, there was no significant association between initial mathematics ability and internalizing symptoms at follow-up, demonstrating some amelioration of internalizing symptoms over time.
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14
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Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. J Clin Med 2023; 12:jcm12051882. [PMID: 36902669 PMCID: PMC10003319 DOI: 10.3390/jcm12051882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/08/2023] Open
Abstract
Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7-18 years) were recruited. Cognitive and academic skills were assessed, and parents completed the questionnaire CBCL 6-18. The results showed that about half of the subjects manifested emotional-behavioral problems with a prevalence of internalizing symptoms, such as anxiety and depression, over externalizing ones. Older children showed greater internalizing problems than younger ones. Males have greater externalizing problems compared to females. A mediation model analysis revealed that learning impairment is directly predicted by age and familiarity for neurodevelopmental disorders and indirectly via the mediation of the WISC-IV/WAIS-IV Working Memory Index (WMI) by the CBCL Rule-Breaking Behavior scale. This study stresses the need to combine the learning and neuropsychological assessment with a psychopathological evaluation of children and adolescents with SLD and provides new interpretative insights on the complex interaction between cognitive, learning, and emotional-behavioral phenotypes.
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15
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Moll K, Georgii BJ, Tunder R, Schulte-Körne G. Economic evaluation of dyslexia intervention. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:4-21. [PMID: 36308052 DOI: 10.1002/dys.1728] [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: 07/30/2021] [Revised: 04/04/2022] [Accepted: 10/10/2022] [Indexed: 06/16/2023]
Abstract
In many countries, intervention costs are not covered by public health care. A critical basis for deciding whether an intervention is covered or not is to analyse the relation between benefits and costs of the intervention, and to quantify the consequential costs. In this study, a cost-utility analysis was computed to investigate the costs of individualized dyslexia intervention while quantifying the benefit in terms of health-related quality of life in a sample of 36 individuals with dyslexia. In addition, educational outcomes and costs of untreated dyslexia for the society were estimated using information for class repetition, school success, and unemployment rates from previous studies and official statistics. A significant increase in quality of life with medium effect sizes was found across all quality-of-life measures. Increases in quality of life were domain-specific, thus occurring specifically in those domains that are affected by learning disorders. The cost-utility ratio was 9,782 Euros per quality adjusted life years (QALYs), which is in line with similar therapy forms, such as speech therapy. The loss of productivity for untreated dyslexia in the German population was estimated for class repetition and reduced income due to lower school degrees. The cost-utility analysis and the calculation of consequential costs suggest that the dyslexia intervention is cost-effective.
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Affiliation(s)
- Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
| | - Beatrice J Georgii
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
| | - Ralph Tunder
- Health Care Management Institute, European Business School, Oestrich-Winkel, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
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16
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Wilmot A, Hasking P, Leitão S, Hill E, Boyes M. Understanding Mental Health in Developmental Dyslexia: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1653. [PMID: 36674408 PMCID: PMC9864451 DOI: 10.3390/ijerph20021653] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 01/09/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
Children with dyslexia are at elevated risk of internalising and externalising mental health concerns. Our aim was to scope the extent and nature of the literature investigating factors which may influence this association. We systematically searched the peer-reviewed and grey literature with no restrictions on the date. We included both qualitative and quantitative studies. Inclusion criteria included: (1) a focus on childhood (≤18 years) reading/learning difficulties; (2) internalising and/or externalising symptoms; and (3) a potentially modifiable third factor (e.g., self-esteem). Ninety-eight studies met the inclusion criteria. We organised the studies according to individual, family, and community-level third factors. Whilst a range of third factors were identified, relatively few researchers tested associations between the third factor and mental health in the context of dyslexia. Furthermore, there was a focus on primary rather than secondary school experience and a reliance, in many cases, on teacher/parent perspectives on children's mental health. Future researchers are encouraged to explore links between socio-emotional skills, coping strategies, school connectedness, and mental health in the context of dyslexia. Research of this nature is important to assist with the identification of children who are more (or less) at risk of mental health concerns and to inform tailored mental health programs for children with dyslexia.
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Affiliation(s)
- Adrienne Wilmot
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
| | - Penelope Hasking
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
| | - Suze Leitão
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Elizabeth Hill
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin School of Allied Health, Curtin University, Perth, WA 6845, Australia
| | - Mark Boyes
- Faculty of Health Sciences, Curtin School of Population Health, Curtin University, Perth, WA 6845, Australia
- Faculty of Health Sciences, Curtin enAble Institute, Curtin University, Perth, WA 6845, Australia
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17
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Sex Differences in Comorbidity Combinations in the Swedish Population. Biomolecules 2022; 12:biom12070949. [PMID: 35883505 PMCID: PMC9313065 DOI: 10.3390/biom12070949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 06/23/2022] [Accepted: 06/30/2022] [Indexed: 11/16/2022] Open
Abstract
High comorbidity rates, especially mental–physical comorbidity, constitute an increasing health care burden, with women and men being differentially affected. To gain an overview of comorbidity rates stratified by sex across a range of different conditions, this study examines comorbidity patterns within and between cardiovascular, pulmonary, skin, endocrine, digestive, urogenital, musculoskeletal, neurological diseases, and psychiatric conditions. Self-report data from the LifeGene cohort of 31,825 participants from the general Swedish population (62.5% female, 18–84 years) were analyzed. Pairwise comorbidity rates of 54 self-reported conditions in women and men and adjusted odds ratios (ORs) for their comparison were calculated. Overall, the rate of pairwise disease combinations with significant comorbidity was higher in women than men (14.36% vs. 9.40%). Among psychiatric conditions, this rate was considerably high, with 41.76% in women and 39.01% in men. The highest percentages of elevated mental–physical comorbidity in women were found for musculoskeletal diseases (21.43%), digestive diseases (20.71%), and skin diseases (13.39%); in men, for musculoskeletal diseases (14.29%), neurological diseases (11.22%), and digestive diseases (10%). Implications include the need for integrating mental and physical health care services and a shift from a disease-centered to an individualized, patient-centered focus in clinical care.
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18
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Leung TW, Cheong AMY, Chan HHL. Deficits in the Magnocellular Pathway of People with Reading Difficulties. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2022. [DOI: 10.1007/s40474-022-00248-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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19
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Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia. Brain Sci 2022; 12:brainsci12020243. [PMID: 35204006 PMCID: PMC8869855 DOI: 10.3390/brainsci12020243] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 02/01/2022] [Accepted: 02/09/2022] [Indexed: 02/04/2023] Open
Abstract
Aim. Handwriting abilities in children with dyslexia (DYS) are not well documented in the current literature, and the presence of graphomotor impairment in addition to spelling impairment in dyslexia is controversial. Using resting-state functional connectivity (RSFC), the present study aims to answer the following question: are there markers of graphomotor impairment at rest in DYS children? Method. The participants were children with DYS and typically developing (TD) children (n = 32) from French-speaking primary schools (Mage = 9.3 years). The behavioural evaluation consisted of spelling and handwriting measures. Participants underwent a resting-state fMRI scan. Results. Analyses of RSFC focused on a brain region responsible for graphomotor processes—the graphemic/motor frontal area (GMFA). The RSFC between the GMFA and all other voxels of the brain was measured. Whole-brain ANOVAs were run to compare RSFC in DYS and TD children. The results demonstrated reduced RSFC in DYS compared to TD between the GMFA and brain areas involved in both spelling processes and motor-related processes. Conclusions. For the first time, this study highlighted a disruption of the writing network in DYS. By identifying functional markers of both spelling and handwriting deficits at rest in young DYS participants, this study supports the presence of graphomotor impairment in dyslexia.
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Donato A, Muscolo M, Arias Romero M, Caprì T, Calarese T, Olmedo Moreno EM. Students with dyslexia between school and university: Post-diploma choices and the reasons that determine them. An Italian study. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:110-127. [PMID: 34315192 DOI: 10.1002/dys.1692] [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: 08/05/2019] [Revised: 05/05/2021] [Accepted: 06/28/2021] [Indexed: 06/13/2023]
Abstract
Although the number of students with dyslexia enrolled in Italian universities is constantly growing, their presence remains relatively limited. The aim of this study was therefore to investigate the choices made by students with dyslexia in relation to university studies, and the underlying reasons for their choices. This study also compares these choices for students with and without dyslexia. In all, 440 high school students and their families agreed to take part in this project. Socio-demographic data was collected for the 47 students with dyslexia and 47 class-matched students without dyslexia, along with information on their current schools and their future educational plans. A specially developed questionnaire was used for the students, in combination with structured interviews with their families. The results show significant differences between these groups regarding both choices for university studies and the underlying motivations for these choices. Furthermore, certain psychological and emotional factors are implicated here in the decisions of the students with dyslexia regarding both university studies and their underlying reasons. Future research is needed to further investigate these factors in the educational choices of students with dyslexia.
