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Kimel E, Daikhin L, Jakoby H, Ahissar M. Reduced benefit from long-term item frequency contributes to short-term memory deficits in dyslexia. Mem Cognit 2024:10.3758/s13421-024-01601-z. [PMID: 38956011 DOI: 10.3758/s13421-024-01601-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/27/2024] [Indexed: 07/04/2024]
Abstract
Dyslexia, a specific difficulty in acquiring proficient reading, is also characterized by reduced short-term memory (STM) capacity. Extensive research indicates that individuals with developmental dyslexia (IDDs) benefit less from exposure, and this hampers their long-term knowledge accumulation. It is well established that long-term knowledge has a great effect on performance in STM tasks, and thus IDDs' reduced benefit of exposure could potentially reduce their relative performance in such tasks, especially when frequent items, such as digit-words, are used. In this study we used a standard, widely used, STM assessment: the Digit Span subtest from the Wechsler Adult Intelligence Scale. The task was conducted twice: in native language and in second language. As exposure to native language is greater than exposure to second language, we predicted that IDDs' performance in the task administered in native language will reveal a larger group difference as compared to second language, due to IDDs' reduced benefit of item frequency. The prediction was confirmed, in line with the hypothesis that reduced STM in dyslexia to a large extent reflects reduced benefits from long-term item frequency and not a reduced STM per se.
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Affiliation(s)
- Eva Kimel
- The Edmond and Lily Safra Center for Brain Sciences, Jerusalem, Israel.
- Department of Psychology, The University of York, York, North Yorkshire, YO10 5DD, UK.
| | - Luba Daikhin
- Department of Psychology, The Hebrew University of Jerusalem, Edmond J. Safra Campus, Jerusalem, Israel
| | - Hilla Jakoby
- Department of Psychology, The Hebrew University of Jerusalem, Edmond J. Safra Campus, Jerusalem, Israel
- Department of Communication Disorders, Hadassah Academic College, Jerusalem, Israel
| | - Merav Ahissar
- The Edmond and Lily Safra Center for Brain Sciences, Jerusalem, Israel
- Department of Psychology, The Hebrew University of Jerusalem, Edmond J. Safra Campus, Jerusalem, Israel
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Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. Joint exome and metabolome analysis in individuals with dyslexia: Evidence for associated dysregulations of olfactory perception and autoimmune functions. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.06.27.600448. [PMID: 39005457 PMCID: PMC11244894 DOI: 10.1101/2024.06.27.600448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Dyslexia is a learning disability that negatively affects reading, writing, and spelling development at the word level in 5%-9% of children. The phenotype is variable and complex, involving several potential cognitive and physical concomitants such as sensory dysregulation and immunodeficiencies. The biological pathogenesis is not well-understood. Toward a better understanding of the biological drivers of dyslexia, we conducted the first joint exome and metabolome investigation in a pilot sample of 30 participants with dyslexia and 13 controls. In this analysis, eight metabolites of interest emerged (pyridoxine, kynurenic acid, citraconic acid, phosphocreatine, hippuric acid, xylitol, 2-deoxyuridine, and acetylcysteine). A metabolite-metabolite interaction analysis identified Krebs cycle intermediates that may be implicated in the development of dyslexia. Gene ontology analysis based on exome variants resulted in several pathways of interest, including the sensory perception of smell (olfactory) and immune system-related responses. In the joint exome and metabolite analysis, the olfactory transduction pathway emerged as the primary pathway of interest. Although the olfactory transduction and Krebs cycle pathways have not previously been described in dyslexia literature, these pathways have been implicated in other neurodevelopmental disorders including autism spectrum disorder and obsessive-compulsive disorder, suggesting the possibility of these pathways playing a role in dyslexia as well. Immune system response pathways, on the other hand, have been implicated in both dyslexia and other neurodevelopmental disorders.
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3
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Luke SG, Brown T, Smith C, Gutierrez A, Tolley C, Ford O. Dyslexics Exhibit an Orthographic, Not a Phonological Deficit in Lexical Decision. LANGUAGE, COGNITION AND NEUROSCIENCE 2023; 39:330-340. [PMID: 38882928 PMCID: PMC11178288 DOI: 10.1080/23273798.2023.2288319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 11/17/2023] [Indexed: 06/18/2024]
Abstract
Dyslexia is theorized to be caused by phonological deficits, visuo-attentional deficits, or some combination of the two. The present study contrasted phonological and visuo-attentional theories of dyslexia using a lexical decision task administered to adult participants with and without dyslexia. Homophone and pseudo-homophone stimuli were included to explore whether the two groups differed in their reliance on phonological encoding. Transposed-letter stimuli, including both TL neighbors and TL non-words, measured potential orthographic impairment predicted by visuo-attentional deficit theories. The findings revealed no significant difference in response time or accuracy between the groups for the homophone and pseudo-homophone stimuli. However, dyslexics were significantly slower and less accurate in their responses to the TL stimuli than controls. Thus, dyslexics presented deficits consistent with visuo-attentional theories, but not with the phonological deficit theory.
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Migliorelli L, Scoppolini Massini L, Coccia M, Villani L, Frontoni E, Squartini S. A deep learning-based telemonitoring application to automatically assess oral diadochokinesis in patients with bulbar amyotrophic lateral sclerosis. COMPUTER METHODS AND PROGRAMS IN BIOMEDICINE 2023; 242:107840. [PMID: 37832429 DOI: 10.1016/j.cmpb.2023.107840] [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: 08/22/2022] [Revised: 09/15/2023] [Accepted: 10/01/2023] [Indexed: 10/15/2023]
Abstract
BACKGROUND AND OBJECTIVES Timely identification of dysarthria progression in patients with bulbar-onset amyotrophic lateral sclerosis (ALS) is relevant to have a comprehensive assessment of the disease evolution. To this goal literature recognized the utmost importance of the assessment of the number of syllables uttered by a subject during the oral diadochokinesis (DDK) test. METHODS To support clinicians, this work proposes a remote deep learning-based system, which consists (i) of a web application to acquire audio tracks of bulbar-onset ALS patients and healthy control subjects while performing the oral DDK test (i.e., repeating the /pa/, /pa-ta-ka/ and /oo-ee/ syllables) and (ii) a DDK-AID network designed to process the acquired audio signals which have different duration and to output the number of per-task syllables repeated by the subject. RESULTS The DDK-AID network overcomes the comparative method achieving a mean Accuracy of 90.23 in counting syllables repeated by the eleven bulbar-onset ALS-patients while performing the oral DDK test. CONCLUSIONS The proposed remote monitoring system, in the light of the achieved performance, represents an important step towards the implementation of self-service telemedicine systems which may ensure customised care plans.
