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Bettoni R, Riva V, Molteni M, Macchi Cassia V, Bulf H, Cantiani C. Rules generalization in children with dyslexia. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 146:104673. [PMID: 38280272 DOI: 10.1016/j.ridd.2024.104673] [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: 09/11/2023] [Revised: 12/29/2023] [Accepted: 01/08/2024] [Indexed: 01/29/2024]
Abstract
BACKGROUND Rule learning (RL) is the ability to extract and generalize higher-order repetition-based structures. Children with Developmental Dyslexia (DD) often report difficulties in learning complex regularities in sequential stimuli, which might be due to the complexity of the rule to be learned. Learning high-order repetition-based rules represents a building block for the development of language skills. AIMS This study investigates the ability to extract and generalize simple, repetition-based visual rules (e.g., ABA) in 8-11-year-old children without (TD) and with a diagnosis of Development Dyslexia (DD) and its relationship with language and reading skills. METHOD Using a forced-choice paradigm, children were first exposed to a visual sequence containing a repetition-based rule (e.g., ABA) and were then asked to recognize familiar and novel rules generated by new visual elements. Standardized language and reading tests were also administered to both groups. RESULTS The accuracy in recognizing rules was above chance for both groups, even though DD children were less accurate than TD children, suggesting a less efficient RL mechanism in the DD group. Moreover, visual RL was positively correlated with both language and reading skills. CONCLUSION These results further confirm the crucial role of RL in the acquisition of linguistic skills and mastering reading abilities.
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Affiliation(s)
- Roberta Bettoni
- Department of Psychology, University of Milano-Bicocca, Milan, Italy.
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | - Massimo Molteni
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
| | | | - Hermann Bulf
- Department of Psychology, University of Milano-Bicocca, Milan, Italy
| | - Chiara Cantiani
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, Lecco, Italy
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Lorusso ML, Borasio F, Molteni M. The challenge of remote treatment in neuropsychological intervention for reading and spelling in dyslexia: A prospective observational cohort study. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1758. [PMID: 38224428 DOI: 10.1002/dys.1758] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 12/05/2023] [Accepted: 12/14/2023] [Indexed: 01/16/2024]
Abstract
Telemedicine approaches have proved to be valuable solutions for the delivery of treatment for many health-related issues, and crucial during the pandemics. Nonetheless, the efficacy of such Web-based practices in developmental dyslexia needs to be thoroughly evaluated. To this aim, the effects of a multi-componential program for neuropsychological intervention in dyslexia delivered as an outpatient program were compared with those obtained with a remotely delivered, Web-based treatment, based on the same methodological principles and delivered with the same duration and intensity. The treatment-related changes obtained with a combination of visual hemisphere-specific stimulation and training of visual-spatial attention through action video games, were compared to those obtained through remote treatment via the Tachidino Web-based platform. Both treatments had a duration of 4 weeks. The same battery of reading and phonemic awareness tests was delivered in presence, before and after treatment, as well as at 6-months follow-up. User satisfaction was assessed through parents and user questionnaires. Both treatments were significantly and similarly effective in improving reading speed, reading accuracy, and writing accuracy. No reduction in the effects was observed after treatment discontinuation. The Web-based treatment may thus offer a valid alternative to in-person intervention, optimizing the flexibility, capillary diffusion and cost-effectiveness of intervention.
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Affiliation(s)
- Maria Luisa Lorusso
- Scientific Institute IRCCS E. Medea, Child Psychopathology Unit, Bosisio Parini, Italy
| | - Francesca Borasio
- Scientific Institute IRCCS E. Medea, Child Psychopathology Unit, Bosisio Parini, Italy
- Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy
| | - Massimo Molteni
- Scientific Institute IRCCS E. Medea, Child Psychopathology Unit, Bosisio Parini, Italy
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Lorusso ML, Borasio F, Mistò P, Salandi A, Travellini S, Lotito M, Molteni M. Remote treatment of developmental dyslexia: how ADHD comorbidity, clinical history and treatment repetition may affect its efficacy. Front Public Health 2024; 11:1135465. [PMID: 38269376 PMCID: PMC10805994 DOI: 10.3389/fpubh.2023.1135465] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 12/04/2023] [Indexed: 01/26/2024] Open
Abstract
Introduction Tachidino is a web-based platform for remote treatment of reading and spelling disorders. The purpose of the present study was to investigate the possible impact of different clinical conditions on the efficacy of treatment. The focus was on possible ADHD comorbidity-related effects on the outcomes of the Tachidino treatment, and the impact of previous treatments, such as speech and language therapy or the repetition of the same Tachidino program. Methods 136 children with developmental dyslexia received four-weeks treatment via the Tachidino platform. Improvements in reading and writing scores were compared between different subgroups. Results No gross differences emerged in treatment effectiveness between groups of children. Children receiving treatment improved significantly more than untreated children. Discussion Treatment with Tachidino brought significant benefits for all children, irrespective of comorbidity, clinical history or treatment repetition. Comparison with an untreated control group (waiting list) made it possible to exclude that improvement was due to test-retest learning effects.
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Affiliation(s)
| | - Francesca Borasio
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Italy
- Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy
| | - Paola Mistò
- Scientific Institute, IRCCS E. Medea, Bosisio Parini, Italy
| | | | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Clinical Developmental Neuropsychology, ASUR, Pesaro, Italy
| | - Mariangela Lotito
- Center of Clinical Developmental Neuropsychology, ASUR, Pesaro, Italy
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Pelaquim A, Sanfins MD, Fornazieri MA. Changes in Auditory Evoked Potentials Increase the Chances of Adults Having Central Auditory Processing Disorder. Int Arch Otorhinolaryngol 2024; 28:e134-e140. [PMID: 38322440 PMCID: PMC10843927 DOI: 10.1055/s-0042-1759747] [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: 08/08/2022] [Accepted: 10/09/2022] [Indexed: 02/08/2024] Open
Abstract
Introduction Auditory evoked potentials are widely used in clinical practice to complement the assessment of central auditory processing. However, it is necessary to understand whether these potentials are highly accurate, to assist in the diagnosis of auditory processing disorder. Objective To measure the accuracy of middle and long latency auditory evoked potentials in the diagnosis of auditory processing disorder in adults. Methods This is a case-control study, formed by a control group of 30 individuals with normal auditory processing assessment, and a case group composed of 43 individuals with altered auditory processing assessment. Their sensitivities, specificities, accuracies, positive and negative predictive values for the diagnosis of alterations were measured and compared between the potentials. Results The accuracies of the middle and long latency potentials were 51% and 67%, respectively. The P1-N1-P2 and N2-P300 complexes had an accuracy of 57.5% and 58.9%, respectively. The cognitive potential P300 showed an accuracy of 55%. There was no significant result for the middle-latency potential (OR = 1.8; 95% CI: 0.6-5.4, p > 0.42) and for P300 (OR = 2.63, 95% CI: 0.85-8.43, p > 0.11). However, the result was significant for the long-latency potential (OR = 6.3; 95% CI: 2-19.6, p < 0.01). There was a significant result for the P1-N1-P2 complexes (OR = 6.76, 95% CI:1.4-32.5, p = < 0.010) and N2-P300 (OR = 3.60; 95% CI: 10.16-11.20, p < 0.039). Conclusion Individuals with altered long-latency auditory evoked potential are more likely to have auditory processing disorder and, as such, this test can be used as a complementary tool to confirm the diagnosis.