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Affiliation(s)
- Antonella Donato
- Doctoral Programme of Education Sciences, Faculty of Education Sciences, University of Granada, Campus Universitario de la Cartuja, Granada, Spain
| | - Maria Muscolo
- Organizational Unit, Orientation and Placement Centre, University of Messina, Messina, Italy
| | - Mateo Arias Romero
- Department of Didactics of the Social Sciences, Doctoral Programme of Education Sciences, University of Granada, Campus Universitario de la Cartuja, Granada, Spain
| | - Tindara Caprì
- Department of Experimental and Clinical Medicine, University of Messina, Messina, Italy
| | - Tiziana Calarese
- Neuropsychiatrist, Italian Dyslexia Association (Messina Section), Messina, Italy
| | - Eva María Olmedo Moreno
- Research Methods and Diagnosis in Education Department, Doctoral Programme of Education Sciences, University of Granada, Campus Universitario de la Cartuja, Granada, Spain
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21
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Lam JHY, Tong SX. Drawing a New Picture: Children with Developmental Dyslexia Exhibit Superior Nonverbal Creativity. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 116:104036. [PMID: 34333180 DOI: 10.1016/j.ridd.2021.104036] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 06/22/2021] [Accepted: 07/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Creativity and literacy are essential skills that today's children are expected to develop. However, the question of whether children with developmental dyslexia, a severe difficulty in reading and writing, exhibit any intact creativity strengths remains controversial. This study examined creativity strengths across verbal, figural, and nonverbal modalities, and the relations among creativity, nonverbal intelligence, and literacy skills, in younger and older Chinese children with and without developmental dyslexia. METHODS Two age groups of Chinese children with developmental dyslexia (Grade 2: N = 62; Grades 4-5: N = 62) and their age matched controls (Grade 2: N = 61; Grades 4-5: N = 61) were assessed on fluency and originality of verbal, figural, and nonverbal creativity, as well as on nonverbal intelligence, vocabulary, working memory, Chinese word reading accuracy and fluency, and word dictation. RESULTS Multifactorial analysis of variance demonstrated that regardless of grade level, children with developmental dyslexia exhibited higher nonverbal creativity than, and comparable figural creativity to, their typically developing peers. Moreover, the partial correlation analysis revealed creativity was not significantly correlated with nonverbal intelligence and literacy skills. CONCLUSIONS These findings suggest that children with dyslexia possess strengths and even advantages in nonverbal creativity and that the relationship between intelligence and/or literacy and creativity is negligible.
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Affiliation(s)
- Joseph Hin Yan Lam
- Human Communication, Development, and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Shelley Xiuli Tong
- Human Communication, Development, and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, China.
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22
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Lombardi E, Traficante D, Bettoni R, Offredi I, Vernice M, Sarti D. Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behav Sci (Basel) 2021; 11:bs11070103. [PMID: 34356720 PMCID: PMC8301169 DOI: 10.3390/bs11070103] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2021] [Revised: 07/09/2021] [Accepted: 07/09/2021] [Indexed: 11/16/2022] Open
Abstract
Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents' support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.
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Affiliation(s)
- Elisabetta Lombardi
- Department of Psychology, Catholic University of Milan, 20123 Milano, Italy;
- Correspondence:
| | - Daniela Traficante
- Department of Psychology, Catholic University of Milan, 20123 Milano, Italy;
| | - Roberta Bettoni
- Department of Psychology, University of Milan-Bicocca, 20126 Milano, Italy;
| | - Ilaria Offredi
- A.R.P. Associazione per la Ricerca in Psicologia Clinica, 20123 Milan, Italy;
| | - Mirta Vernice
- Dipartimento di Studi Umanistici, Università degli Studi di Urbino “Carlo Bo”, 61029 Urbino, Italy;
| | - Daniela Sarti
- Fondazione IRCCS Istituto Neurologico Carlo Besta, 20133 Milano, Italy;
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23
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Bonti E, Kamari A, Sofologi M, Giannoglou S, Porfyri GN, Tatsiopoulou P, Kougioumtzis G, Efstratopoulou M, Diakogiannis I. Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics-A Preliminary Analysis. Brain Sci 2021; 11:brainsci11070850. [PMID: 34202177 PMCID: PMC8301888 DOI: 10.3390/brainsci11070850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 06/22/2021] [Accepted: 06/22/2021] [Indexed: 11/16/2022] Open
Abstract
SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12-16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
- Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus
| | - Afroditi Kamari
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Maria Sofologi
- Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 45110 Ioannina, Greece
| | - Sofia Giannoglou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgia-Nektaria Porfyri
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Paraskevi Tatsiopoulou
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
| | - Georgios Kougioumtzis
- Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 10680 Athens, Greece
| | - Maria Efstratopoulou
- Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain 112612, United Arab Emirates
| | - Ioannis Diakogiannis
- First Psychiatric Clinic, "Papageorgiou" General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece
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24
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Sturm VE, Roy ARK, Datta S, Wang C, Sible IJ, Holley SR, Watson C, Palser ER, Morris NA, Battistella G, Rah E, Meyer M, Pakvasa M, Mandelli ML, Deleon J, Hoeft F, Caverzasi E, Miller ZA, Shapiro KA, Hendren R, Miller BL, Gorno-Tempini ML. Enhanced visceromotor emotional reactivity in dyslexia and its relation to salience network connectivity. Cortex 2021; 134:278-295. [PMID: 33316603 PMCID: PMC7880083 DOI: 10.1016/j.cortex.2020.10.022] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Revised: 08/11/2020] [Accepted: 10/31/2020] [Indexed: 12/30/2022]
Abstract
Dyslexia is a neurodevelopmental disorder mainly defined by reading difficulties. During reading, individuals with dyslexia exhibit hypoactivity in left-lateralized language systems. Lower activity in one brain circuit can be accompanied by greater activity in another, and, here, we examined whether right-hemisphere-based emotional reactivity may be elevated in dyslexia. We measured emotional reactivity (i.e., facial behavior, physiological activity, and subjective experience) in 54 children ages 7-12 with (n = 32) and without (n = 22) dyslexia while they viewed emotion-inducing film clips. Participants also underwent task-free functional magnetic resonance imaging. Parents of children with dyslexia completed the Behavior Assessment System for Children, which assesses real-world behavior. During film viewing, children with dyslexia exhibited significantly greater reactivity in emotional facial behavior, skin conductance level, and respiration rate than those without dyslexia. Across the sample, greater emotional facial behavior correlated with stronger connectivity between right ventral anterior insula and right pregenual anterior cingulate cortex (pFWE<.05), key salience network hubs. In children with dyslexia, greater emotional facial behavior related to better real-world social skills and higher anxiety and depression. Our findings suggest there is heightened visceromotor emotional reactivity in dyslexia, which may lead to interpersonal strengths as well as affective vulnerabilities.
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Affiliation(s)
- Virginia E Sturm
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA; Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Ashlin R K Roy
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Samir Datta
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Cheng Wang
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Isabel J Sible
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Sarah R Holley
- Department of Psychology, San Francisco State University, San Francisco, CA, USA.
| | - Christa Watson
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Eleanor R Palser
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Nathaniel A Morris
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Giovanni Battistella
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Esther Rah
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Marita Meyer
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Mikhail Pakvasa
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Maria Luisa Mandelli
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Jessica Deleon
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Fumiko Hoeft
- Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Eduardo Caverzasi
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Zachary A Miller
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Kevin A Shapiro
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Robert Hendren
- Department of Psychiatry, University of California, San Francisco, CA, USA.
| | - Bruce L Miller
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA.
| | - Maria Luisa Gorno-Tempini
- Department of Neurology, University of California, UCSF Memory and Aging Center, Sandler Neurosciences Center, San Francisco, CA, USA; Department of Psychiatry, University of California, San Francisco, CA, USA.