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Affiliation(s)
- Lucia Migliorelli
- Department of Information Engineering, Università Politecnica delle Marche, Ancona, Italy; AIDAPT S.r.l., Ancona, Italy.
| | - Lorenzo Scoppolini Massini
- Department of Information Engineering, Università Politecnica delle Marche, Ancona, Italy; AIDAPT S.r.l., Ancona, Italy
| | - Michela Coccia
- Centro Clinico NeuroMuscular Omnicentre (NeMO), Fondazione Serena Onlus, Ancona, Italy
| | - Laura Villani
- Department of Neuroscience, Neurorehabilitation Clinic, Azienda Ospedaliero-Universitaria delle Marche, Ancona, Italy
| | - Emanuele Frontoni
- AIDAPT S.r.l., Ancona, Italy; Department of Political Science, Communication and International Relations, Università degli Studi di Macerata, Macerata, Italy; Nemo Lab, Milan, Italy
| | - Stefano Squartini
- Department of Information Engineering, Università Politecnica delle Marche, Ancona, Italy
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Wokuri S, Gonthier C, Marec-Breton N, Majerus S. Heterogeneity of short-term memory deficits in children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:385-407. [PMID: 37519030 DOI: 10.1002/dys.1749] [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: 04/25/2022] [Revised: 06/12/2023] [Accepted: 07/11/2023] [Indexed: 08/01/2023]
Abstract
Many studies have highlighted short-term memory (STM) impairment in dyslexic individuals. Several studies showed deficits for both item and serial order aspects of verbal STM in dyslexic individuals. These group-based studies, however, do not inform us about the prevalence of these deficits and, importantly, their potential heterogeneity at the individual level. The present study examined both group-level and individual STM profiles in dyslexic and age-matched non-dyslexic children. While confirming previous group-based results of both item and serial order STM deficits, individual analyses indicated two distinct profiles: one profile was associated with verbal item STM and phonological impairment while another profile showed selective serial STM deficits in both verbal and visual domains. Our results highlight the need for practitioners to consider the heterogeneous nature of STM impairment in dyslexia and to adapt STM and reading treatment strategies accordingly.
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Affiliation(s)
- Sarah Wokuri
- Department of Psychology, University of Rennes, Laboratoire de Psychologie Cognition, Comportement et Communication (LP3C), Rennes, France
| | - Corentin Gonthier
- Department of Psychology, University of Nantes, Laboratoire de Psychologie des Pays de la Loire (LPPL - UR 4638), Nantes, France
| | - Nathalie Marec-Breton
- Department of Psychology, University of Rennes, Laboratoire de Psychologie Cognition, Comportement et Communication (LP3C), Rennes, France
| | - Steve Majerus
- Fund for Scientific Research, FNRS, Liège, Belgium
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
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Carrion J, Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. A data-fusion approach to identifying developmental dyslexia from multi-omics datasets. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.27.530280. [PMID: 36909570 PMCID: PMC10002702 DOI: 10.1101/2023.02.27.530280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
This exploratory study tested and validated the use of data fusion and machine learning techniques to probe high-throughput omics and clinical data with a goal of exploring the etiology of developmental dyslexia. Developmental dyslexia is the leading learning disability in school aged children affecting roughly 5-10% of the US population. The complex biological and neurological phenotype of this life altering disability complicates its diagnosis. Phenome, exome, and metabolome data was collected allowing us to fully explore this system from a behavioral, cellular, and molecular point of view. This study provides a proof of concept showing that data fusion and ensemble learning techniques can outperform traditional machine learning techniques when provided small and complex multi-omics and clinical datasets. Heterogenous stacking classifiers consisting of single-omic experts/models achieved an accuracy of 86%, F1 score of 0.89, and AUC value of 0.83. Ensemble methods also provided a ranked list of important features that suggests exome single nucleotide polymorphisms found in the thalamus and cerebellum could be potential biomarkers for developmental dyslexia and heavily influenced the classification of DD within our machine learning models.
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Affiliation(s)
- Jackson Carrion
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Rohit Nandakumar
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Xiaojian Shi
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Cellular and Molecular Physiology Department, Yale School of Medicine, New Haven, CT 06510
| | - Haiwei Gu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Center for Translational Science, Florida International University, Port St. Lucie, FL 34987
| | - Yookyung Kim
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Wendy H Raskind
- Department of Medicine/Medical Genetics, University of Washington, Seattle, WA 98105
| | - Beate Peter
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Valentin Dinu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
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de Assis Leão SES, Menezes Lage G, Pedra de Souza R, Holanda Marinho Nogueira NGD, Vieira Pinheiro ÂM. Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis. Dev Neuropsychol 2023; 48:1-30. [PMID: 36576148 DOI: 10.1080/87565641.2022.2157833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Dyslexic children have impairments in working memory and manual dexterity. Studies have shown that when cognitive development has deficits, motor development is often impaired, indicating a strong interconnection between both domains, and the possibility of interference with each other's proper functioning. Thus, a new literature review is necessary to understand which components of working memory and manual dexterity are affected in dyslexic children and the possible relationship between them. This review aimed to perform a systematic review and meta-analysis to analyze both skills in dyslexic children. The protocol was carried out according to the criteria established by PRISMA being registered at PROSPERO under number CRD 42021238901. Six literature databases were searched to locate studies published between 2001 and 2021: EMBASE, ERIC, ISI Web of Science, PubMed, PsycINFO, and Scopus. 21 studies met the inclusion criteria. The findings suggest that dyslexic children have significantly poorer visuospatial and verbal working memory with more impairments in the phonological loop. No significant differences were found in manual dexterity.