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Affiliation(s)
- Andressa Pelaquim
- Postgraduate Program (Doctorate) in Health Sciences, State University of Londrina (UEL), Londrina, PR, Brazil
| | - Milaine Dominici Sanfins
- Department of Clinical Audiology, Center for Advanced Electrophysiology and Neuroaudiology (CENA), Israeli Institute of Education and Research Albert Einstein, São Paulo, SP, Brazil.
| | - Marco Aurélio Fornazieri
- Department of Clinical Surgery, Londrina State University (UEL) and Pontifical Catholic University of Paraná, Londrina, PR, Brazil
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Panahi R, Akbari M, Jarollahi F, Haghani H, Kazemnezhad Leyli E, Zia M. Atypical function of auditory sensory gating in children with developmental dyslexia: Investigating its relationship with cognitive abilities. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:426-440. [PMID: 37779260 DOI: 10.1002/dys.1754] [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: 07/17/2022] [Revised: 06/24/2023] [Accepted: 09/12/2023] [Indexed: 10/03/2023]
Abstract
Impairments of auditory processing are among frequent findings in dyslexia. However, it is unclear how auditory signals are gated from brainstem to higher central processing stages in these individuals. The present study was done to investigate auditory sensory gating in children with developmental dyslexia (DD), and to determine whether sensory gating correlates with performance on behavioural tasks. Auditory sensory gating at P50, N1 and P2 waves was evaluated in two groups including 20 children with DD and 19 children with typical reading development (TRD). Behavioural tests were used to evaluate phonological working memory (PWM) and selective attention abilities. Sensory gating in children with DD was significantly less efficient than their peers at P50, N1 and P2 waves. Lower auditory evoked potential (AEP) amplitudes were found in the DD group. The children with TRD scored better in all the behavioural tests. Relationships were reported between sensory gating at P50, N1, P2 and behavioural performance in the two groups. Children with dyslexia had deficient sensory gating in comparison with controls. In addition, children with dyslexia experienced problems with PWM and selective attention tasks. The function of sensory gating was associated with attentional and PWM performances in this group.
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Affiliation(s)
- Rasool Panahi
- Otorhinolaryngology Research Center, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Mehdi Akbari
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Farnoush Jarollahi
- Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Hamid Haghani
- Department of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Ehsan Kazemnezhad Leyli
- Department of Biostatistics, Guilan Road Trauma Research Center, Guilan University of Medical Sciences, Rasht, Iran
| | - Maryam Zia
- Otorhinolaryngology Research Center, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran
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Cheema K, Fleming C, Craig J, Hodgetts WE, Cummine J. Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:58-77. [PMID: 36683268 DOI: 10.1002/dys.1731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 09/15/2022] [Accepted: 01/06/2023] [Indexed: 05/10/2023]
Abstract
Reading and spelling skills are important to communicate in today's literate society, however, the underlying processes of spelling skills are under-researched compared to reading skills. Our goals were to (a) study how the component skills of phonological, orthographic and morphological awareness are different in adults with and without reading difficulties, and (b) characterize the relationship between the component skills and reading and spelling performance in both skilled and poor readers. Participants (N = 37, N = 15 with reading impairments and N = 22 skilled readers) took part in the study where they completed several literacy-based measures. We performed a series of mixed ANOVAs to study the between-group differences in performance and the relationship between different literacy outcomes, respectively. We found evidence for poor phonological and morphological awareness in the poor readers compared to the skilled readers. We also found differential relationships between the component skills and reading and spelling behavior. Specifically, sound awareness was significantly related to reading and spelling measures in the skilled readers, whereas morphological and sound awareness played an important role in the same skills in the poor readers. We discuss these findings in the context of potential remediation strategies for adults with persistent literacy impairments.
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Affiliation(s)
- Kulpreet Cheema
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Cassidy Fleming
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
| | - Julia Craig
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
- Faculty of Science, University of Alberta, Edmonton, Alberta, Canada
| | - William E Hodgetts
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
- Institute for Reconstructive Science in Medicine, Edmonton, Alberta, Canada
| | - Jacqueline Cummine
- Department of Neuroscience, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada
- Department of Communication Sciences and Disorders, Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Alberta, Canada
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Moore AL, Miller TM, Moore JJ, Ledbetter C. A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children. Psychol Res Behav Manag 2023; 16:1195-1220. [PMID: 37095847 PMCID: PMC10121472 DOI: 10.2147/prbm.s397665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 04/11/2023] [Indexed: 04/26/2023] Open
Abstract
Background The state of reading proficiency among children in the United States continues to be a subject of concern among psychologists, teachers, parents, policy makers, and the education community at large. Despite the widespread use of curricular methods that teach basic reading skills, there remains a large percentage of children that struggle to read. Therefore, novel approaches to reading remediation should be explored. Purpose The aims of this study were to examine 1) the effect of a multicomponent cognitive and reading intervention on cognitive and reading skills; 2) the role of ADHD, age, sex, IQ score, and individual cognitive skills on the effectiveness of the ReadRx intervention; and 3) parent-reported behavioral outcomes following the ReadRx intervention. Methods The current study analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results Analyses of pretest and post-test scores showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The results included an average 4.1-year gain in reading skills including a 6-year gain in phonological awareness. No differences were found based on age, sex, or ADHD status, and minimal differences were found based on pre-intervention IQ score and cognitive test scores. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance. Conclusion Our findings were consistent with previous controlled studies on this intervention and offer an encouraging alternative instructional approach to reading remediation that aligns with the Science of Reading and includes intensive remediation of underlying cognitive skills.