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Khodeir MS, El-Sady SR, Mohammed HAER. The prevalence of psychiatric comorbid disorders among children with specific learning disorders: a systematic review. THE EGYPTIAN JOURNAL OF OTOLARYNGOLOGY 2020; 36:57. [DOI: 10.1186/s43163-020-00054-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2020] [Accepted: 11/06/2020] [Indexed: 09/02/2023]
Abstract
Abstract
Background
Understanding comorbidity of psychiatric disorders with specific learning disorders (SLD) is important because the presence of any additional disorder to the learning disability may affect the severity and prognosis of the SLD symptoms and requires specific treatments and interventions.
Main body of the abstract
The purpose of this systematic review was to describe the prevalence of comorbid psychiatric disorders among children with SLD between 6 and 18 years. English studies published between 2013 and 2018 were located through searches of PubMed and ScienceDirect. In this review, only 5 articles met the inclusion criteria. The quality of the included studies was assessed with the Cochrane risk of the bias assessment tool. The prevalence of ADHD and anxiety disorder was reported in 4 studies. Prevalence of conduct disorder (CD) and depression was reported by 3 studies, and 2 studies reported the prevalence of oppositional defined disorders (ODD). Although this review included a small number of studies that used a diversity of methods to diagnose psychiatric disorders, the results of the prevalence rates were homogenous.
Short conclusion
The included studies reported that ADHD had the highest prevalence rate among children with SLD followed by anxiety and depressive disorders. Both CD and ODD were the least prevalent and are linked to the existence of ADHD. Further worldwide future studies are needed to estimate the prevalence rate of such psychiatric disorders among children with SLD, taking into consideration the use of agreed assessment methods for diagnosing the psychiatric disorders and the SLD.
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Verwimp C, Vanden Bempt F, Kellens S, Economou M, Vandermosten M, Wouters J, Ghesquière P, Vanderauwera J. Pre-literacy heterogeneity in Dutch-speaking kindergartners: latent profile analysis. ANNALS OF DYSLEXIA 2020; 70:275-294. [PMID: 33074483 DOI: 10.1007/s11881-020-00207-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 10/05/2020] [Indexed: 06/11/2023]
Abstract
Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid automatized naming (RAN), more insight in the variability of pre-reading profiles might be of great importance for early identification of children who have an elevated risk for developing dyslexia and to provide tailor-made interventions. To address this issue, this study used a latent profile analysis (LPA) to disentangle different pre-reading profiles in a sample of 1091 Dutch-speaking kindergartners. Four profiles emerged: high performers (16.50%), average performers (40.24%), below-average performers with average IQ (25.57%), and below-average performers with below-average IQ (17.69%). These results suggested two at-risk profiles diverging in IQ, which are presumably more likely to develop dyslexia later on. Although below-average profiles differed significantly in rapid naming and IQ, no clear evidence for the double-deficit theory was found in Dutch-speaking kindergartners. Educational level and reading history of the parents appeared to be predictive for children's classification membership. Our results point towards the heterogeneity that is already present in kindergartners and the possibility to identify at-risk profiles prior to reading instruction, which may be the foundation for earlier targeted interventions. However, more extended research is needed to determine the stability of these profiles across time and across different languages.
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Affiliation(s)
- Cara Verwimp
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Femke Vanden Bempt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Silke Kellens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Maria Economou
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
- Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
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Donolato E, Marci T, Altoè G, Mammarella IC. Measuring Test Anxiety in Primary and Middle School Children. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2020. [DOI: 10.1027/1015-5759/a000556] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Abstract. The increasing use of tests to assess academic competences has been associated with higher levels of test anxiety (TA) in children, underlining the importance of identifying this emotional problem and sustain academic achievement. This study aimed to contribute to the extant literature on the assessment of TA by examining the psychometric properties of the Test Anxiety Questionnaire for Children (TAQ-C), in primary and middle school children. In Study 1 ( N = 123), we selected 24 items from a wider initial pool, dividing them into scales measuring Thoughts, Autonomic Reactions, Off-Task Behaviors, and Social Derogation, to develop the TAQ-C. In Study 2 ( N = 899), the psychometric properties of this set of scales were assessed in students attending primary and middle school. Analyses supported the bifactor latent structure of the TAQ-C, invariance across educational levels and gender, concurrent and convergent validity, and test–retest reliability. Overall, the TAQ-C is a promising tool for assessing TA in primary and middle school students. Implications and directions for future research are discussed.
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Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Norway
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Tatiana Marci
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Gianmarco Altoè
- Department of Developmental and Social Psychology, University of Padova, Italy
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology, University of Padova, Italy
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Castro E, Cotov M, Brovedani P, Coppola G, Meoni T, Papini M, Terlizzi T, Vernucci C, Pecini C, Muratori P. Associations between Learning and Behavioral Difficulties in Second-Grade Children. CHILDREN-BASEL 2020; 7:children7090112. [PMID: 32859081 PMCID: PMC7552774 DOI: 10.3390/children7090112] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Revised: 08/20/2020] [Accepted: 08/24/2020] [Indexed: 12/15/2022]
Abstract
Learning and behavioral difficulties often emerge during the first years of primary school and are one of the most important issues of concern for families and schools. The study was aimed at investigating the co-occurrence of difficulties between academic learning and emotional-behavioral control in typically developing school children and the moderating role of sex. A sample of 640 second-grade school children participated in the study. This study used the Strengths and Difficulties Questionnaire to measure the emotional and behavioral difficulties and a battery of objective and standardized tests to evaluate the learning skills in children. In this sample 7% to 16% of children performed below the normal range in reading and/or arithmetic tests. Mixed models showed that children’s hyperactive behaviors were positively related to both reading and math difficulties, and emotional problems correlated negatively with reading accuracy. The more children displayed behavioral difficulties, the more they were exposed to the risk of worsening reading and math performance, especially for girls. The result that among different emotional-behavioral problems within the school setting, hyperactivity behaviors and emotional difficulties are related to learning difficulties with a moderate effect of sex, needs to be taken into account in screening and prevention programs for learning difficulties in order to not disregard the complexity of the associated profiles.
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Affiliation(s)
- Emanuela Castro
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
- Correspondence:
| | - Maria Cotov
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
| | - Paola Brovedani
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
| | - Gabrielle Coppola
- Department of Education, Psychology, Communication, University of Bari, 70121 Bari, Italy;
| | - Tania Meoni
- CRED Della Zona Educativa Pisana, 56121 Pisa, Italy; (T.M.); (T.T.)
| | - Marina Papini
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
| | - Tania Terlizzi
- CRED Della Zona Educativa Pisana, 56121 Pisa, Italy; (T.M.); (T.T.)
| | - Chiara Vernucci
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
| | - Chiara Pecini
- Department of Education, Language, Interculture and Psychology, University of Florence, 50121 Florence, Italy;
| | - Pietro Muratori
- IRCCS Fondazione Stella Maris, Scientific Institute of Child Neurology and Psychiatry Pisa, 56018 Calambrone, Italy; (M.C.); (P.B.); (M.P.); (C.V.); (P.M.)
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Lee JAC, Lee S, Yusoff NFM, Ong PH, Nordin ZS, Winskel H. An Early Reading Assessment Battery for Multilingual Learners in Malaysia. Front Psychol 2020; 11:1700. [PMID: 32754104 PMCID: PMC7365852 DOI: 10.3389/fpsyg.2020.01700] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 06/22/2020] [Indexed: 12/02/2022] Open
Abstract
The aim of the study was to develop a new comprehensive reading assessment battery for multi-ethnic and multilingual learners in Malaysia. Using this assessment battery, we examined the reliability, validity, and dimensionality of the factors associated with reading difficulties/disabilities in the Malay language, a highly transparent alphabetic orthography. In order to further evaluate the reading assessment battery, we compared results from the assessment battery with those obtained from the Malaysian national screening instrument. In the study, 866 Grade 1 children from multi-ethnic and multilingual backgrounds from 11 government primary schools participated. The reading assessment battery comprised 13 assessments, namely, reading comprehension, spelling, listening comprehension, letter name knowledge, letter name fluency, rapid automatized naming, word reading accuracy, word reading efficiency, oral reading fluency, expressive vocabulary, receptive vocabulary, elision, and phonological memory. High reliability and validity were found for the assessments. An exploratory factor analysis yielded three main constructs: phonological-decoding, sublexical-fluency, and vocabulary-memory. Phonological-decoding was found to be the most reliable construct that distinguished between at-risk and non-at-risk children. Identifying these underlying factors will be useful for detecting children at-risk for developing reading difficulties in the Malay language. In addition, these results highlight the importance of including a range of reading and reading-related measures for the early diagnosis of reading difficulties in this highly transparent orthography.