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Affiliation(s)
| | - Guilherme Menezes Lage
- Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Escola de Educação Física, Fisioterapia e Terapia Ocupacional, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Renan Pedra de Souza
- Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Peter B. A case with cardiac, skeletal, speech, and motor traits narrows the subtelomeric 19p13.3 microdeletion region to 46 kb. Am J Med Genet A 2023; 191:120-129. [PMID: 36271830 DOI: 10.1002/ajmg.a.62998] [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: 09/12/2022] [Revised: 09/22/2022] [Accepted: 10/07/2022] [Indexed: 12/14/2022]
Abstract
Subtelomeric 19p13.3 deletions have been associated with diverse anatomical and developmental phenotypes. A recent study of eight patients with subtelomeric interstitial 19p13.3 microdeletions at 0.3-1.4 Mb (hg 19) showed associations with growth restrictions, skeletal deformities, craniofacial anomalies, congenital heart defects, renal malformations, hernias, immune system deficits, fine and gross motor delays, speech delays, and developmental and learning delays. The authors defined two small regions of overlap containing four and 11 genes, respectively, with potential haploinsufficiency. Here, we present a new case with a de novo 184 kb deletion containing eight genes, three of which fall into the second previously identified small region of overlap, reducing the shared region to 46 kb. Phenotypic traits include most of the core findings in the previously reported cases but not growth restrictions, craniofacial anomalies, renal malformation, and learning disability. A closer look at the speech and motor delays reveals apraxic speech and discoordination in the fine and gross motor domain, consistent with cerebellar involvement across motor systems. Findings are consistent with a role of AZU1 in the observed immune deficiencies and PTBP1 in the observed skeletal, abdominal, speech, language, motor, and sensory traits. This case thus contributes to a more nuanced understanding of the subtelomeric 19p13.3 deletion region.
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Affiliation(s)
- Beate Peter
- College of Health Solutions, Arizona State University, Tempe, Arizona, USA
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9
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Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia. Sci Rep 2022; 12:13521. [PMID: 35941176 PMCID: PMC9359986 DOI: 10.1038/s41598-022-16805-z] [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: 09/27/2021] [Accepted: 07/15/2022] [Indexed: 11/09/2022] Open
Abstract
Developmental dyslexia, a difficulty with acquiring fluent reading, has also been characterized by reduced short-term memory (STM) capacity, which is often operationalized with span tasks. The low performance of individuals with dyslexia (IDDs) in such tasks is commonly attributed to poor phonological memory. However, we suggest an alternative explanation based on the observation that many times the items that are used in spans tasks are high-frequency items (e.g., digit words). We suggest that IDDs do not enjoy the benefit of item frequency to the same extent as controls, and thus their performance in span tasks is especially hampered. On the contrary, learning of repeated sequences was shown to be largely independent of item frequency, and therefore this type of learning may be unimpaired in dyslexia. To test both predictions, we used the Hebb-learning paradigm. We found that IDDs’ performance is especially poor compared to controls’ when high-frequency items are used, and that their repeated series learning does not differ from that of controls. Taken together with existing literature, our findings suggest that impaired learning of repeated series is not a core characteristic of dyslexia, and that the reports on reduced STM in dyslexia may to a large extent be explained by reduced benefit of item frequency.
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10
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Boscato N, Hayakawa H, Iida T, Costa YM, Kothari SF, Kothari M, Svensson P. Impact of oral motor task training on corticomotor pathways and diadochokinetic rates in young healthy participants. J Oral Rehabil 2022; 49:924-934. [PMID: 35722734 PMCID: PMC9543743 DOI: 10.1111/joor.13349] [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: 03/02/2022] [Revised: 05/11/2022] [Accepted: 06/11/2022] [Indexed: 11/27/2022]
Abstract
Background Studies addressing the training‐induced neuroplasticity and interrelationships of the lip, masseter, and tongue motor representations in the human motor cortex using single syllable repetition are lacking. Objective This study investigated the impact of a repeated training in a novel PaTaKa diadochokinetic (DDK) orofacial motor task (OMT) on corticomotor control of the lips, masseter, and tongue muscles in young healthy participants. Methods A total of 22 young healthy volunteers performed 3 consecutive days of training in an OMT. Transcranial magnetic stimulation was applied to elicit motor evoked potentials (MEPs) from the lip, masseter, tongue, and first dorsal interosseous (FDI, internal control) muscles. MEPs were assessed by stimulus–response curves and corticomotor mapping at baseline and after OMT. The DDK rate from PaTaKa single syllable repetition and numeric rating scale (NRS) scores were also obtained at baseline and immediately after each OMT. Repeated‐measures analysis of variance was used to detect differences at a significance level of 5%. Results There was a significant effect of OMT and stimulus intensity on the lips, masseter, and tongue MEPs compared to baseline (p < .001), but not FDI MEPs (p > .05). OMT increased corticomotor topographic maps area (p < .001), and DDK rates (p < .01). Conclusion Our findings suggest that 3 consecutive days of a repeated PaTaKa training in an OMT can induce neuroplastic changes in the corticomotor pathways of orofacial muscles, and it may be related to mechanisms underlying the improvement of orofacial fine motor skills due to short‐term training. The clinical utility should now be investigated.