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Affiliation(s)
- Amy Lawson Moore
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
- Correspondence: Amy Lawson Moore, Gibson Institute of Cognitive Research, 5085 List Drive, Suite 200-A, Colorado Springs, CO, 80919, USA, Tel +1 719-219-0940, Email
| | - Terissa M Miller
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
| | - Jeffrey J Moore
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
| | - Christina Ledbetter
- Department of Psychology, Gibson Institute of Cognitive Research, Colorado Springs, CO, USA
- Department of Neurosurgery, Louisiana State University Health, Shreveport, LA, USA
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Harrar-Eskinazi KL, De Cara B, Leloup G, Nothelier J, Caci H, Ziegler JC, Faure S. Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial. BMC Pediatr 2022; 22:741. [PMID: 36578007 PMCID: PMC9795620 DOI: 10.1186/s12887-022-03701-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2021] [Accepted: 10/24/2022] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains. The originality of the current study is to test a remediation approach that trains skills in all three domains using different training methods that are tailored to an individual's cognitive profile as part of a longitudinal intervention study. METHODS This multicenter randomized crossover study will be conducted in three phases and will involve 120 dyslexic children between the ages of 8 and 13 years. The first phase serves as within-subject baseline period that lasts for 2 months. In this phase, all children undergo weekly speech-language therapy sessions without additional training at home (business-as-usual). During the second phase, all dyslexics receive three types of intensive interventions that last 2 month each: Phonological, visual-attentional, and cross-modal. The order of the first two interventions (phonological and visual-attentional) is swapped in two randomly assigned groups of 60 dyslexics each. This allows one to test the efficacy and additivity of each intervention (against baseline) and find out whether the order of delivery matters. During the third phase, the follow-up period, the intensive interventions are stopped, and all dyslexics will be tested after 2 months. Implementation fidelity will be assessed from the user data of the computerized intervention program and an "intention-to-treat" analysis will be performed on the children who quit the trial before the end. DISCUSSION The main objective of this study is to assess whether the three types of intensive intervention (phase 2) improve reading skills compared to baseline (i.e., non-intensive intervention, phase 1). The secondary objectives are to evaluate the effectiveness of each intervention and to test the effects of order of delivery on reading intervention outcomes. Reading comprehension, spelling performance and reading disorder impact of dyslexic readers are assessed immediately before and after the multimodal intervention and 2 months post-intervention. TRIAL REGISTRATION ClinicalTrials.gov , NCT04028310. Registered on July 18, 2019.
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Affiliation(s)
- Karine Louna Harrar-Eskinazi
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France ,grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Bruno De Cara
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
| | - Gilles Leloup
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France ,grid.503163.2Université Côte d’Azur, CoBtek, Nice, France
| | - Julie Nothelier
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Hervé Caci
- grid.410528.a0000 0001 2322 4179Centre Hospitalier Universitaire, Nice-CHU-Lenval, Nice, France
| | - Johannes C. Ziegler
- grid.463724.00000 0004 0385 2989Aix-Marseille Univ, CNRS, LPC, Marseille, France
| | - Sylvane Faure
- grid.460782.f0000 0004 4910 6551Laboratoire d’Anthropologie et de Psychologie Cliniques, Cognitives et Sociales (LAPCOS), Université Côte d’Azur, Campus Saint Jean d’Angély/MSHS Sud-Est, 3 Boulevard François Mitterrand, 06357 Nice, Cedex 4 France
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Feng L, Hancock R, Watson C, Bogley R, Miller ZA, Gorno-Tempini ML, Briggs-Gowan MJ, Hoeft F. Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach. JOURNAL OF LEARNING DISABILITIES 2022; 55:427-442. [PMID: 34628989 PMCID: PMC8993940 DOI: 10.1177/00222194211047631] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Several crucial reasons exist to determine whether an adult has had a reading disorder (RD) and to predict a child's likelihood of developing RD. The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires. High ARHQ scores indicate an increased likelihood that an adult had RD as a child and that their children may develop RD. This study focused on whether a subset of ARHQ items (ARHQ-Brief) could be equally effective in assessing adults' reading history as the full ARHQ. We used a machine learning approach, lasso (known as L1 regularization), and identified 6 of 23 items that resulted in the ARHQ-Brief. Data from 97 adults and 47 children were included. With the ARHQ-Brief, we report a threshold of 0.323 as suitable to identify past likelihood of RD in adults with a sensitivity of 72.4% and a specificity of 81.5%. Comparison of predictive performances between ARHQ-Brief and the full ARHQ showed that ARHQ-Brief explained an additional 10%-35.2% of the variance in adult and child reading. Furthermore, we validated ARHQ-Brief's superior ability to predict reading ability using an independent sample of 28 children. We close by discussing limitations and future directions.
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Affiliation(s)
- Luxi Feng
- University of Connecticut, Storrs, CT, USA
| | | | - Christa Watson
- University of California San Francisco, San Francisco, CA, USA
| | - Rian Bogley
- University of California San Francisco, San Francisco, CA, USA
| | | | | | | | - Fumiko Hoeft
- University of Connecticut, Storrs, CT, USA
- University of California San Francisco, San Francisco, CA, USA
- University of Connecticut School of Medicine, Farmington, CT, USA
- Haskins Laboratories & Yale University, New Haven, CT, USA
- Keio University School of Medicine, Tokyo, Japan
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Zhu K, Liu Q, Xie X, Jiang Q, Feng Y, Xiao P, Wu X, Zhu B, Song R. Interaction between manganese and SLC6A3 genetic polymorphisms in relation to dyslexia. Neurotoxicology 2022; 92:102-109. [DOI: 10.1016/j.neuro.2022.08.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Revised: 07/11/2022] [Accepted: 08/04/2022] [Indexed: 12/09/2022]
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Farah R, Glukhovsky N, Rosch K, Horowitz-Kraus T. Structural white matter characteristics for working memory and switching/inhibition in children with reading difficulties: The role of the left superior longitudinal fasciculus. Netw Neurosci 2022; 6:897-915. [PMID: 36605413 PMCID: PMC9810373 DOI: 10.1162/netn_a_00257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 06/02/2022] [Indexed: 01/18/2023] Open
Abstract
Reading difficulties (RDs) are characterized by slow and inaccurate reading as well as additional challenges in cognitive control (i.e., executive functions, especially in working memory, inhibition, and visual attention). Despite evidence demonstrating differences in these readers' language and visual processing abilities, white matter differences associated with executive functions (EFs) difficulties in children with RDs are scarce. Structural correlates for reading and EFs in 8- to 12-year-old children with RDs versus typical readers (TRs) were examined using diffusion tensor imaging (DTI) data. Results suggest that children with RDs showed significantly lower reading and EF abilities versus TRs. Lower fractional anisotropy (FA) in left temporo-parietal tracts was found in children with RDs, who also showed positive correlations between reading and working memory and switching/inhibition scores and FA in the left superior longitudinal fasciculus (SLF). FA in the left SLF predicted working memory performance mediated by reading ability in children with RDs but not TRs. Our findings support alterations in white matter tracts related to working memory, switching/inhibition, and overall EF challenges in children with RDs and the linkage between working memory difficulties and FA alterations in the left SLF in children with RDs via reading.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
| | - Noam Glukhovsky
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel
| | - Keri Rosch
- Kennedy Krieger Institute, Baltimore, MD, USA,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Group, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion – Israel Institute of Technology, Haifa, Israel,Kennedy Krieger Institute, Baltimore, MD, USA,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA,* Corresponding Author:
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The Effects of Psychophysical Methods on Spectral and Spatial TOJ Thresholds. SENSORS 2022; 22:s22134830. [PMID: 35808327 PMCID: PMC9269437 DOI: 10.3390/s22134830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 06/20/2022] [Accepted: 06/23/2022] [Indexed: 12/10/2022]
Abstract
(1) Background: A large number of studies have used different psychophysical methods for measuring temporal order judgment (TOJ) thresholds, which makes it difficult to compare the results of different studies. In this study, we aimed to compare the thresholds measured by the two main procedures used in many studies, the adaptive procedure, and the method of constant stimuli; (2) Methods: Study 1 tested spatial TOJ and included 109 participants, 50 using the adaptive procedure and 59 using the constant stimuli procedure. Study 2 tested spectral TOJ and included 223 participants, 119 using the adaptive procedure and 104 using constant stimuli; (3) Results: Both the spatial and spectral TOJ results showed no difference between the psychophysical methods, either in (1) the form of the distribution; (2) the mean; or (3) the standard deviation. However, Bayesian analysis showed a large Bayes factor only for spatial TOJ; (4) Conclusions: There is no difference between spatial TOJ thresholds measured by an adaptive procedure and the method of constant stimuli, and their results can be compared across studies. A similar conclusion can be drawn also for spectral TOJ, but should be considered more cautiously.