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Affiliation(s)
- Julia A C Lee
- Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Kota Samarahan, Malaysia
| | - Seungjin Lee
- Department of Education, Sehan University, Yeongam, South Korea
| | - Nur Fatihah Mat Yusoff
- Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Kota Samarahan, Malaysia
| | | | | | - Heather Winskel
- School of Health and Human Sciences, Southern Cross University, Lismore, NSW, Australia
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Sanfilippo J, Ness M, Petscher Y, Rappaport L, Zuckerman B, Gaab N. Reintroducing Dyslexia: Early Identification and Implications for Pediatric Practice. Pediatrics 2020; 146:e20193046. [PMID: 32576595 PMCID: PMC7329249 DOI: 10.1542/peds.2019-3046] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/29/2020] [Indexed: 01/28/2023] Open
Abstract
Dyslexia is a common learning disorder that renders children susceptible to poor health outcomes and many elements of socioeconomic difficulty. It is commonly undiagnosed until a child has repeatedly failed to learn to read in elementary school; this late diagnosis not only places the child at an academic disadvantage but also can be a precursor to psychiatric comorbidities such as anxiety and depression. Genetic and neuroimaging research have revealed that dyslexia is heritable and that it is undergirded by brain differences that are present even before reading instruction begins. Cognitive-behavioral research has revealed that there are early literacy skill deficits that represent red flags for dyslexia risk and can be measured at a preschool age. Altogether, this evidence points to dyslexia as a disorder that can be flagged by a pediatrician before school entry, during a period of heightened brain plasticity when interventions are more likely to be effective. In this review, we discuss the clinical implications of the most recent advances in dyslexia research, which converge to indicate that early identification and screening are crucial to the prevention or mitigation of adverse secondary consequences of dyslexia. We further highlight evidence-based and practical strategies for the implementation of early risk identification in pediatric practice so that physicians can be empowered in their ability to treat, educate, and advocate for their patients and families with dyslexia.
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Affiliation(s)
- Joseph Sanfilippo
- Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts
- School of Medicine, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Molly Ness
- Graduate School of Education, Fordham University, New York, New York
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University, Tallahassee, Florida
| | - Leonard Rappaport
- Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts
- Department of Pediatrics, Harvard Medical School, Harvard University, Boston, Massachusetts
| | - Barry Zuckerman
- Department of Pediatrics, School of Medicine, Boston University, Boston, Massachusetts
- Boston Medical Center, Boston, Massachusetts; and
| | - Nadine Gaab
- Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts;
- Department of Pediatrics, Harvard Medical School, Harvard University, Boston, Massachusetts
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts
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31
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de Lima RF, Salgado-Azoni CA, Dell'Agli BAV, Baptista MN, Ciasca SM. Behavior Problems and Depressive Symptoms in Developmental Dyslexia: Risk Assessment in Brazilian Students. CLINICAL NEUROPSYCHIATRY 2020; 17:141-148. [PMID: 34908985 PMCID: PMC8629085 DOI: 10.36131/cnfioritieditore20200301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Objective To investigate if students with developmental dyslexia (DD) have more behavior problems and depressive symptoms than students without learning difficulties. Method Participants were 61 students, aged 7-14 years, including 31 with interdisciplinary DD diagnosis and 30 without learning disabilities. We collected data from parents, using the children’s behavior checklist (CBCL), and from students, using the children’s depression inventory (CDI). Results The DD group had higher CBCL averages for anxiety, depression, withdrawal, rule-breaking behaviors, aggressiveness, and social, attentional and thought problems. They also showed higher results for the internalizing and externalizing categories, others and total. In the CDI, DD students had higher averages for total score and for the following symptoms: negative self-evaluation, guilt, suicidal thoughts, feeling concern, performance comparison, sleeping difficulties, fatigue, and problems in interacting with peers at school. Conclusions We discuss the results in terms of implications for DD diagnosis and intervention. Parent reports indicate a higher frequency of behavior problems in students with DD diagnosis. Those students also demonstrate more symptoms of depression than students without learning difficulties.
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Affiliation(s)
- Ricardo Franco de Lima
- Laboratório de Pesquisa em Dificuldades, Distúrbios de Aprendizagem e Transtornos da Atenção (DISAPRE), Faculdade de Ciências Médicas, Universidade Estadual de Campinas (UNICAMP), Campinas, SP, Brazil.,Universidade São Francisco (USF), Bragança Paulista, SP, Brazil
| | - Cíntia Alves Salgado-Azoni
- Departamento de Fonoaudiologia, Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte (UFRN), Natal, RN, Brazil
| | | | - Makilim Nunes Baptista
- Programa de Pós-Graduação Stricto-Sensu em Psicologia da Universidade São Francisco (USF), Campinas, SP, Brazil
| | - Sylvia Maria Ciasca
- Laboratório de Pesquisa em Dificuldades, Distúrbios de Aprendizagem e Transtornos da Atenção (DISAPRE), Faculdade de Ciências Médicas, Universidade Estadual de Campinas (UNICAMP), Campinas, SP, Brazil
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32
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Karipidis II, Hong DS. Specific learning disorders in sex chromosome aneuploidies: Neural circuits of literacy and mathematics. AMERICAN JOURNAL OF MEDICAL GENETICS PART C-SEMINARS IN MEDICAL GENETICS 2020; 184:518-530. [DOI: 10.1002/ajmg.c.31801] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 05/02/2020] [Accepted: 05/07/2020] [Indexed: 01/25/2023]
Affiliation(s)
- Iliana I. Karipidis
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral SciencesSchool of Medicine, Stanford University Stanford California USA
| | - David S. Hong
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral SciencesSchool of Medicine, Stanford University Stanford California USA
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33
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Giovagnoli S, Mandolesi L, Magri S, Gualtieri L, Fabbri D, Tossani E, Benassi M. Internalizing Symptoms in Developmental Dyslexia: A Comparison Between Primary and Secondary School. Front Psychol 2020; 11:461. [PMID: 32265786 PMCID: PMC7105858 DOI: 10.3389/fpsyg.2020.00461] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Accepted: 02/27/2020] [Indexed: 11/13/2022] Open
Abstract
Although the relationship between developmental dyslexia (DD) and the risk of occurrence of internalizing symptomatology has been widely investigated in the extant literature, different findings have been reported. In this study, two experiments with two general purposes are presented. The first study investigates whether the differences in the severity of internalizing symptoms between DD and controls are greater in students attending secondary school than in those attending primary school. Sixty-five DD and 169 controls attending primary and secondary school took part in the first study. The diagnosis of dyslexia was obtained from standardized reading tests; internalizing symptom severity was assessed with the Self Administrated Psychiatric Scales for Children and Adolescents questionnaire. The results showed that adolescents with dyslexia had an increased level of self-perceived anxiety, depression and somatic symptoms, whereas no significant differences between DD and controls emerged in childhood. In the second study, a cohort of adolescents attending secondary school (DD = 44; controls = 51) was closely analyzed to clarify whether contextual and subjective factors could contribute toward exacerbating the risk of internalizing symptomatology at that age. Internalizing symptom severity was assessed with the Child Behavior Checklist, Youth Self Report questionnaire, decision-making factors were measured with the Melbourne Decision Making Questionnaire, and student’s quality of life was gaged using the Clipper test. The results showed that high levels of internalizing symptoms in DD were associated with a low level of self-esteem and the tendency to react to problematic situations with hyperactivation. By contrast, positive relationships with peers were associated with low symptom severity. In conclusion, the intensified internalizing symptoms that could emerge in adolescents in association with the presence of dyslexia are predicted by social protective and risk factors that are associated with symptom severity. Accordingly, the results suggest that remediation programs for dyslexia should include implementing motivation strategies, self-esteem enhancement activities and building peers networks that, starting in childhood, can prevent the appearance of internalizing symptoms.
