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Guglielmi F, Alessandri-Bonetti A, Gemelli G, Sangalli L, Gallenzi P. Prevalence of malocclusions and parafunctional habits in pediatric patients with developmental dyslexia. Korean J Orthod 2024; 54:229-238. [PMID: 39048920 PMCID: PMC11270149 DOI: 10.4041/kjod23.256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Revised: 04/09/2024] [Accepted: 04/18/2024] [Indexed: 07/27/2024] Open
Abstract
Objective The study aimed to assess the prevalence of dental malocclusion, orthodontic parameters, and parafunctional habits in children with developmental dyslexia (DD). Methods Forty pediatric patients (67.5% boys and 32.5% girls, mean age: 11.02 ± 2.53 years, range: 6-15 years) with DD were compared with 40 age- and sex-matched healthy participants for prevalence of dental malocclusion, orthodontic parameters, and parafunctional habits. Dental examinations were performed by an orthodontist. Results Pediatric patients with DD exhibited a significantly higher prevalence of Angle Class III malocclusion (22.5% vs. 5.0%, P = 0.024), deep bite (27.5% vs. 7.5%, P = 0.019), midline deviation (55.0% vs. 7.5%, P < 0.0001), midline diastemas (32.5% vs. 7.5%, P = 0.010), wear facets (92.5% vs. 15.0%, P < 0.0001), self-reported nocturnal teeth grinding (82.5% vs. 7.5%, P < 0.0001), nail biting (35.0% vs. 0.0%, P < 0.0001), and atypical swallowing (85.0% vs. 17.5%, P < 0.0001) compared to that in healthy controls. Conclusions Pediatric patients with DD showed a higher prevalence of Class III malocclusion, greater orthodontic vertical and transverse discrepancies, and incidence of parafunctional activities. Clinicians and dentists should be aware of the vulnerability of children with dyslexia for exhibiting malocclusion and encourage early assessment and multidisciplinary intervention.
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Affiliation(s)
- Federica Guglielmi
- Institute of Dental Clinic, Catholic University of Sacred Heart, IRCCS A. Gemelli University Polyclinic Foundation, Rome, Italy
| | - Anna Alessandri-Bonetti
- Institute of Dental Clinic, Catholic University of Sacred Heart, IRCCS A. Gemelli University Polyclinic Foundation, Rome, Italy
| | - Geraldine Gemelli
- Institute of Dental Clinic, Catholic University of Sacred Heart, IRCCS A. Gemelli University Polyclinic Foundation, Rome, Italy
| | - Linda Sangalli
- College of Dental Medicine, Midwestern University, Downers Grove, IL, USA
| | - Patrizia Gallenzi
- Institute of Dental Clinic, Catholic University of Sacred Heart, IRCCS A. Gemelli University Polyclinic Foundation, Rome, Italy
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Perkušić Čović M, Vujović I, Šoda J, Palmović M, Rogić Vidaković M. Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography. Bioengineering (Basel) 2024; 11:459. [PMID: 38790326 PMCID: PMC11117949 DOI: 10.3390/bioengineering11050459] [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: 03/26/2024] [Revised: 05/01/2024] [Accepted: 05/02/2024] [Indexed: 05/26/2024] Open
Abstract
The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150-260 ms), lexical (280-700 ms), and post-lexical stage of processing (750-1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere's pre-lexical time window (160-200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere's post-lexical time window (900-1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.
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Affiliation(s)
- Maja Perkušić Čović
- Polyclinic for Rehabilitation of People with Developmental Disorders, 21000 Split, Croatia;
| | - Igor Vujović
- Signal Processing, Analysis, and Advanced Diagnostics Research and Education Laboratory (SPAADREL), Faculty of Maritime Studies, University of Split, 21000 Split, Croatia; (I.V.); (J.Š.)
| | - Joško Šoda
- Signal Processing, Analysis, and Advanced Diagnostics Research and Education Laboratory (SPAADREL), Faculty of Maritime Studies, University of Split, 21000 Split, Croatia; (I.V.); (J.Š.)
| | - Marijan Palmović
- Laboratory for Psycholinguistic Research, Department of Speech and Language Pathology, University of Zagreb, 10000 Zagreb, Croatia;
| | - Maja Rogić Vidaković
- Laboratory for Human and Experimental Neurophysiology, Department of Neuroscience, School of Medicine, University of Split, 21000 Split, Croatia
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Zhang Y, Huang J, Huang L, Peng L, Wang X, Zhang Q, Zeng Y, Yang J, Li Z, Sun X, Liang S. Atypical characteristic changes of surface morphology and structural covariance network in developmental dyslexia. Neurol Sci 2024; 45:2261-2270. [PMID: 37996775 DOI: 10.1007/s10072-023-07193-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 11/03/2023] [Indexed: 11/25/2023]
Abstract
BACKGROUND Developmental dyslexia (DD) is a neurodevelopmental disorder that is characterized by difficulties with all aspects of information acquisition in the written word, including slow and inaccurate word recognition. The neural basis behind DD has not been fully elucidated. METHOD The study included 22 typically developing (TD) children, 16 children with isolated spelling disorder (SpD), and 20 children with DD. The cortical thickness, folding index, and mean curvature of Broca's area, including the triangular part of the left inferior frontal gyrus (IFGtriang) and the opercular part of the left inferior frontal gyrus, were assessed to explore the differences of surface morphology among the TD, SpD, and DD groups. Furthermore, the structural covariance network (SCN) of the triangular part of the left inferior frontal gyrus was analyzed to explore the changes of structural connectivity in the SpD and DD groups. RESULTS The DD group showed higher curvature and cortical folding of the left IFGtriang than the TD group and SpD group. In addition, compared with the TD group and the SpD group, the structural connectivity between the left IFGtriang and the left middle-frontal gyrus and the right mid-orbital frontal gyrus was increased in the DD group, and the structural connectivity between the left IFGtriang and the right precuneus and anterior cingulate was decreased in the DD group. CONCLUSION DD had atypical structural connectivity in brain regions related to visual attention, memory and which might impact the information input and integration needed for reading and spelling.