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Vieiro P, Rehakova Novosadova L. Procesos ejecutivos, acceso al léxico y agenda visoespacial en escolares disléxicos, TDAH y comórbidos. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2022. [DOI: 10.17979/reipe.2022.9.0.8896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
La lectura requiere activar habilidades a nivel de palabra, de texto y procesos cognitivos como la Memoria Operativa. La Memoria de Trabajo está formada por el componente verbal y el visoespacial los cuales actúan como dos sistemas bajo la orden del ejecutivo central que asigna recursos atencionales. En consonancia con la teoría magnocelular los alumnos con dislexia presentan deficiencias en muchos de los mismos dominios que los alumnos con TDAH, incluyendo el tiempo de latencia, atención, memoria de trabajo auditiva y memoria de trabajo visoespacial. El objetivo principal del presente estudio es comparar el desempeño de los escolares con TDAH y Dislexia en las pruebas léxicas y visoespaciales y la influencia de la amplitud de la Memoria Operativa. En el estudio participaron 80 escolares distribuidos en cuatro grupos de 20 sujetos (10 con alta amplitud de MO y 10 con baja amplitud de MO). Se compararon grupos con TDAH, Dislexia, TDAH + Dislexia y grupo de Control. En las pruebas léxicas y visoespaciales los grupos experimentales resultaron ser menos eficaces y eficientes que el grupo de Control. El grupo TDAH obtuvo el peor desempeño en la prueba visoespacial en comparación con resto de los grupos. El grupo Combinado resultó ser el menos eficaz y eficiente de los grupos experimentales en las tareas de acceso al léxico. La amplitud de Memoria Operativa influyó de manera clara en los datos de eficacia de todos los grupos experimentales, pero no así́ en la eficiencia.
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Perrino PA, Chasse RY, Monaco AP, Molnár Z, Velayos‐Baeza A, Fitch RH. Rapid auditory processing and medial geniculate nucleus anomalies in Kiaa0319 knockout mice. GENES, BRAIN, AND BEHAVIOR 2022; 21:e12808. [PMID: 35419947 PMCID: PMC9744489 DOI: 10.1111/gbb.12808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 03/23/2022] [Accepted: 03/31/2022] [Indexed: 11/29/2022]
Abstract
Developmental dyslexia is a common neurodevelopmental disorder characterized by difficulties in reading and writing. Although underlying biological and genetic mechanisms remain unclear, anomalies in phonological processing and auditory processing have been associated with dyslexia. Several candidate risk genes have also been identified, with KIAA0319 as a main candidate. Animal models targeting the rodent homolog (Kiaa0319) have been used to explore putative behavioral and anatomic anomalies, with mixed results. For example after downregulation of Kiaa0319 expression in rats via shRNA, significant adult rapid auditory processing impairments were reported, along with cortical anomalies reflecting atypical neuronal migration. Conversely, Kiaa0319 knockout (KO) mice were reported to have typical adult auditory processing, and no visible cortical anomalies. To address these inconsistencies, we tested Kiaa0319 KO mice on auditory processing tasks similar to those used previously in rat shRNA knockdown studies. Subsequent neuroanatomic analyses on these same mice targeted medial geniculate nucleus (MGN), a receptive communication-related brain structure. Results confirm that Kiaa0319 KO mice exhibit significant auditory processing impairments specific to rapid/brief stimuli, and also show significant volumetric reductions and a shift toward fewer large and smaller neurons in the MGN. The latter finding is consistent with post mortem MGN data from human dyslexic brains. Combined evidence supports a role for KIAA0319 in the development of auditory CNS pathways subserving rapid auditory processing functions critical to the development of speech processing, language, and ultimately reading. Results affirm KIAA0319 variation as a possible risk factor for dyslexia specifically via anomalies in central acoustic processing pathways.
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Affiliation(s)
- Peter A. Perrino
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
| | - Renee Y. Chasse
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
| | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
| | - Antonio Velayos‐Baeza
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK,Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - R. Holly Fitch
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
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15
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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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16
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Lentz JJ, Humes LE, Kidd GR. Differences in Auditory Perception Between Young and Older Adults When Controlling for Differences in Hearing Loss and Cognition. Trends Hear 2022; 26:23312165211066180. [PMID: 34989641 PMCID: PMC8753078 DOI: 10.1177/23312165211066180] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This study was designed to examine age effects on various auditory perceptual skills using a large group of listeners (155 adults, 121 aged 60-88 years and 34 aged 18-30 years), while controlling for the factors of hearing loss and working memory (WM). All subjects completed 3 measures of WM, 7 psychoacoustic tasks (24 conditions) and a hearing assessment. Psychophysical measures were selected to tap phenomena thought to be mediated by higher-level auditory function and included modulation detection, modulation detection interference, informational masking (IM), masking level difference (MLD), anisochrony detection, harmonic mistuning, and stream segregation. Principal-components analysis (PCA) was applied to each psychoacoustic test. For 6 of the 7 tasks, a single component represented performance across the multiple stimulus conditions well, whereas the modulation-detection interference (MDI) task required two components to do so. The effect of age was analyzed using a general linear model applied to each psychoacoustic component. Once hearing loss and WM were accounted for as covariates in the analyses, estimated marginal mean thresholds were lower for older adults on tasks based on temporal processing. When evaluated separately, hearing loss led to poorer performance on roughly 1/2 the tasks and declines in WM accounted for poorer performance on 6 of the 8 psychoacoustic components. These results make clear the need to interpret age-group differences in performance on psychoacoustic tasks in light of cognitive declines commonly associated with aging, and point to hearing loss and cognitive declines as negatively influencing auditory perceptual skills.