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Affiliation(s)
- Noéli Boscato
- Department of Restorative Dentistry, School of Dentistry, Federal University of Pelotas, Pelotas, Brazil.,Section for Orofacial Pain and Jaw Function, Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark
| | - Hidetoshi Hayakawa
- Section for Orofacial Pain and Jaw Function, Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark.,Division of Oral Function and Rehabilitation, Department of Oral Health Science, Nihon University School of Dentistry at Matsudo, Matsudo, Japan
| | - Takashi Iida
- Division of Oral Function and Rehabilitation, Department of Oral Health Science, Nihon University School of Dentistry at Matsudo, Matsudo, Japan
| | - Yuri M Costa
- Section for Orofacial Pain and Jaw Function, Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark.,Department of Biosciences, Piracicaba Dental School, University of Campinas, Piracicaba, Brazil
| | - Simple Futarmal Kothari
- Section for Orofacial Pain and Jaw Function, Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark.,Hammel Neurorehabilitation Centre and University Research Clinic, Department of Clinical Medicine, Aarhus University, Hammel, Denmark.,Scandinavian Center for Orofacial Neurosciences (SCON), Aarhus, Denmark
| | - Mohit Kothari
- Hammel Neurorehabilitation Centre and University Research Clinic, Department of Clinical Medicine, Aarhus University, Hammel, Denmark.,Scandinavian Center for Orofacial Neurosciences (SCON), Aarhus, Denmark.,JSS Dental College and Hospital, JSS Academy of Higher Education and Research, Mysore, India
| | - Peter Svensson
- Section for Orofacial Pain and Jaw Function, Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark.,Scandinavian Center for Orofacial Neurosciences (SCON), Aarhus, Denmark.,Faculty of Odontology, Malmö University, Malmö, Sweden
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11
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Boada KL, Boada R, Pennington BF, Peterson RL. Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2081-2097. [PMID: 35472280 PMCID: PMC9567368 DOI: 10.1044/2022_jslhr-21-00241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 10/06/2021] [Accepted: 02/05/2022] [Indexed: 06/14/2023]
Abstract
PURPOSE Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has evaluated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5-6 years and literacy at ages 7-9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. METHOD One hundred twenty-three children, 86 with a history of speech impairment, completed a battery of speech, language, and literacy tests at ages 5-6 years and again at ages 7-9 years. Speech production at ages 5-6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. RESULTS As expected, phonological, but not articulation, errors at ages 5-6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7-9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5-6 years) and literacy (ages 7-9 years). CONCLUSIONS These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19624020.
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Affiliation(s)
| | - Richard Boada
- University of Colorado Anschutz Medical Campus, Aurora
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12
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Differences and Commonalities in Children with Childhood Apraxia of Speech and Comorbid Neurodevelopmental Disorders: A Multidimensional Perspective. J Pers Med 2022; 12:jpm12020313. [PMID: 35207801 PMCID: PMC8880782 DOI: 10.3390/jpm12020313] [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: 12/29/2021] [Revised: 02/09/2022] [Accepted: 02/17/2022] [Indexed: 11/24/2022] Open
Abstract
Childhood apraxia of speech (CAS) is a motor speech disorder often co-occurring with language impairment and complex neurodevelopmental disorders. A cohort of 106 children with CAS associated to other neurodevelopmental disorders underwent a multidimensional investigation of speech and language profiles, chromosome microarray analysis and structural brain magnetic resonance (MR). Our aim was to compare the clinical profiles of children with CAS co-occurring with only language impairment with those who, in addition to language impairment, had other neurodevelopmental disorders. Expressive grammar was impaired in the majority of the sample in the context of similar alterations of speech, typical of the core symptoms of CAS. Moreover, children with complex comorbidities also showed more severe and persistent receptive language deficits. About 25% of the participants harbored copy number variations (CNVs) already described in association to neurodevelopmental disorders. CNVs occurred more frequently in children with complex comorbidities. MR structural/signal alterations were found in a small number of children and were of uncertain pathogenic significance. These results confirm that CAS needs multidimensional diagnostic and clinical management. The high frequency of language impairment has important implications for early care and demands a personalized treatment approach in which speech and language goals are consistently integrated.
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13
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Kent RD, Kim Y, Chen LM. Oral and Laryngeal Diadochokinesis Across the Life Span: A Scoping Review of Methods, Reference Data, and Clinical Applications. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:574-623. [PMID: 34958599 DOI: 10.1044/2021_jslhr-21-00396] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The aim of this study was to conduct a scoping review of research on oral and laryngeal diadochokinesis (DDK) in children and adults, either typically developing/developed or with a clinical diagnosis. METHOD Searches were conducted with PubMed/MEDLINE, Google Scholar, CINAHL, and legacy sources in retrieved articles. Search terms included the following: DDK, alternating motion rate, maximum repetition rate, sequential motion rate, and syllable repetition rate. RESULTS Three hundred sixty articles were retrieved and included in the review. Data source tables for children and adults list the number and ages of study participants, DDK task, and language(s) spoken. Cross-sectional data for typically developing children and typically developed adults are compiled for the monosyllables /pʌ/, /tʌ/, and /kʌ/; the trisyllable /pʌtʌkʌ/; and laryngeal DDK. In addition, DDK results are summarized for 26 disorders or conditions. DISCUSSION A growing number of multidisciplinary reports on DDK affirm its role in clinical practice and research across the world. Atypical DDK is not a well-defined singular entity but rather a label for a collection of disturbances associated with diverse etiologies, including motoric, structural, sensory, and cognitive. The clinical value of DDK can be optimized by consideration of task parameters, analysis method, and population of interest.
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Affiliation(s)
- Ray D Kent
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison
| | - Yunjung Kim
- School of Communication Sciences & Disorders, Florida State University, Tallahassee
| | - Li-Mei Chen
- Department of Foreign Languages and Literature, National Cheng Kung University, Tainan, Taiwan
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14
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Iuzzini-Seigel J. Procedural Learning, Grammar, and Motor Skills in Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typically Developing Speech. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:1081-1103. [PMID: 33784194 DOI: 10.1044/2020_jslhr-20-00581] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Purpose This case-control study sought to determine if (a) children with childhood apraxia of speech (CAS), other speech sound disorders (SSDs), and typical development would perform differently on a procedural learning assessment and (b) whether grammatical ability would impact group differences. Method Communication, motor, and procedural learning abilities were assessed in 48 children with CAS (n = 13), SSD (n = 20), and typical development (n = 15), between 43 and 97 months of age (M = 66 months, SD = 12 months). Results On average, children with CAS demonstrated grammatical and motor impairments and required an increased number of exposures to the visuospatial sequence to demonstrate procedural learning, compared to peers with SSD or typical development. A subset of children from each group demonstrated an unanticipated procedural learning pattern wherein they evidenced an uptick in reaction time during the second sequenced block. Children with CAS with this pattern still evidenced procedural learning gains by the fifth sequenced block. In contrast, children with SSD and typical development with this pattern showed poor procedural learning outcomes and were characterized by lower scores on language and motor assessments as well. Conclusions This research provides partial support for the procedural learning deficit hypothesis in children with CAS and for a subset of children with SSD as well. Future research should examine the role of a serial reaction time task in identifying children at risk of multisystem communication and motor deficits. Supplemental Material https://doi.org/10.23641/asha.14173532.