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Affiliation(s)
- Sara Giovagnoli
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Luca Mandolesi
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Sara Magri
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Luigi Gualtieri
- Child Neuropsychiatry Unit, Azienda Unità Sanitaria Locale (AUSL) della Romagna, Forlì-Cesena, Italy
| | - Daniela Fabbri
- Child Neuropsychiatry Unit, Azienda Unità Sanitaria Locale (AUSL) della Romagna, Forlì-Cesena, Italy
| | - Eliana Tossani
- Department of Psychology, University of Bologna, Bologna, Italy
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34
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Bonifacci P, Tobia V, Marra V, Desideri L, Baiocco R, Ottaviani C. Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17020389. [PMID: 31936140 PMCID: PMC7013708 DOI: 10.3390/ijerph17020389] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2019] [Revised: 12/31/2019] [Accepted: 01/03/2020] [Indexed: 06/10/2023]
Abstract
Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological distress, compared to typically developing (TD) peers. The present study covers this gap by examining whether children with SLD, and their parents, tend to use rumination more than TD peers and their parents. The study also explores associations between rumination and both children's and parents' emotional profile. Results on 25 children with SLD and 25 TD peers and their parents (n = 150), showed higher levels of rumination in children with SLD when referring to a negative social situation, as well as higher levels of rumination in both mothers and fathers of children with SLD. Modest correlations between parents' and children's rumination traits were also found. This study offers evidence on rumination as a possible risk factor for children with SLD, particularly considering when they deal with social contexts.
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Affiliation(s)
- Paola Bonifacci
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Valentina Tobia
- Faculty of Psychology, Vita-Salute San Raffaele University, via Olgettina, 58, 20132 Milano, Italy;
| | - Vanessa Marra
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Lorenzo Desideri
- Department of Psychology, University of Bologna, Viale Berti Pichat, 5, 40127 Bologna, Italy; (V.M.); (L.D.)
| | - Roberto Baiocco
- Department of Developmental and Social Psychology, Sapienza University of Rome, via dei Marsi, 78, 00185 Rome, Italy;
| | - Cristina Ottaviani
- Department of Psychology, Sapienza University of Rome, Sapienza University of Rome, via dei Marsi, 78, 00185 Rome, Italy;
- Neuroimaging Laboratory, Santa Lucia Foundation, via Ardeatina 306, 00142 Rome, Italy
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Ferrara M, Camia M, Cecere V, Villata V, Vivenzio N, Scorza M, Padovani R. Language and Pragmatics Across Neurodevelopmental Disorders: An Investigation Using the Italian Version of CCC-2. J Autism Dev Disord 2020; 50:1295-1309. [DOI: 10.1007/s10803-019-04358-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
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36
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Sarti D, Bettoni R, Offredi I, Tironi M, Lombardi E, Traficante D, Lorusso ML. Tell Me a Story: Socio-Emotional Functioning, Well-Being and Problematic Smartphone Use in Adolescents With Specific Learning Disabilities. Front Psychol 2019; 10:2369. [PMID: 31780978 PMCID: PMC6852707 DOI: 10.3389/fpsyg.2019.02369] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 10/04/2019] [Indexed: 02/05/2023] Open
Abstract
Although Specific Learning Disabilities (SLD) are described as specific difficulties in one or more academic areas, often socio-emotional problems are also reported to be related to well-being and school engagement. Moreover, recent evidence shows that emotional problems and reduced social support predict problematic use of new technologies, such as a smartphone, that can, in turn, increase these problems. In this study, we aimed to investigate socio-emotional functioning and its relation to well-being, school engagement, and problematic smartphone use. Social and emotional skills of 19 adolescents with a diagnosis of SLD and 19 control adolescents were assessed through a narrative test; adolescents were requested to narrate complete stories elicited by pictures representing social situations. Information on well-being and problematic smartphone use were collected through questionnaires. The comparison between groups showed differences in cognitive-social skills, although no significant differences in emotional functioning were found. Additionally, the perception of the social environment as supportive and trustworthy was related to general well-being for both groups, whereas the perception of limits and rules set by the adult world appeared to be related to a decreased investment in learning processes only for the SLD students. Finally, correlation analysis showed that smartphone use was associated with reduced perception of social support and to a decreased ability to understand and solve social situations. These results assert the critical role played by social information processing and social support in terms of well-being in adolescence, and contribute to enhancing knowledge of the mechanisms underlying problematic smartphone use in a clinical sample.
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Affiliation(s)
- Daniela Sarti
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Roberta Bettoni
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Ilaria Offredi
- Fondazione IRCCS Istituto Neurologico Carlo Besta, Milan, Italy
| | - Marta Tironi
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Elisabetta Lombardi
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Daniela Traficante
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
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37
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Lombardi E, Traficante D, Bettoni R, Offredi I, Giorgetti M, Vernice M. The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students. Front Psychol 2019; 10:2482. [PMID: 31749747 PMCID: PMC6848455 DOI: 10.3389/fpsyg.2019.02482] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2019] [Accepted: 10/21/2019] [Indexed: 12/03/2022] Open
Abstract
The aim of this work is to investigate the factors promoting students' engagement at school and supporting their well-being experience. According to the Positive Education there is a strong relationship between school environment and student's well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (M = 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the Student Well-Being Model. Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.
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Affiliation(s)
| | | | | | - Ilaria Offredi
- Carlo Besta Neurological Institute (IRCCS), Milan, Italy
| | - Marisa Giorgetti
- Scientific Institute for Rehabilitation Medicine, Eugenio Medea (IRCCS), Bosisio Parini, Italy
| | - Mirta Vernice
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
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38
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Haft SL, Chen T, Leblanc C, Tencza F, Hoeft F. Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder. Child Adolesc Ment Health 2019; 24:318-328. [PMID: 31649490 PMCID: PMC6812582 DOI: 10.1111/camh.12331] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND Learning disabilities (LD) and attention-deficit hyperactivity disorder (ADHD) are often accompanied by significant socio-emotional impairments and mental health challenges. However, there is a lack of controlled, quantitative research on potential interventions to address this issue. The current study evaluated the impact of a near-peer mentoring program for youth with LD/ADHD designed to promote socio-emotional well-being. METHODS Youth with LD/ADHD who participated in the mentoring program (Mentored; n=99) were compared to non-mentored youth with LD/ADHD (Control-NM; n=51) and typically-developing youth without LD/ADHD (Control-TD; n=81) pre-mentoring in the fall, and post-mentoring in the spring. Participants were assessed on self-report measures of anxiety, depression, interpersonal relations, and self-esteem. RESULTS Youth with LD/ADHD showed significantly higher scores of depression and significantly lower scores of interpersonal relations compared to the Control-TD group at fall baseline. The depression and self-esteem scores of the Mentored group significantly decreased and increased respectively after mentoring. These changes were associated with mentee-perceived mentorship quality. The Control-NM group showed significant decreases in both self-esteem and interpersonal relations, as well as increases in depression over time, while the Control-TD group remained stable across all measures. CONCLUSIONS Results suggest that mentoring shows promise as a potential intervention for youth with LD/ADHD and co-occurring socio-emotional and mental health difficulties. The study is the first, to our knowledge, to quantify the effect of a near-peer mentoring program on youth with LD/ADHD in a design with two control groups. Implications for research and practice involving LD, ADHD, and mental health disorders are discussed.