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Affiliation(s)
- Jennifer J. Lentz
- Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington, IN, USA
| | - Larry E. Humes
- Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington, IN, USA
| | - Gary R. Kidd
- Department of Speech, Language and Hearing Sciences, Indiana University, Bloomington, IN, USA
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17
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Poon K, Ho MSH, Wang LC. Examining Distinctive Working Memory Profiles in Chinese Children With Predominantly Inattentive Subtype of Attention-Deficit/Hyperactivity Disorder and/or Reading Difficulties. Front Psychol 2021; 12:718112. [PMID: 34759864 PMCID: PMC8573323 DOI: 10.3389/fpsyg.2021.718112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 09/30/2021] [Indexed: 11/23/2022] Open
Abstract
Although evidence has shown that both RD and ADHD-I children suffer from working memory problems, inconsistencies in impaired modalities have been reported. This study aimed to (1) compare the three WM domains (i.e., verbal WM, visual-spatial WM, and behavioral WM) among pure ADHD-I, pure RD, comorbid ADHD-I+RD, and typical control groups and (2) examine the impact of comorbidity on the three WM domains. A Chinese sample of participants from Hong Kong included 29 children in the ADHD-I group, 78 children in the RD group, 31 children in the comorbid group (ADHD-I+RD), and 64 children in the TD control group. All participants completed the assessments individually. The findings showed that the children with ADHD-I and/or RD exhibited diverse cognitive profiles. In particular, RD was associated with verbal and visual-spatial working memory deficits, while ADHD-I was associated with behavioral working memory deficits. Interestingly, the comorbid condition demonstrated additive deficits of the two disorders but with greater deficits in behavioral working memory. These findings support the cognitive subtype hypothesis and provide a clearer picture of the distinctive working memory profiles of different groups, allowing for the development of intervention programs in the future.
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Affiliation(s)
- Kean Poon
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
| | - Mimi S H Ho
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China
| | - Li-Chih Wang
- Department of Special Education and Counselling, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China.,Department of Special Education, National Tsing Hua University, Hsinchu, Taiwan
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18
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Singh S, Conway CM. Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies. Front Hum Neurosci 2021; 15:734179. [PMID: 34744661 PMCID: PMC8569446 DOI: 10.3389/fnhum.2021.734179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 09/08/2021] [Indexed: 11/13/2022] Open
Abstract
One important aspect of human cognition involves the learning of structured information encountered in our environment, a phenomenon known as statistical learning. A growing body of research suggests that learning to read print is partially guided by learning the statistical contingencies existing between the letters within a word, and also between the letters and sounds to which the letters refer. Research also suggests that impairments to statistical learning ability may at least partially explain the difficulties experienced by individuals diagnosed with dyslexia. However, the findings regarding impaired learning are not consistent, perhaps partly due to the varied use of methodologies across studies - such as differences in the learning paradigms, stimuli used, and the way that learning is assessed - as well as differences in participant samples such as age and extent of the learning disorder. In this review, we attempt to examine the purported link between statistical learning and dyslexia by assessing a set of the most recent and relevant studies in both adults and children. Based on this review, we conclude that although there is some evidence for a statistical learning impairment in adults with dyslexia, the evidence for an impairment in children is much weaker. We discuss several suggestive trends that emerge from our examination of the research, such as issues related to task heterogeneity, possible age effects, the role of publication bias, and other suggestions for future research such as the use of neural measures and a need to better understand how statistical learning changes across typical development. We conclude that no current theoretical framework of dyslexia fully captures the extant research findings on statistical learning.
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Affiliation(s)
- Sonia Singh
- Callier Center for Communication Disorders, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Dallas, TX, United States
| | - Christopher M. Conway
- Brain, Learning, and Language Lab, Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States
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Carioti D, Masia MF, Travellini S, Berlingeri M. Orthographic depth and developmental dyslexia: a meta-analytic study. ANNALS OF DYSLEXIA 2021; 71:399-438. [PMID: 33982221 PMCID: PMC8458191 DOI: 10.1007/s11881-021-00226-0] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 04/04/2021] [Indexed: 05/05/2023]
Abstract
Cross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups' performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.
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Affiliation(s)
- Desiré Carioti
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Marta Franca Masia
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
| | - Simona Travellini
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy
| | - Manuela Berlingeri
- DISTUM, Department of Humanities, University of Urbino Carlo Bo, Urbino, Italy.
- Center of Clinical Developmental Neuropsychology, ASUR Marche, Area Vasta 1, Pesaro, Italy.
- NeuroMi, Milan Center for Neuroscience, Milan, Italy.
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20
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Solovieva Y, Koutsoklenis A, Quintanar L. Overcoming theoretical stagnation through cultural–historical neuropsychology: The case of dyslexia. THEORY & PSYCHOLOGY 2021. [DOI: 10.1177/09593543211040812] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this article we argue that cultural–historical neuropsychology manages to escape the theoretical stagnation that characterises the field of dyslexia. To support our argumentation, we first define cultural–historical psychology and neuropsychology and determine their subject matter. Afterwards, we provide an outline of how reading and reading difficulties are perceived through the prism of cultural–historical neuropsychology. We then discuss several mainstream conceptualisations of dyslexia that contribute to the theoretical stagnation in the field. Finally, we explain how cultural–historical neuropsychology avoids each theoretical barrier imposed by mainstream conceptualisations.
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21
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Hossain B, Bent S, Hendren R. The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:342-354. [PMID: 33733531 DOI: 10.1002/dys.1680] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 10/13/2020] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this study was to examine the association between anxiety and overall academic performance (AP) in children with reading disorder (RD). This two-year longitudinal cohort study included 128 participants (aged 7-14 years) with RD. Anxiety symptoms were evaluated using the School Anxiety Scale - Teacher Report for the first year and the eight-item Spence Children's Anxiety Scale for the second year. AP was assessed by teacher ratings of progress in academic content areas, including reading, writing and math. Teachers completed evaluations every 3 months. We standardized all scores (to z scores). Multivariate linear regression models (adjusting for age, sex and Attention-Deficit/Hyperactivity Disorder symptoms) assessed the association cross-sectionally at each timepoint of survey completion. Repeated measures analysis using mixed models assessed the relationship longitudinally. Results from both univariate and multivariate analyses showed anxiety being significantly negatively associated with AP in children with RD, both cross-sectionally and longitudinally. Importantly, increased anxiety was significantly associated with reduced AP over time within an individual (adjusted β = -0.22, p = .002). This lends support to screening for anxiety disorders in children with RD. Future research should examine the directionality of this relationship, potential mediators in the pathway and whether interventions to reduce anxiety increase AP.