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Affiliation(s)
- Jenya Iuzzini-Seigel
- Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI
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15
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Peter B, Albert A, Panagiotides H, Gray S. Sequential and spatial letter reversals in adults with dyslexia during a word comparison task: demystifying the "was saw" and "db" myths. CLINICAL LINGUISTICS & PHONETICS 2021; 35:340-367. [PMID: 31959003 DOI: 10.1080/02699206.2019.1705916] [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: 11/09/2019] [Revised: 12/10/2019] [Accepted: 12/13/2019] [Indexed: 06/10/2023]
Abstract
Whether sequential and spatial letter reversals characterize dyslexia in children has been unclear, largely due to developmental variability of these errors in children with and without dyslexia. Here we demonstrate both types of reversals for the first time in adults with dyslexia (n = 22) but not in control adults (n = 20). Participants evaluated 576 word pairs that consisted of two identical words or two words that differed subtly, by categorizing them as same or different. Two subsets of word pairs differed in sequential (e.g. "two tow") and spatial (e.g. "cob cod") letter reversals. The adults with dyslexia were less accurate than the controls regarding both types of word pairs. Their accuracy during left/right letter reversals was lower, compared to both up/down letter reversals (e.g. "cub cup") and nonsymmetric letter similarities (e.g. "half halt"). Accuracy during left/right reversals was correlated with accuracy during sequential rearrangement in the word pair task as well as with a composite measure of sequential processing based on nonword repetition, nonword reading, and multisyllabic word repetition. It was also correlated with a composite measure of literacy skills. A subset of the dyslexia group who produced left/right errors during a rapid single letter naming task obtained lower accuracy than the dyslexia subgroup without such errors during both types of letter reversals, and their overall literacy skills were lower. We conclude that sequential and left/right letter reversals characterize a severe dyslexia subtype. These two types of reversal are associated, are part of a general deficit in sequential processing likely due to cerebellar deficits, and persist into adulthood.
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Affiliation(s)
- Beate Peter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe, Arizona, USA
- Department of Communication Sciences and Disorders, Saint Louis University, Saint Louis, Missouri, USA
| | - Andria Albert
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe, Arizona, USA
| | - Heracles Panagiotides
- Jackson School of International Studies, University of Washington, Seattle, Washington, USA
| | - Shelley Gray
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe, Arizona, USA
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Peter B, Albert A, Gray S. Spelling errors reveal underlying sequential and spatial processing deficits in adults with dyslexia. CLINICAL LINGUISTICS & PHONETICS 2021; 35:310-339. [PMID: 32552235 DOI: 10.1080/02699206.2020.1780322] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 06/03/2020] [Accepted: 06/05/2020] [Indexed: 06/11/2023]
Abstract
Recent studies showed that some adults with dyslexia have difficulty processing sequentially arranged information. In a companion study, this deficit manifested as low accuracy during a word pair comparison task involving same/different decisions when two words differed in their letter sequences. This sequential deficit was associated with left/right spatial letter confusion. In the present study, we found the same underlying difficulty with sequential and spatial letter processing during word spelling. Participants were the same 22 adults with dyslexia and 20 age- and gender-matched controls as in the companion study. In the spelling task, sequential error rates were higher in the dyslexia group, compared to the controls. Measures of accuracy of serial letter order during the spelling task and the word comparison task were correlated. Only three participants, each with dyslexia, produced left/right letter reversals during spelling. These were the same participants who produced left/right errors when naming single letters. They also had profound difficulty with sequential and left/right letter processing in the spelling and word comparison tasks, and they had the most severe spelling impairment. We conclude that this pervasive, persistent difficulty with sequential and spatial reversals contributes to a severe dyslexia subtype. In the dyslexia group as a whole, additional and separate sources of errors were underspecified word representations in long-term memory and homophone errors that likely represent language-based deficits in word knowledge. In the participants, these three factors (sequential/spatial letter confusion, underspecified word form representation, language-based deficits) occurred either as single factors or in combination with each other.
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Affiliation(s)
- Beate Peter
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe, AZ, USA
- Department of Communication Sciences and Disorders, Saint Louis University, Saint Louis, MO, USA
| | - Andria Albert
- School of Life Sciences, Arizona State University, Tempe, AZ, USA
| | - Shelley Gray
- Speech and Hearing Science, College of Health Solutions, Arizona State University, Tempe, AZ, USA
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17
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Peter B, Bruce L, Raaz C, Williams E, Pfeiffer A, Rogalsky C. Comparing global motor characteristics in children and adults with childhood apraxia of speech to a cerebellar stroke patient: evidence for the cerebellar hypothesis in a developmental motor speech disorder. CLINICAL LINGUISTICS & PHONETICS 2021; 35:368-392. [PMID: 33327803 DOI: 10.1080/02699206.2020.1861103] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2020] [Revised: 12/02/2020] [Accepted: 12/03/2020] [Indexed: 06/12/2023]
Abstract
Individuals with childhood apraxia of speech (CAS) have motor deficits in systems beyond speech and also global deficits in sequential processing, consistent with cerebellar dysfunction. We investigated the cerebellar hypothesis of CAS in 18 children and adolescents with CAS, 11 typical controls, an adult with a probable CAS history, and an adult with a history of a cerebellar stroke. Compared to the controls, children and adolescents with CAS had the greatest difficulty with rapid syllable repetition when alternating between two different syllables types, less difficulty when switching among three different syllables, and no difficulty when repeating the same syllable. They also showed difficulty with alternating but not repetitive key tapping. Motor speeds during the syllable repetition and key tapping tasks where correlated, consistent with a central motor delimiter that governs both systems. Participants with CAS obtained low scores in a test of fine motor ability, where the tasks required rapid integration of complex hand movement sequences. The adult with the probable CAS history obtained motor performance scores that generally resembled those in the children and adolescents with CAS, consistent with motor deficits that persist into adulthood. The participant with the cerebellar stroke history showed deficits in tests of fine and gross motor ability as well as balance. His repetitive and alternating key tapping was slow in the ipsilateral hand relative to the stroke lesion. The shared deficits in sequential motor functions among all participants with CAS and the cerebellar stroke patient are consistent with persisting cerebellar dysfunctions in CAS.