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Affiliation(s)
- Stephanie L Haft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA 94143, USA.,Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Tiffany Chen
- Pomona College, 333 N College Way, Claremont, CA 91711, USA
| | - Chloe Leblanc
- University of Michigan, 500 S State St, Ann Arbor, MI 48109, USA
| | - Francesca Tencza
- California School of Professional Psychology, Alliant International University, San Diego 10455 Pomerado Rd, San Diego, CA 92131, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave., San Francisco, CA 94143, USA.,Brain Imaging Research Center (BIRC) & Department of Psychological Sciences, University of Connecticut, 850 Bolton Road, Storrs, CT 06269, USA.,Dyslexia Center, University of California San Francisco, 675 Nelson Rising Lane, San Francisco, CA 94158, USA.,Haskins Laboratories, 300 George St #900, New Haven, CT 06511, USA.,Department of Neuropsychiatry, Keio University School of Medicine, 35 Shinanomachi Shinjuku Tokyo, 160-8582 Japan
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39
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Pleisch G, Karipidis II, Brem A, Röthlisberger M, Roth A, Brandeis D, Walitza S, Brem S. Simultaneous EEG and fMRI reveals stronger sensitivity to orthographic strings in the left occipito-temporal cortex of typical versus poor beginning readers. Dev Cogn Neurosci 2019; 40:100717. [PMID: 31704655 PMCID: PMC6974919 DOI: 10.1016/j.dcn.2019.100717] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 08/23/2019] [Accepted: 10/01/2019] [Indexed: 01/18/2023] Open
Abstract
The level of reading skills in children and adults is reflected in the strength of preferential neural activation to print. Such preferential activation appears in the N1 event-related potential (ERP) over the occipitotemporal scalp after around 150–250 ms and the corresponding blood oxygen level dependent (BOLD) signal in the ventral occipitotemporal (vOT) cortex. Here, orthography-sensitive (print vs. false font) processing was examined using simultaneous EEG-fMRI in 38 first grade children with poor and typical reading skills, and at varying familial risk for developmental dyslexia. Coarse orthographic sensitivity was observed as an increased activation to print in the N1 ERP and in the BOLD signal of individually varying vOT regions in 57% of beginning readers. Finer differentiation in processing orthographic strings (words vs. nonwords) further occurred in specific vOT clusters. Neither method alone showed robust differences in orthography-sensitive processing between typical and poor reading children. Importantly, using single-trial N1 ERP-informed fMRI analysis, we found differential modulation of the orthography-sensitive BOLD response in the left vOT for typical readers only. This result, thus, confirms subtle functional alterations in a brain structure known to be critical for fluent reading at the very beginning of reading instruction.
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Affiliation(s)
- Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland
| | - Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Center for Interdisciplinary Brain Sciences Research, Stanford University School of Medicine, Stanford, CA, USA
| | - Alexandra Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Martina Röthlisberger
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Alexander Roth
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany; Center for Integrative Human Physiology Zurich, University of Zurich, Switzerland
| | - Susanne Walitza
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; Center for Integrative Human Physiology Zurich, University of Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; MR-Center of the University Hospital of Psychiatry and the Department of Child and Adolescent Psychiatry and Psychotherapy, University of Zurich, Switzerland.
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Lindeblad E, Nilsson S, Gustafson S, Svensson I. Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. COGENT PSYCHOLOGY 2019. [DOI: 10.1080/23311908.2019.1647601] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Affiliation(s)
- Emma Lindeblad
- Department of Psychology, Linnaeus University, Växjö, Sweden
| | | | | | - Idor Svensson
- Department of Psychology, Linnaeus University, Växjö, Sweden
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Novita S, Uyun Q, Witruk E, Siregar JR. Children with dyslexia in different cultures: Investigation of anxiety and coping strategies of children with dyslexia in Indonesia and Germany. ANNALS OF DYSLEXIA 2019; 69:204-218. [PMID: 31278601 DOI: 10.1007/s11881-019-00179-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2018] [Accepted: 06/14/2019] [Indexed: 06/09/2023]
Abstract
Hitherto the majority of research on anxiety and coping was undertaken on individuals with specific profiles (i.e., individuals with specific difficulties or in cross-cultural settings). However, to our knowledge, no studies have combined cross-cultural and specific difficulty settings to grant a complex analysis of this paradigm nor conducted an investigation of children to reveal the developmental trend in this phenomenon. This study investigates the anxiety profile and coping strategies of children with and without dyslexia from different cultures. A total of 124 children ranging from the age of eight to eleven from Indonesia (n = 64) and Germany (n = 60) were administered a coping and an anxiety scale. Around 50% of the sample were diagnosed with dyslexia and therefore were specifically asked what strategies they implemented in dealing with their difficulties in reading. Findings indicate that dyslexia and cultural factors have distinct contributions in explaining the variance of anxiety and coping strategies. Specifically, dyslexia has a significant effect on separation and generalized anxiety, while an incredible cultural effect is valid for the support-seeking coping strategy. Recommendations for future studies are also discussed.
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Affiliation(s)
- Shally Novita
- Leibniz Institute for Educational Trajectories, Wilhelmsplatz 3, 96047, Bamberg, Germany.
| | - Qurotul Uyun
- Indonesian Islamic University, Yogyakarta, Indonesia
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Roberts GJ, Cho E, Garwood JD, Goble GH, Robertson T, Hodges A. Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09485-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Kjeldsen MMZ, Stapelfeldt CM, Lindholdt L, Lund T, Labriola M. Reading and writing difficulties and self-rated health among Danish adolescents: cross-sectional study from the FOCA cohort. BMC Public Health 2019; 19:537. [PMID: 31077173 PMCID: PMC6511132 DOI: 10.1186/s12889-019-6931-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2018] [Accepted: 05/01/2019] [Indexed: 01/28/2023] Open
Abstract
BACKGROUND People struggling with reading and writing difficulties may have poor odds of achieving a good and healthy life. Reading and writing difficulties are independent risk factors for not completing education and unemployment, which are essential in order to obtain a good and healthy life. Therefore, the purpose of this study was to investigate the association between reading and writing difficulties and self-rated health among adolescents, and to investigate how mental health mediates the association. METHODS A cross-sectional study was performed based on the FOCA cohort, a Danish population-based survey among 9th grade pupils, mainly aged 15- and 16-years old, gathered during the first months of 2017. The study population contained 9748 pupils. The dependent variable was a yes-or-no answer to experiencing limitations in every-day life due to reading and writing difficulties. The independent variable was measured with the SF-36 self-rated health question, dichotomised in high (very good, excellent) and low (good, fair, poor). A logistic regression model was applied. RESULTS Among the study population 953 (9.8%) pupils reported having reading and writing difficulties. The adjusted OR of having a low self-rated health was significantly higher among adolescents with reading and writing difficulties than without (1.37 (95% CI: 1.14-1.66)). Loneliness and perceived stress, explained a minor part of the association, OR attenuated from 1.77 (95% CI: 1.51-2.09) in the crude model to 1.47 (95% CI: 1.23-1.74) in a more adjusted model. CONCLUSION Adolescents with reading and writing difficulties are not only struggling with reading and writing difficulties but experiencing also low self-rated health. Mental health only explained a minor part of this association. To clarify whether causal relationship between reading and writing difficulties and self-rated health may exist, longitudinal studies are needed. If support for the hypothesised causality is found early identification of reading and writing difficulties is important, to prevent future health inequality in adolescents with reading and writing difficulties.
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Affiliation(s)
| | - Christina Malmose Stapelfeldt
- DEFACTUM, Central Denmark Region, P. P. Oerums Gade 11, 8000 Aarhus C, Denmark
- Department of Public Health, University of Aarhus, Bartholins Allé 2, 8000 Aarhus C, Denmark
| | - Louise Lindholdt
- Department of Public Health, University of Aarhus, Bartholins Allé 2, 8000 Aarhus C, Denmark
| | - Thomas Lund
- Center for Social Medicine, Frederiksberg and Bispebjerg Hospital, Nordre Fasanvej 57, 2000 Frederiksberg, Copenhagen, Denmark
- Research Centre for Youth and Employment, Regional Hospital West Jutland, University Research Clinic, Herning, Denmark
- Department of Public Health, University of Copenhagen, Oester Farimagsgade 5, 1014 Copenhagen K, Denmark
| | - Merete Labriola
- Center for Social Medicine, Frederiksberg and Bispebjerg Hospital, Nordre Fasanvej 57, 2000 Frederiksberg, Copenhagen, Denmark
- Research Centre for Youth and Employment, Regional Hospital West Jutland, University Research Clinic, Herning, Denmark
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Matteucci MC, Scalone L, Tomasetto C, Cavrini G, Selleri P. Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 87:43-53. [PMID: 30772705 DOI: 10.1016/j.ridd.2019.02.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Revised: 01/21/2019] [Accepted: 02/01/2019] [Indexed: 05/02/2023]
Abstract
BACKGROUND Literature suggests that Specific Learning Disorders (SpLD) can cause impairment of Health-Related Quality of Life (HRQoL) and psychological well-being of children, and that this condition potentially affects parents' quality of life and well-being too. AIMS This study aims first to explore HRQoL and psychological well-being among children with SpLD and second among mothers of children with SpLD. METHODS AND PROCEDURES Thirty children aged 8-14 years diagnosed as having SpLD and their mothers completed a battery of scales to assess children's HRQoL and psychological well-being. Mothers also completed a battery of instruments to explore their personal HRQoL and psychological well-being. RESULTS Compared with the general population, children with SpLD reported significantly lower level of psychosocial health, and mothers had a higher probability of being anxious and/or depressed. CONCLUSIONS AND IMPLICATIONS This study supports previous research about impaired HRQoL, symptoms of generalized anxiety, school-related anxiety and depressed mood in children with SpLD. Moreover, it provides evidence that mothers of children with SpLD may experience stress in coping with their child's disability and develop socio-emotional symptoms such as anxiety. Implications concern the need to implement effective supportive services among children with SpLD and their parents.