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Affiliation(s)
- Bushra Hossain
- Department of Psychiatry, University of California San Francisco, San Francisco, California, USA
| | - Stephen Bent
- Department of Psychiatry, University of California San Francisco, San Francisco, California, USA
- Department of Epidemiology and Biostatistics, University of California San Francisco, San Francisco, California, USA
| | - Robert Hendren
- Department of Psychiatry, University of California San Francisco, San Francisco, California, USA
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22
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Franzen L, Stark Z, Johnson AP. Individuals with dyslexia use a different visual sampling strategy to read text. Sci Rep 2021; 11:6449. [PMID: 33742007 PMCID: PMC7979812 DOI: 10.1038/s41598-021-84945-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2020] [Accepted: 02/18/2021] [Indexed: 11/09/2022] Open
Abstract
Individuals with dyslexia present with reading-related deficits including inaccurate and/or less fluent word recognition and poor decoding abilities. Slow reading speed and worse text comprehension can occur as secondary consequences of these deficits. Reports of visual symptoms such as atypical eye movements during reading gave rise to a search for these deficits' underlying mechanisms. This study sought to replicate established behavioral deficits in reading and cognitive processing speed while investigating their underlying mechanisms in more detail by developing a comprehensive profile of eye movements specific to reading in adult dyslexia. Using a validated standardized reading assessment, our findings confirm a reading speed deficit among adults with dyslexia. We observed different eye movements in readers with dyslexia across numerous eye movement metrics including the duration of a stop (i.e., fixation), the length of jumps (i.e., saccades), and the number of times a reader's eyes expressed a jump atypical for reading. We conclude that individuals with dyslexia visually sample written information in a laborious and more effortful manner that is fundamentally different from those without dyslexia. Our findings suggest a mix of aberrant cognitive linguistic and oculomotor processes being present in adults with dyslexia.
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Affiliation(s)
- Léon Franzen
- Department of Psychology, Concordia University, Montréal, Canada.
- Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, UK.
| | - Zoey Stark
- Department of Psychology, Concordia University, Montréal, Canada
| | - Aaron P Johnson
- Department of Psychology, Concordia University, Montréal, Canada
- CRIR/Lethbridge-Layton-Mackay Centre de Réadaptation du CIUSSS du Centre-Ouest-de-l'Île-de-Montréal, Montréal, Canada
- Réseau de Recherche en Santé de La Vision, Montréal, Canada
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23
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Oliveira CM, Vale AP, Thomson JM. The relationship between developmental language disorder and dyslexia in European Portuguese school-aged children. J Clin Exp Neuropsychol 2021; 43:46-65. [PMID: 33499738 DOI: 10.1080/13803395.2020.1870101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Developmental Language Disorder (DLD) [Also referred to as Specific Language Impairment (SLI)] and dyslexia are neurodevelopmental disorders which show similar behavioral manifestations. In this study, between-group comparisons and frequency analysis were combined to investigate the relationship between DLD and dyslexia. European Portuguese children aged 7-10 years, with DLD (N = 7) or dyslexia (N = 11) were recruited and compared to age-matched typically developing (TD) children (N = 21) on phonological processing, language andf literacy measures. The between-group comparison revealed that for phonological processing, the clinical groups scored significantly below TD children on most tasks, yet the DLD group performed similarly to TD children for RAN speed and digit span. The clinical groups did not statistically differ in their phonological processing abilities. For language abilities, children with dyslexia did not differ from TD children, whilst children with DLD performed significantly below TD children on all measures and significantly below children with dyslexia for vocabulary. Finally, for literacy measures, there were no statistical differences between clinical groups which underperformed on all measures when compared to TD children. The frequency analysis showed that children with DLD exhibited a lower prevalence of RAN difficulties when compared to children with dyslexia, whilst children with DLD tended to show more frequent nonword repetition and phoneme deletion deficits. Additionally, whilst children with DLD consistently showed more prevalent language impairments, both clinical groups demonstrated similar prevalence rates of literacy deficits compared to TD children.These findings lend support to the additional deficit model as children with DLD show more severe and prevalent language impairments than those with dyslexia, despite similar phonological and literacy difficulties.
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Affiliation(s)
| | - Ana Paula Vale
- Department of Education and Psychology, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal
| | - Jenny M Thomson
- Division of Human Communication Sciences, University of Sheffield, Sheffield, UK
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24
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Coch D. Uncoupled Brain and Behavior Changes in Lexical, Phonological, and Memory Processing in Struggling Readers. Dev Neuropsychol 2021; 46:33-53. [PMID: 33423559 DOI: 10.1080/87565641.2020.1871481] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Paired behavioral and ERP measures were used to track change over time in 17 third- and fourth-grade struggling readers. Word and nonword reading on standardized tests improved, but differentiation of words and letter strings, measured by N170 and N400 amplitude, did not significantly change. Sound awareness scores improved, but the ERP rhyming effect did not significantly change. Both digit span scores and latency of the P300 oddball effect decreased. Correlations between the ostensibly matched behavioral and electrophysiological measures of change were not significant, indicating that use of ERP and behavioral measures can provide nonoverlapping insight into change during reading development.
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Affiliation(s)
- Donna Coch
- Department of Education, Dartmouth College , Hanover, NH, USA
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25
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MEDINA GBK, GUIMARÃES SRK. Reading in developmental dyslexia: the role of phonemic awareness and executive functions. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2021. [DOI: 10.1590/1982-0275202138e180178] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.
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26
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Murphy CFB, Schochat E, Bamiou DE. The Role of Phonological, Auditory Sensory and Cognitive Skills on Word Reading Acquisition: A Cross-Linguistic Study. Front Psychol 2020; 11:582572. [PMID: 33262732 PMCID: PMC7688452 DOI: 10.3389/fpsyg.2020.582572] [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: 07/23/2020] [Accepted: 10/23/2020] [Indexed: 11/21/2022] Open
Abstract
Despite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills. Rhyme and Alliteration skills predicted word reading in both groups; however, the correlation in the British group was more robust. Short-term memory was also correlated with reading in both groups; however, it was a significant word reading predictor only in the British group. The auditory sensory was not directly correlated with word reading in either group; however, it was involved with Rhyme and Alliteration performance only in the British group. Those results were discussed considering the complexity of the phonological structure and opaque orthography in English when compared to Portuguese, which indicates that the less transparent the orthography, the higher the importance of factors such as phonological awareness, short-term memory, and to some extent, auditory sensory processing skills on word reading acquisition. Those results emphasize the need to consider orthography and phonological features of a particular language when developing a reading assessment and treatments.