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Affiliation(s)
- Beate Peter
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
- Department of Communication Sciences and Disorders, Saint Louis University, Saint Louis, MO, USA
| | - Laurel Bruce
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Caitlin Raaz
- Department of Audiology and Speech-Language Sciences, University of Northern Colorado, Greeley, CO, USA
| | - Emma Williams
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Allie Pfeiffer
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
| | - Corianne Rogalsky
- College of Health Solutions, Arizona State University, Tempe, AZ, USA
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Elsherif MM, Wheeldon LR, Frisson S. Do dyslexia and stuttering share a processing deficit? JOURNAL OF FLUENCY DISORDERS 2021; 67:105827. [PMID: 33444937 DOI: 10.1016/j.jfludis.2020.105827] [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: 03/09/2020] [Revised: 11/24/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
This study assessed the prevalence of childhood stuttering in adults with dyslexia (AWD) and the prevalence of dyslexia in adults who stutter (AWS). In addition, the linguistic profiles of 50 AWD, 30 AWS and 84 neurotypical adults were measured. We found that 17 out of 50 AWD (34 %) reported stuttering during childhood compared to 1 % of the neurotypical population. This was moderated by the severity of dyslexia: People with mild dyslexia showed a lower prevalence rate (15 %) of childhood stuttering than those with severe dyslexia (47 %). In addition, we observed that 50 % of the AWS (n = 30) fulfilled the diagnostic criteria of dyslexia, even though they had never been diagnosed as dyslexic. Compared to neurotypical adults, phonological working memory, awareness, and retrieval were similarly reduced in AWS and AWD. The findings supports the view that stuttering and dyslexia may share a phonological deficit.
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Affiliation(s)
- Mahmoud M Elsherif
- Department of Psychology, University of Birmingham, Birmingham, B15 2TT, UK.
| | - Linda R Wheeldon
- Department of Psychology, University of Birmingham, Birmingham, B15 2TT, UK; Department of Foreign Languages and Translation, University of Agder, 4604 Kristiansand, Norway
| | - Steven Frisson
- Department of Psychology, University of Birmingham, Birmingham, B15 2TT, UK
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Aguilar-Mediavilla E, Guirado-Moreno JL, Sánchez-Azanza V, Adrover-Roig D, Valera-Pozo M. Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula. REVISTA DE INVESTIGACIÓN EN LOGOPEDIA 2021. [DOI: 10.5209/rlog.69256] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
El objetivo de este trabajo fue evaluar el impacto de una intervención escolar en control inhibitorio llevada a cabo dentro de diversas aulas de segundo ciclo de primaria (9-11 años) que tenían alumnos con Trastorno del Desarrollo del Lenguaje (n = 5) o dislexia (n = 4) y sus compañeros de aula sin dificultades (n = 6). El diseño siguió un modelo pre-post intervención con las variables dependientes fluidez verbal, memoria fonológica y control inhibitorio. La intervención consistió en ocho sesiones de 10 minutos a todo el grupo clase, dos por semana durante cuatro semanas, más una sesión larga de 1 hora en grupo pequeño en medio de las sesiones, en las que se realizaba actividades basadas en diferentes tareas de control inhibitorio (“Stroop”, “Go-no go”, “Plots”, “Simon”,…). Los niños con TDL y dislexia mostraron una puntuación más baja en memoria fonológica antes de la intervención. La intervención sólo tuvo efecto en una leve mejora en todos los grupos en la memoria fonológica. Sin embargo, las comparaciones entre los grupos post-intervención mostraron puntuaciones significativamente más bajas en el grupo TDL respecto a los otros dos en fluencia verbal y control inhibitorio, que pueden indicar una posible mejoría de los grupos de dislexia y sin dificultades en estas variables. En conclusión, la intervención tuvo un escaso efecto, especialmente en el grupo con TDL. Se requieren más trabajos con un mayor número de participantes y de sesiones de intervención para poder corroborar la falta de efecto específico sobre el control inhibitorio y la fluencia verbal en los grupos intervenidos.
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20
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Shen C, Janse E. Maximum Speech Performance and Executive Control in Young Adult Speakers. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3611-3627. [PMID: 33079614 DOI: 10.1044/2020_jslhr-19-00257] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose This study investigated whether maximum speech performance, more specifically, the ability to rapidly alternate between similar syllables during speech production, is associated with executive control abilities in a nonclinical young adult population. Method Seventy-eight young adult participants completed two speech tasks, both operationalized as maximum performance tasks, to index their articulatory control: a diadochokinetic (DDK) task with nonword and real-word syllable sequences and a tongue-twister task. Additionally, participants completed three cognitive tasks, each covering one element of executive control (a Flanker interference task to index inhibitory control, a letter-number switching task to index cognitive switching, and an operation span task to index updating of working memory). Linear mixed-effects models were fitted to investigate how well maximum speech performance measures can be predicted by elements of executive control. Results Participants' cognitive switching ability was associated with their accuracy in both the DDK and tongue-twister speech tasks. Additionally, nonword DDK accuracy was more strongly associated with executive control than real-word DDK accuracy (which has to be interpreted with caution). None of the executive control abilities related to the maximum rates at which participants performed the two speech tasks. Conclusion These results underscore the association between maximum speech performance and executive control (cognitive switching in particular).