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Affiliation(s)
- Maria Cristina Matteucci
- Department of Psychology, University of Bologna, SEFoRA Lab., Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
| | - Luciana Scalone
- Research Centre on Public Health (CESP), University of Milano Bicocca, Via Cadore 48, I-20900 Monza, Italy; CHARTA Foundation, Via Visconti di Modrone, 18, I-20121 Milan, Italy.
| | - Carlo Tomasetto
- Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
| | - Giulia Cavrini
- Faculty of Education, Free University of Bolzano-Bozen, viale Ratisbona, 16, I-39042 Bressanone (BZ), Italy.
| | - Patrizia Selleri
- Department of Psychology, University of Bologna, Piazza Aldo Moro, 90, I-47521 Cesena (FC), Italy.
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Gialluisi A, Andlauer TFM, Mirza-Schreiber N, Moll K, Becker J, Hoffmann P, Ludwig KU, Czamara D, St Pourcain B, Brandler W, Honbolygó F, Tóth D, Csépe V, Huguet G, Morris AP, Hulslander J, Willcutt EG, DeFries JC, Olson RK, Smith SD, Pennington BF, Vaessen A, Maurer U, Lyytinen H, Peyrard-Janvid M, Leppänen PHT, Brandeis D, Bonte M, Stein JF, Talcott JB, Fauchereau F, Wilcke A, Francks C, Bourgeron T, Monaco AP, Ramus F, Landerl K, Kere J, Scerri TS, Paracchini S, Fisher SE, Schumacher J, Nöthen MM, Müller-Myhsok B, Schulte-Körne G. Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia. Transl Psychiatry 2019; 9:77. [PMID: 30741946 PMCID: PMC6370792 DOI: 10.1038/s41398-019-0402-0] [Citation(s) in RCA: 56] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Accepted: 01/02/2019] [Indexed: 12/12/2022] Open
Abstract
Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapid naming, and phonology. To investigate the genetic basis of DD, we conducted a genome-wide association study (GWAS) of these skills within one of the largest studies available, including nine cohorts of reading-impaired and typically developing children of European ancestry (N = 2562-3468). We observed a genome-wide significant effect (p < 1 × 10-8) on rapid automatized naming of letters (RANlet) for variants on 18q12.2, within MIR924HG (micro-RNA 924 host gene; rs17663182 p = 4.73 × 10-9), and a suggestive association on 8q12.3 within NKAIN3 (encoding a cation transporter; rs16928927, p = 2.25 × 10-8). rs17663182 (18q12.2) also showed genome-wide significant multivariate associations with RAN measures (p = 1.15 × 10-8) and with all the cognitive traits tested (p = 3.07 × 10-8), suggesting (relational) pleiotropic effects of this variant. A polygenic risk score (PRS) analysis revealed significant genetic overlaps of some of the DD-related traits with educational attainment (EDUyears) and ADHD. Reading and spelling abilities were positively associated with EDUyears (p ~ [10-5-10-7]) and negatively associated with ADHD PRS (p ~ [10-8-10-17]). This corroborates a long-standing hypothesis on the partly shared genetic etiology of DD and ADHD, at the genome-wide level. Our findings suggest new candidate DD susceptibility genes and provide new insights into the genetics of dyslexia and its comorbities.
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Affiliation(s)
- Alessandro Gialluisi
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
- Munich Cluster for Systems Neurology (Sypartially), Munich, Germany
- Department of Epidemiology and Prevention, IRCCS Istituto Neurologico Mediterraneo Neuromed, Pozzilli, Italy
| | - Till F M Andlauer
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
- Munich Cluster for Systems Neurology (Sypartially), Munich, Germany
| | - Nazanin Mirza-Schreiber
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatic, and Psychotherapy, Ludwig-Maximilians University, Munich, Germany
| | - Jessica Becker
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Per Hoffmann
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Kerstin U Ludwig
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Darina Czamara
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
| | - Beate St Pourcain
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - William Brandler
- University of California San Diego, Department of Psychiatry, San Diego, CA, USA
| | - Ferenc Honbolygó
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Dénes Tóth
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Guillaume Huguet
- Human Genetics and Cognitive Functions Unit, Institut Pasteur, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Andrew P Morris
- Department of Biostatistics, Universiy of Liverpool, Liverpool, UK
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK
| | - Jacqueline Hulslander
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Erik G Willcutt
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - John C DeFries
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Richard K Olson
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Shelley D Smith
- Developmental Neuroscience Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
| | - Bruce F Pennington
- Developmental Neuropsychology Lab & Clinic, Department of Psychology, University of Denver, Denver, CO, USA
| | - Anniek Vaessen
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience & Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, Netherlands
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong
| | - Heikki Lyytinen
- Centre for Research on Learning and Teaching, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | | | - Paavo H T Leppänen
- Centre for Research on Learning and Teaching, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
- Zurich Center for Integrative Human Physiology (ZIHP), Zurich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Milene Bonte
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience & Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, Netherlands
| | - John F Stein
- Department of Physiology, University of Oxford, Oxford, UK
| | - Joel B Talcott
- School of Life and Health Sciences, Aston University, Birmingham, UK
| | - Fabien Fauchereau
- Human Genetics and Cognitive Functions Unit, Institut Pasteur, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Arndt Wilcke
- Cognitive Genetics Unit, Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Clyde Francks
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Thomas Bourgeron
- Human Genetics and Cognitive Functions Unit, Institut Pasteur, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Anthony P Monaco
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK
- Tufts University, Medford, MA, USA
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique, Ecole Normale Supérieure, CNRS, EHESS, PSL Research University, Paris, France
| | - Karin Landerl
- Institute of Psychology, University of Graz, Graz, Austria and BioTechMed, Graz, Austria
| | - Juha Kere
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
- Molecular Medicine Program, Biomedicum, University of Helsinki, and Folkhälsan Institute of Genetics, Helsinki, Finland
- School of Basic and Medical Biosciences, King's College London, London, UK
| | - Thomas S Scerri
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK
- The Walter and Eliza Hall Institute of Medical Research & Melbourne University, Melbourne, Australia
| | | | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Johannes Schumacher
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Markus M Nöthen
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Bertram Müller-Myhsok
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany.
- Munich Cluster for Systems Neurology (Sypartially), Munich, Germany.
- Institute of Translational Medicine, University of Liverpool, Liverpool, UK.
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatic, and Psychotherapy, Ludwig-Maximilians University, Munich, Germany.