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Affiliation(s)
| | - Eliane Schochat
- Department of Physical Therapy, Speech-Language Pathology and Occupational Therapy, School of Medicine, University of São Paulo, São Paulo, Brazil
| | - Doris-Eva Bamiou
- The Ear Institute, University College London, London, United Kingdom
- Department of Neuro-Otology, University College London Hospitals, London, United Kingdom
- Biomedical Research Centre, National Institute for Health Research, London, United Kingdom
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27
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Benson PJ, Wallace L, Beedie SA. Sensory auditory interval perception errors in developmental dyslexia. Neuropsychologia 2020; 147:107587. [DOI: 10.1016/j.neuropsychologia.2020.107587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2019] [Revised: 08/15/2020] [Accepted: 08/17/2020] [Indexed: 11/16/2022]
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28
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Laasonen M, Lahti-Nuuttila P, Leppämäki S, Tani P, Wikgren J, Harno H, Oksanen-Hennah H, Pothos E, Cleeremans A, Dye MWG, Cousineau D, Hokkanen L. Project DyAdd: Non-linguistic Theories of Dyslexia Predict Intelligence. Front Hum Neurosci 2020; 14:316. [PMID: 32922276 PMCID: PMC7456923 DOI: 10.3389/fnhum.2020.00316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 07/16/2020] [Indexed: 11/13/2022] Open
Abstract
Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well. In the current study, we investigated how adults with developmental dyslexia or ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent non-linguistic theories of dyslexia. Participants were 18–55-year-old adults with dyslexia (n = 36), ADHD (n = 22), and controls (n = 35). Non-linguistic theories investigated with experimental designs included temporal processing impairment, abnormal cerebellar functioning, procedural learning difficulties, as well as visual processing and attention deficits. Latent profile analysis (LPA) was used to investigate the emerging groups and patterns of results across these experimental designs. LPA suggested three groups: (1) a large group with average performance in the experimental designs, (2) participants predominantly from the clinical groups but with enhanced conditioning learning, and (3) participants predominantly from the dyslexia group with temporal processing as well as visual processing and attention deficits. Despite the presence of these distinct patterns, participants did not cluster very well based on their original status, nor did the LPA groups differ in their dyslexia or ADHD-related neuropsychological profiles. Remarkably, the LPA groups did differ in their intelligence. These results highlight the continuous and overlapping nature of the observed difficulties and support the multiple deficit model of developmental disorders, which suggests shared risk factors for developmental challenges. It also appears that some of the risk factors suggested by the prominent non-linguistic theories of dyslexia relate to the general level of functioning in tests of intelligence.
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Affiliation(s)
- Marja Laasonen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Lahti-Nuuttila
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.,Department of Otorhinolaryngology and Phoniatrics - Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Sami Leppämäki
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Pekka Tani
- Department of Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Jan Wikgren
- Department of Psychology, Centre for Interdisciplinary Brain Research, University of Jyväskylä, Jyväskylä, Finland
| | - Hanna Harno
- Clinical Neurosciences, Department of Neurology, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Henna Oksanen-Hennah
- Pediatric Neuropsychiatric Unit, Department of Child Psychiatry, Helsinki University Hospital and University of Helsinki, Helsinki, Finland
| | - Emmanuel Pothos
- Department of Psychology, City University of London, London, United Kingdom
| | - Axel Cleeremans
- Center for Research in Cognition & Neurosciences, Université libre de Bruxelles, Brussels, Belgium
| | - Matthew W G Dye
- National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY, United States
| | - Denis Cousineau
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Laura Hokkanen
- Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland
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Newbury J, Justice LM, Jiang HH, Schmitt MB. Cognitive, Noncognitive, and Home Environment Correlates of Reading Difficulties in Primary-Grade Students With Language Impairment. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:1933-1946. [PMID: 32539573 DOI: 10.1044/2020_jslhr-19-00363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control, social competence, and behavior problems) correlates offered any explanatory value above that of cognitive factors. Third, we examined whether home environment (specifically household organization and home learning environment) would offer an additional explanatory value. Method The sample included 165 children in kindergarten and Grade 1 who were receiving intervention for LI in public schools. Standardized measures along with parent interviews/questionnaires were administered at the end of the school year. Results Logistic regression models indicated the noncognitive factors added discriminatory value to that of cognitive factors in predicting reading difficulties, whereas household factors did not. In the final model using all 11 predictors, prediction accuracy was 88.7% for the typical reading group and 54.2% for the reading difficulty group, with an overall accuracy of 76.4%. Only phonological awareness and working memory significantly contributed to predicting reading group membership when measured in kindergarten and Grade 1. Conclusions For this sample of children with LI, the most important predictors of reading were cognitive. The child's behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Overall classification was low, as only half of the children with reading difficulties were correctly predicted. Important factors differentiating good and poor emergent readers with LI were not captured in this study. Supplemental Material https://doi.org/10.23641/asha.12462428.
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Affiliation(s)
- Jayne Newbury
- School of Psychology, Speech and Hearing, University of Canterbury, New Zealand
| | | | - Hui H Jiang
- The Crane Center, The Ohio State University, Columbus
| | - Mary Beth Schmitt
- Communication Sciences and Disorders, The University of Texas at Austin
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30
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Meilleur A, Foster NEV, Coll SM, Brambati SM, Hyde KL. Unisensory and multisensory temporal processing in autism and dyslexia: A systematic review and meta-analysis. Neurosci Biobehav Rev 2020; 116:44-63. [PMID: 32544540 DOI: 10.1016/j.neubiorev.2020.06.013] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 06/01/2020] [Accepted: 06/08/2020] [Indexed: 12/28/2022]
Abstract
This study presents a comprehensive systematic review and meta-analysis of temporal processing in autism spectrum disorder (ASD) and developmental dyslexia (DD), two neurodevelopmental disorders in which temporal processing deficits have been highly researched. The results provide strong evidence for impairments in temporal processing in both ASD (g = 0.48) and DD (g = 0.82), as measured by judgments of temporal order and simultaneity. In individual analyses, multisensory temporal processing was impaired for both ASD and DD, and unisensory auditory, visual and tactile processing were all impaired in DD. In ASD, speech stimuli showed moderate impairment effect sizes, whereas nonspeech stimuli showed small effects. Greater reading and spelling skills in DD were associated with greater temporal precision. Temporal deficits did not show changes with age in either disorder. In addition to more clearly defining temporal impairments in ASD and DD, the results highlight common and distinct patterns of temporal processing between these disorders. Deficits are discussed in relation to existing theoretical models, and recommendations are made for future research.
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Affiliation(s)
- Alexa Meilleur
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada.