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Affiliation(s)
- Chen Shen
- Centre for Language Studies, Radboud University, Nijmegen, the Netherlands
| | - Esther Janse
- Centre for Language Studies, Radboud University, Nijmegen, the Netherlands
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21
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Lancaster HS, Liu X, Dinu V, Li J. Identifying interactive biological pathways associated with reading disability. Brain Behav 2020; 10:e01735. [PMID: 32596987 PMCID: PMC7428467 DOI: 10.1002/brb3.1735] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 06/01/2020] [Accepted: 06/07/2020] [Indexed: 12/13/2022] Open
Abstract
INTRODUCTION Past research has suggested that reading disability is a complex disorder involving genetic and environment contributions, as well as gene-gene and gene-environment interaction, but to date little is known about the underlying mechanisms. METHOD Using the Avon Longitudinal Study of Parents and Children, we assessed the contributions of genetic, demographic, and environmental variables on case-control status using machine learning. We investigated the functional interactions between genes using pathway and network analysis. RESULTS Our results support a systems approach to studying the etiology of reading disability with many genes (e.g., RAPGEF2, KIAA0319, DLC1) and biological pathways (e.g., neuron migration, positive regulation of dendrite regulation, nervous system development) interacting with each other. We found that single nucleotide variants within genes often had opposite effects and that enriched biological pathways were mediated by neuron migration. We also identified behavioral (i.e., receptive language, nonverbal intelligence, and vocabulary), demographic (i.e., mother's highest education), and environmental (i.e., birthweight) factors that influenced case-control status when accounting for genetic information. DISCUSSION The behavioral and demographic factors were suggested to be protective against reading disability status, while birthweight conveyed risk. We provided supporting evidence that reading disability has a complex biological and environmental etiology and that there may be a shared genetic and neurobiological architecture for reading (dis)ability.
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Affiliation(s)
- Hope Sparks Lancaster
- College of Health SolutionsArizona State UniversityTempeAZUSA
- Department of Computing, Informatics, and Decision Systems EngineeringSchools of EngineeringArizona State UniversityTempeAZUSA
| | - Xiaonan Liu
- Department of Computing, Informatics, and Decision Systems EngineeringSchools of EngineeringArizona State UniversityTempeAZUSA
| | - Valentin Dinu
- College of Health SolutionsArizona State UniversityTempeAZUSA
| | - Jing Li
- School of Industrial and Systems EngineeringGeorgia Institute of TechnologyAtlantaGAUSA
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22
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Miller GJ, Lewis B, Benchek P, Freebairn L, Tag J, Budge K, Iyengar SK, Voss-Hoynes H, Taylor HG, Stein C. Reading Outcomes for Individuals With Histories of Suspected Childhood Apraxia of Speech. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1432-1447. [PMID: 31419159 PMCID: PMC7251600 DOI: 10.1044/2019_ajslp-18-0132] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2018] [Revised: 10/18/2018] [Accepted: 04/27/2019] [Indexed: 05/31/2023]
Abstract
Purpose The primary aims of this study were to examine the speech-language correlates of decoding difficulties in children with histories of suspected childhood apraxia of speech (sCAS) and to identify predictors of low-proficiency reading levels. Method Participants were school-age children and adolescents, 7-18 years of age, diagnosed with sCAS (n = 40) or speech sound disorder but no sCAS (SSD-no sCAS; n = 119). The sCAS and SSD-no sCAS reading groups were compared on measures of performance IQ, oral language, phonological awareness, rapid automatic naming, diadochokinetic rates, single word articulation, and multisyllable and nonsense word repetition. Logistic regression analyses were employed to identify predictors of low-proficiency reading in the sCAS and SSD-no sCAS groups. Results Sixty-five percent of the participants with sCAS compared to 24% of those with SSD-no sCAS were classified as low-proficiency readers based on nonsense and single word decoding. Analysis failed to reveal significant differences in reading, oral language, or phonological awareness between low-proficiency readers with sCAS and low-proficiency readers with SSD-no sCAS. Oral language and phonological awareness skills were the best predictors of reading level for all participants, followed by performance on multisyllabic word repetition and diadochokinetic rate. Conclusions The language and phonological awareness deficits of children with sCAS are related to their risks for reading failure. To a lesser degree, motor speech deficits and speech sound production also increase risks for reading difficulties. The findings justify early intervention for this subset of children.
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Affiliation(s)
- Gabrielle J. Miller
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Barbara Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Penelope Benchek
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Lisa Freebairn
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Jessica Tag
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Karlie Budge
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Sudha K. Iyengar
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Heather Voss-Hoynes
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - H. Gerry Taylor
- Research Institute at Nationwide Children's Hospital, Ohio State University, Columbus
| | - Catherine Stein
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
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Auditory gating in adults with dyslexia: An ERP account of diminished rapid neural adaptation. Clin Neurophysiol 2019; 130:2182-2192. [DOI: 10.1016/j.clinph.2019.07.028] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2019] [Revised: 07/08/2019] [Accepted: 07/19/2019] [Indexed: 12/13/2022]
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24
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Peter B, Vose C, Bruce L, Ingram D. Starting to Talk at Age 10 Years: Lessons About the Acquisition of English Speech Sounds in a Rare Case of Severe Congenital But Remediated Motor Disease of Genetic Origin. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1029-1038. [PMID: 31298943 DOI: 10.1044/2019_ajslp-18-0156] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose This study was conducted to observe speech development in a child whose onset of oral communication was extremely delayed. In rare cases, children are born with physical limitations that temporarily interfere with speech sound production. Whether the development of speech sound production follows the same trajectory as that in typical children at younger ages is not well understood. Method We present a child who was wheelchair-bound and communicated nearly exclusively via augmentative and alternative communication devices due to severe congenital motor disease and generalized hypotonia. At age 10 years, her condition improved dramatically with medication after a mutation in a dopamine-related gene was discovered, and she switched entirely to oral communication. Observation of speech development was based on chart reviews, video recordings, and direct testing at age 15 years. Results At age 4 years, the participant's attempts at speech showed a small phoneme inventory consisting of early-acquired phonemes and large numbers of common phonological processes. Following the medical intervention at age 10 years, mastery of velars occurred after age 12 years and mastery of liquids was still incomplete at age 15 years. Conclusions Findings are consistent with general growth trends in speech sound acquisition that are independent of chronological age. Theoretical considerations regarding the role of motor control in the invariant order of speech sound acquisition are posited, specifically regarding articulatory building blocks. Clinical recommendations include interprofessional management of children with complex motor disease and referrals to genetics professionals in the care of such children.