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Barbiero C, Montico M, Lonciari I, Monasta L, Penge R, Vio C, Tressoldi PE, Carrozzi M, De Petris A, De Cagno AG, Crescenzi F, Tinarelli G, Leccese A, Pinton A, Belacchi C, Tucci R, Musinu M, Tossali ML, Antonucci AM, Perrone A, Lentini Graziano M, Ronfani L. The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study. PLoS One 2019; 14:e0210448. [PMID: 30673720 PMCID: PMC6343900 DOI: 10.1371/journal.pone.0210448] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Accepted: 12/21/2018] [Indexed: 11/18/2022] Open
Abstract
Background Developmental dyslexia is one of the most common neurobehavioral disorders affecting children, but prevalence data on this condition are poor. The objective of the present study is to determine the prevalence of dyslexia in Italy in an unselected school population, using clearly defined diagnostic criteria and methods. Methods Cross-sectional study carried out in nine Italian Regions: two located in Northern Italy (Friuli Venezia Giulia and Veneto), three in Central Italy (Marche, Lazio and Umbria) and four in Southern Italy (Abruzzo, Molise, Puglia and Sardegna). Three consecutive levels of screening were carried out: the first two at school, to screen the population and identify children with suspect dyslexia; the last in centers with multi-professional staff specialized in learning disabilities to confirm the diagnosis. The key outcome measure is the prevalence of dyslexia, defined as the ratio between the number of children confirmed positive at the third level of screening and the total number of children enrolled in the study. Results We finally recruited 11094 children aged 8–10 years, of which 9964 constituted the final working sample after applying exclusion criteria and including only children who received parents’ consent to participate. The prevalence of dyslexia in the whole sample was 3.5% (95% CI 3.2–3.9%), with little differences between Northern, Central and Southern Italy (respectively 3.6%, 3.2% and 3.7%). In almost two out of three children with dyslexia the disorder had not been previously diagnosed. Conclusions This study confirms that in primary school children at the age of 8–10 years in Italy dyslexia is widely underestimated. Reliable data on dyslexia prevalence are needed to allocate necessary human and financial resources both to Health Services and Schools, ensuring timely support to children and families.
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Affiliation(s)
- Chiara Barbiero
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
- Child Neurology and Psychiatry Ward, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
| | - Marcella Montico
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
| | - Isabella Lonciari
- Child Neurology and Psychiatry Ward, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
| | - Lorenzo Monasta
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
| | - Roberta Penge
- Child Neuropsychiatry Department, UOC NPI B La Sapienza University, Rome, Italy
| | - Claudio Vio
- Child Neuropsychiatry Unit, Hospital of San Donà di Piave, San Donà di Piave, Italy
| | | | - Marco Carrozzi
- Child Neurology and Psychiatry Ward, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
| | - Anna De Petris
- Department of otolaryngology and Head and Neck Surgery, “Santo Spirito” Hospital, Pescara, Italy
| | | | | | - Giovanna Tinarelli
- Centro di neuropsicologia clinica dell'età evolutiva Giorgio Sabbadini, Perugia, Italy
| | | | | | - Carmen Belacchi
- Department of Communication Sciences, Humanities and International Studies, University of Urbino “Carlo Bo”, Urbino, Italy
| | - Renzo Tucci
- Studio di Psicologia e Logopedia, Verona, Italy
| | - Maria Musinu
- Associazione Italiana per la Ricerca e l'Intervento nella Psicopatologia dell'Apprendimento (AIRIPA), Padua, Italy
| | | | | | | | | | - Luca Ronfani
- Clinical Epidemiology and Public Health Research Unit, Institute for Maternal and Child Health–IRCCS “Burlo Garofolo”, Trieste, Italy
- * E-mail:
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Francis DA, Caruana N, Hudson JL, McArthur GM. The association between poor reading and internalising problems: A systematic review and meta-analysis. Clin Psychol Rev 2018; 67:45-60. [PMID: 30528985 DOI: 10.1016/j.cpr.2018.09.002] [Citation(s) in RCA: 65] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2017] [Revised: 09/13/2018] [Accepted: 09/14/2018] [Indexed: 11/27/2022]
Abstract
Numerous studies have demonstrated an association between learning disabilities and internalising problems such as anxiety and depression. However, our understanding of this association for people with specific types of learning disability - such as poor reading - is poorly understood. Here, we present the first systematic review and meta-analysis of studies that have examined associations between poor reading and internalising problems - including anxiety and depression - in children, adolescents, and adults. Our systematic search identified 34 studies comprising 16,275 participants (N = 2491 poor readers). Our meta-analysis revealed statistically significant differences between poor readers and typical readers on general measures of internalising problems (d = 0.41), as well as specific measures of anxiety (d = 0.41) and depression (d = 0.23). These outcomes suggest that poor readers are at moderate risk for experiencing internalising problems compared to typical readers, which appears to stem from a greater risk for anxiety than depression.
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Affiliation(s)
- Deanna A Francis
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia.
| | - Nathan Caruana
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia
| | - Jennifer L Hudson
- Centre for Emotional Health, Department of Psychology, Macquarie University, Australia
| | - Genevieve M McArthur
- ARC Centre of Excellence in Cognition and its Disorders, Department of Cognitive Science, Macquarie University, New South Wales 2109, Australia
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48
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Karipidis II, Pleisch G, Brandeis D, Roth A, Röthlisberger M, Schneebeli M, Walitza S, Brem S. Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter-speech sound learning in prereaders. Sci Rep 2018; 8:7121. [PMID: 29740067 PMCID: PMC5940897 DOI: 10.1038/s41598-018-24909-8] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Accepted: 04/11/2018] [Indexed: 11/09/2022] Open
Abstract
During reading acquisition, neural reorganization of the human brain facilitates the integration of letters and speech sounds, which enables successful reading. Neuroimaging and behavioural studies have established that impaired audiovisual integration of letters and speech sounds is a core deficit in individuals with developmental dyslexia. This longitudinal study aimed to identify neural and behavioural markers of audiovisual integration that are related to future reading fluency. We simulated the first step of reading acquisition by performing artificial-letter training with prereading children at risk for dyslexia. Multiple logistic regressions revealed that our training provides new precursors of reading fluency at the beginning of reading acquisition. In addition, an event-related potential around 400 ms and functional magnetic resonance imaging activation patterns in the left planum temporale to audiovisual correspondences improved cross-validated prediction of future poor readers. Finally, an exploratory analysis combining simultaneously acquired electroencephalography and hemodynamic data suggested that modulation of temporoparietal brain regions depended on future reading skills. The multimodal approach demonstrates neural adaptations to audiovisual integration in the developing brain that are related to reading outcome. Despite potential limitations arising from the restricted sample size, our results may have promising implications both for identifying poor-reading children and for monitoring early interventions.
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Affiliation(s)
- Iliana I Karipidis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland.,University of Zurich and ETH Zurich, Neuroscience Center Zurich, Zurich, Switzerland
| | - Georgette Pleisch
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland.,University of Zurich and ETH Zurich, Neuroscience Center Zurich, Zurich, Switzerland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland.,University of Zurich and ETH Zurich, Neuroscience Center Zurich, Zurich, Switzerland.,Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany.,Center for Integrative Human Physiology Zurich, University of Zurich, Zurich, Switzerland
| | - Alexander Roth
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Martina Röthlisberger
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Maya Schneebeli
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
| | - Susanne Walitza
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland.,University of Zurich and ETH Zurich, Neuroscience Center Zurich, Zurich, Switzerland.,Center for Integrative Human Physiology Zurich, University of Zurich, Zurich, Switzerland
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland. .,University of Zurich and ETH Zurich, Neuroscience Center Zurich, Zurich, Switzerland.
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49
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Tzuriel D, Shomron V. The effects of mother-child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2018; 88:236-260. [DOI: 10.1111/bjep.12219] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2016] [Revised: 10/19/2017] [Indexed: 11/30/2022]
Affiliation(s)
| | - Vered Shomron
- Bar Ilan University; Ramat Gan Israel
- Kibbutzim College of Education; Tel Aviv-Yafo Israel
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50
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Hendren RL, Haft SL, Black JM, White NC, Hoeft F. Recognizing Psychiatric Comorbidity With Reading Disorders. Front Psychiatry 2018; 9:101. [PMID: 29636707 PMCID: PMC5880915 DOI: 10.3389/fpsyt.2018.00101] [Citation(s) in RCA: 74] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2017] [Accepted: 03/13/2018] [Indexed: 01/06/2023] Open
Abstract
Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.
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Affiliation(s)
- Robert L Hendren
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States.,Dyslexia Center, University of California San Francisco, San Francisco, CA, United States
| | - Stephanie L Haft
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States
| | - Jessica M Black
- School of Social Work, Boston College, Chestnut Hill, MA, United States
| | - Nancy Cushen White
- Dyslexia Center, University of California San Francisco, San Francisco, CA, United States.,Department of Pediatrics, University of California San Francisco, San Francisco, CA, United States
| | - Fumiko Hoeft
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Weill Institute for Neurosciences, University of California San Francisco, San Francisco, CA, United States.,Dyslexia Center, University of California San Francisco, San Francisco, CA, United States.,University of California Multi-Campus Precision Learning Center (PrecL), San Francisco, CA, United States.,Haskins Laboratories, New Haven, CT, United States.,Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan
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