| | - Nicholas E V Foster
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Sarah-Maude Coll
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
| | - Simona M Brambati
- Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada; Centre de Recherche de l'Institut Universitaire de Gériatrie de Montréal, 4545 Chemin Queen Mary, Montréal, QC, H3W 1W4, Canada
| | - Krista L Hyde
- International Laboratory for Brain, Music and Sound Research (BRAMS), Department of Psychology, University of Montreal, Marie-Victorin Building, 90 Avenue Vincent D'Indy, Montréal, QC, H2V 2S9, Canada; Department of Psychology, University of Montréal, Marie-Victorin Building, 90 avenue Vincent-d'Indy, Suite D-418, Montréal, QC, H3C 3J7, Canada; Centre for Research on Brain, Language and Music, Faculty of Medicine, McGill University, Rabinovitch house, 3640 de la Montagne, Montréal, QC, H3G 2A8, Canada
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Rüsseler J, Boltzmann M, Grosche M. Funktionaler Analphabetismus in Deutschland – Größenordnung, Ursachen, Interventionen. ZEITSCHRIFT FÜR NEUROPSYCHOLOGIE 2019. [DOI: 10.1024/1016-264x/a000253] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Allein in Deutschland verfügen etwa 7.5 Millionen Erwachsene nicht über ausreichende Lese- und Schreibkompetenzen, um in angemessener Weise am gesellschaftlichen Leben teilhaben zu können. Sie können maximal kurze, einfache Texte sinnentnehmend lesen. Diese Personen werden häufig als funktionale Analphabetinnen und Analphabeten bezeichnet. Die Arbeit gibt einen Überblick zu Größenordnung, Ursachen und Interventionsmöglichkeiten bei funktionalem Analphabetismus. Es wird ein biopsychosoziales Ursachenmodell vorgestellt, das biologische Vulnerabilitätsfaktoren postuliert, die unter ungünstigen psychosozialen Bedingungen zu einer erhöhten Wahrscheinlichkeit für die Entwicklung von Lese- und Schreibproblemen führen. Weiterhin wird auf Unterschiede zwischen und Gemeinsamkeiten von funktionalem Analphabetismus und Lese-Rechtschreib-Störung (LRS) eingegangen. Abschließend werden aktuelle Entwicklungen von Trainingsprogrammen zur Förderung der Lese- und Rechtschreibfähigkeiten von Erwachsenen, häufig im Kontext von Grundbildungsprogrammen, beschrieben.
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Affiliation(s)
- Jascha Rüsseler
- Institut für Psychologie, Otto-Friedrich-Universität Bamberg, Bamberg
| | - Melanie Boltzmann
- Institut für neurorehabilitative Forschung, BDH-Klinik Hessisch-Oldendorf, Hessisch-Oldendorf
| | - Michael Grosche
- School of Education, Institut für Bildungsforschung, Bergische Universität Wuppertal, Wuppertal
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32
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Are changes in the stomatognatic system able to modify the eye balance in dyslexia? J Oral Biol Craniofac Res 2019; 9:166-171. [PMID: 30976507 DOI: 10.1016/j.jobcr.2019.03.005] [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: 11/08/2018] [Revised: 03/18/2019] [Accepted: 03/23/2019] [Indexed: 11/21/2022] Open
Abstract
Objectives To clarify the link between eye muscle function and oral information by comparing 21 dyslexic readers (DR) and 14 normal readers (NR). Methods Changes in vertical heterophoria (VH) were measured using the Maddox Rod Test performed according to oral modifications and postural conditions. The Spearman correlation was used to assess whether reading delay was correlated with the lability index. Results Overall, 50% of NR children and 81% of DR experienced at least one variation in visual perception (p = 0.053). Among DR, the less reading delay they had, the higher their index of lability (p = 0.026), whereas there was no significant correlation among NR. Changes in the Maddox Test were more frequent in DR than in NR after the addition of sensory and postural stimuli, except for one specific posture. For sensory stimuli, the mean lability index was 1.35 in NR and 4.19 in DR, (p = 0.001). For postural stimuli, it was 0.71 and 2.61, (p = 0.003). Conclusions It is possible to modify visual perception by changing sensory or mechanical stimuli. Changes are more frequent in DR than in NR. Postural control can be improved with guided oral stimulations. Significance These results reinforce the importance of professional cooperation in the care of dyslexic readers.
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33
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Naz S, Najam N. Neurological deficits and comorbidity in children with reading disorder. PSYCHIAT CLIN PSYCH 2019. [DOI: 10.1080/24750573.2019.1589174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
- Sajida Naz
- Department of Behavioral Sciences, Fatima Jinnah Women University, Rawalpindi, Pakistan
| | - Najma Najam
- Department of Behavioral Sciences, Fatima Jinnah Women University, Rawalpindi, Pakistan
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34
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Ronen M, Lifshitz-Ben-Basat A, Taitelbaum-Swead R, Fostick L. Auditory temporal processing, reading, and phonological awareness among aging adults. Acta Psychol (Amst) 2018; 190:1-10. [PMID: 29986206 DOI: 10.1016/j.actpsy.2018.06.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2018] [Revised: 06/25/2018] [Accepted: 06/25/2018] [Indexed: 11/18/2022] Open
Abstract
Auditory temporal processing (ATP) has been related in the literature to both speech perception as well as reading and phonological awareness. In aging adults, it is known to be related to difficulties in speech perception. In the present study, we aimed to test whether an age-related deficit in ATP would also be accompanied by poor reading and phonological awareness. Thirty-eight aging adults were compared to 55 readers with dyslexia and 42 young normal readers on temporal order judgment (TOJ), speech perception, reading, and phonological awareness tests. Aging adults had longer TOJ thresholds than young normal readers, but shorter than readers with dyslexia; however, they had lower speech perception accuracy than both groups. Phonological awareness of the aging adults was better than readers with dyslexia, but poorer than young normal readers, although their reading accuracy was similar to that of the young controls. This is the first report on poor phonological awareness among aging adults. Suprisingly, it was not accompanied by difficulties in reading ability, and might instead be related to aging adults' difficulties in speech perception. This newly discovered relationship between ATP and phonological awareness among aging adults appears to extend the existing understanding of this relationship, and suggests it should be explored in other groups with ATP deficits.
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Affiliation(s)
- Michal Ronen
- Department of Psychology, Ariel University, Israel
| | | | | | - Leah Fostick
- Department of Communication Disorders, Ariel University, Israel.
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35
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Rapid Automatized Naming, Verbal Working Memory, and Rhythm Discrimination as Predictors of Reading in Italian Undergraduate Students with and without Dyslexia. Brain Sci 2018; 8:brainsci8050087. [PMID: 29757245 PMCID: PMC5977078 DOI: 10.3390/brainsci8050087] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2018] [Revised: 05/09/2018] [Accepted: 05/10/2018] [Indexed: 11/17/2022] Open
Abstract
Whereas the clinical manifestations and the neuropsychological predictors of Developmental Dyslexia (DD) are already well documented in Italian-speaking children, empirical evidence on DD in Italian adults is in contrast rather scarce. The aim of the present study was to investigate the role of a subset of neuropsychological skills, which have been identified by previous literature to be related to reading, in the decoding abilities of a group of Italian undergraduates with and without DD. For this purpose, 39 university students aged between 19 and 27 years, 19 of whom with a diagnosis of DD, underwent an assessment battery including standardized reading tests, rapid automatized naming (RAN), verbal working memory, and rhythmic pattern discrimination tests. Cross-group differences confirmed significantly lower performances of undergraduates with DD in all measures but rhythm discrimination, compared to typical readers, thus showing a non-compensated neuropsychological profile. Regression analyses showed that, while reading speed was strongly and uniquely predicted by RAN speed, reading accuracy was concurrently predicted by RAN and rhythmic abilities. Finally, RAN speed emerged as a strong predictor of reading performance and risk of receiving a diagnosis of DD.
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