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Affiliation(s)
- Beate Peter
- Department of Speech and Hearing Science, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Saint Louis University, MO
| | - Caitlin Vose
- Department of Speech and Hearing Science, Arizona State University, Tempe
- Department of Communication Sciences and Disorders, Syracuse University, NY
| | - Laurel Bruce
- Department of Speech and Hearing Science, Arizona State University, Tempe
| | - David Ingram
- Department of Speech and Hearing Science, Arizona State University, Tempe
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Turner SJ, Vogel AP, Parry-Fielder B, Campbell R, Scheffer IE, Morgan AT. Looking to the Future: Speech, Language, and Academic Outcomes in an Adolescent with Childhood Apraxia of Speech. Folia Phoniatr Logop 2019; 71:203-215. [PMID: 31330526 DOI: 10.1159/000500554] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2018] [Accepted: 04/18/2019] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The clinical course of childhood apraxia of speech (CAS) is poorly understood. Of the few longitudinal studies in the field, only one has examined adolescent outcomes in speech, language, and literacy. This study is the first to report long-term speech, language, and academic outcomes in an adolescent, Liam, with CAS. METHODS Speech, language, literacy, and academic outcome data were collected, including 3 research-based assessments. Overall, data were available at 17 time points from 3;10 to 15 years. RESULTS Liam had moderate-to-severe expressive language impairment and poor reading, writing, and spelling up to 10 years. His numeracy was at or above the national average from 8 to 14 years. He made gains in preadolescence, with average expressive language at 11 years and above average reading and writing at 14 years. Nonword reading, reading comprehension, and spelling remained areas of weakness. Receptive language impairment was evident at 13 years, which was an unexpected finding. CONCLUSION Findings from single cases can be hypothesis generating but require verification in larger cohorts. This case shows that at least some children with CAS may gain ground in adolescence, relative to same age peers, in expressive language and academic areas such as reading and writing.
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Affiliation(s)
- Samantha J Turner
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia, .,Speech and Language Group, Clinical Sciences Theme, Murdoch Children's Research Institute, Parkville, Victoria, Australia,
| | - Adam P Vogel
- Centre for Neuroscience of Speech, The University of Melbourne, Melbourne, Victoria, Australia.,Redenlab, Melbourne, Victoria, Australia
| | - Bronwyn Parry-Fielder
- Department of Speech Pathology, The Royal Children's Hospital, Parkville, Victoria, Australia
| | | | - Ingrid E Scheffer
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia.,Epilepsy Research Centre, Department of Medicine, The University of Melbourne, Austin Health, Melbourne, Victoria, Australia.,Florey Institute of Neuroscience and Mental Health, Melbourne, Victoria, Australia
| | - Angela T Morgan
- Department of Paediatrics, The University of Melbourne, The Royal Children's Hospital, Parkville, Victoria, Australia.,Speech and Language Group, Clinical Sciences Theme, Murdoch Children's Research Institute, Parkville, Victoria, Australia
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Cabbage KL, Farquharson K, Iuzzini-Seigel J, Zuk J, Hogan TP. Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits. Lang Speech Hear Serv Sch 2019; 49:774-786. [PMID: 30458539 DOI: 10.1044/2018_lshss-dyslc-18-0008] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 07/13/2018] [Indexed: 01/04/2023] Open
Abstract
Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production-specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.
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Affiliation(s)
- Kathryn L Cabbage
- Department of Communication Disorders, Brigham Young University, Provo, UT
| | - Kelly Farquharson
- Department of Communication Sciences and Disorders, Emerson College, Boston, MA
| | - Jenya Iuzzini-Seigel
- Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI
| | - Jennifer Zuk
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.,Program in Speech and Hearing Bioscience and Technology, Division of Medical Sciences, Harvard University, Boston, MA
| | - Tiffany P Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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27
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Peter B. The role of short-term memory impairment in nonword repetition, real word repetition, and nonword decoding: A case study. CLINICAL LINGUISTICS & PHONETICS 2017; 32:347-352. [PMID: 28933571 PMCID: PMC9675419 DOI: 10.1080/02699206.2017.1375561] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
In a companion study, adults with dyslexia and adults with a probable history of childhood apraxia of speech showed evidence of difficulty with processing sequential information during nonword repetition, multisyllabic real word repetition and nonword decoding. Results suggested that some errors arose in visual encoding during nonword reading, all levels of processing but especially short-term memory storage/retrieval during nonword repetition, and motor planning and programming during complex real word repetition. To further investigate the role of short-term memory, a participant with short-term memory impairment (MI) was recruited. MI was confirmed with poor performance during a sentence repetition and three nonword repetition tasks, all of which have a high short-term memory load, whereas typical performance was observed during tests of reading, spelling, and static verbal knowledge, all with low short-term memory loads. Experimental results show error-free performance during multisyllabic real word repetition but high counts of sequence errors, especially migrations and assimilations, during nonword repetition, supporting short-term memory as a locus of sequential processing deficit during nonword repetition. Results are also consistent with the hypothesis that during complex real word repetition, short-term memory is bypassed as the word is recognized and retrieved from long-term memory prior to producing the word.
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Affiliation(s)
- Beate Peter
- Department of Speech and Hearing Science, Arizona State University, Tempe, AZ
- Department of Communication Sciences and Disorders, Saint Louis University, Saint Louis, MO
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