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Affiliation(s)
- Yusi Zhang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China
| | - Jiayang Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Li Huang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Lixin Peng
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xiuxiu Wang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Qingqing Zhang
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Yi Zeng
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Junchao Yang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
- College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Zuanfang Li
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China
| | - Xi Sun
- College of Information Engineering, Nanyang Institute of Technology, Nanyang, 473004, China
| | - Shengxiang Liang
- National-Local Joint Engineering Research Center of Rehabilitation Medicine Technology, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Rehabilitation Industry Institute, Fujian University of Traditional Chinese Medicine, Fuzhou, 350122, China.
- Fujian Key Laboratory of Cognitive Rehabilitation, Affiliated Rehabilitation Hospital of Fujian University of Traditional Chinese Medicine, Fuzhou, 350001, Fujian, China.
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4
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Matsuura Y, Jaeah C. Dyslexia Articles Unboxed: Analyzing Their Readability Level. J Dev Behav Pediatr 2024; 45:e211-e216. [PMID: 38896567 DOI: 10.1097/dbp.0000000000001274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 03/14/2024] [Indexed: 06/21/2024]
Abstract
OBJECTIVE Dyslexia is characterized by difficulties with fluent word recognition, decoding, or spelling, and it has been linked to family history. Given the impact of dyslexia on broad academic activities and well-being, ensuring that information about dyslexia is accessible to affected children and their families is vital. This study aims to assess the readability levels of dyslexia-related websites, with the hypothesis that such websites should be written at an appropriate readability level to accommodate those who may also have reading challenges. METHODS This study analyzes the readability of 50 web articles on dyslexia using 6 readability formulas: Flesch-Kincaid Reading Ease, Flesch-Kincaid Grade Level, Gunning Fog Score, Simple Measure of Gobbledygook (SMOG) Index, Coleman Liau Index, and Automated Readability Index. The search term "What is dyslexia" was used on Google. Each article was analyzed using the online calculation website WebFX. The readability goal for these websites was set at fifth grade, a level recommended for patients with reading challenges. RESULTS The study found that among the 50 websites, the lowest median readability score was 11.8 (corresponding to a 12th-grade level) on the SMOG Index, while the highest scores were 15.5 on both the Gunning Fog Score and the Coleman Liau Index (indicative of college-level readability). Almost none of the websites had scores below a fifth-grade level. CONCLUSION Most websites related to dyslexia are too complex. Tools such as readability metrics and sentence restructuring by AI can help make the information more accessible and understandable to the stakeholders.
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Affiliation(s)
- Yusuke Matsuura
- Icahn School of Medicine at Mount Sinai, Department of Pediatrics, New York, NY
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Santoni A, Melcher D, Franchin L, Ronconi L. Electrophysiological signatures of visual temporal processing deficits in developmental dyslexia. Psychophysiology 2024; 61:e14447. [PMID: 37772611 DOI: 10.1111/psyp.14447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Revised: 07/14/2023] [Accepted: 09/10/2023] [Indexed: 09/30/2023]
Abstract
Developmental dyslexia (DD) is a common neurodevelopmental disorder that affects reading ability despite normal intelligence and education. In search of core deficits, previous evidence has linked DD with impairments in temporal aspects of perceptual processing, which might underlie phonological deficits as well as inefficient graphemic parsing during reading. However, electrophysiological evidence for atypical temporal processing in DD is still scarce in the visual modality. Here, we investigated the efficiency of both temporal segregation and integration of visual information by means of event-related potentials (ERPs). We confirmed previous evidence of a selective segregation deficit in dyslexia for stimuli presented in rapid succession (<80 ms), despite unaffected integration performance. Importantly, we found a reduced N1 amplitude in DD, a component related to the allocation of attentional resources, which was independent of task demands (i.e., evident in both segregation and integration). In addition, the P3 amplitude, linked to working memory and processing load, was modulated by task demands in controls but not in individuals with DD. These results suggest that atypical attentional sampling in dyslexia might weaken the quality of information stored in visual working memory, leading to behavioral and electrophysiological signatures of atypical temporal segregation. These results are consistent with some existing theories of dyslexia, such as the magnocellular theory and the "Sluggish Attentional Shifting" framework, and represent novel evidence for neural correlates of decreased visual temporal resolution in DD.
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Affiliation(s)
- Alessia Santoni
- School of Psychology, Vita-Salute San Raffaele University, Milan, Italy
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - David Melcher
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Psychology Program, Division of Science, New York University Abu Dhabi, Abu Dhabi, United Arab Emirates
- Center for Brain and Health, NYUAD Research Institute, New York University Abu Dhabi, Abu Dhabi, United Arab Emirates
| | - Laura Franchin
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - Luca Ronconi
- School of Psychology, Vita-Salute San Raffaele University, Milan, Italy
- Division of Neuroscience, IRCCS Ospedale San Raffaele, Milan, Italy
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Guilding C, White PJ, Cunningham M, Kelly-Laubscher R, Koenig J, Babey AM, Tucker S, Kelly JP, Gorman L, Aronsson P, Hawes M, Ngo SNT, Mifsud J, Werners AH, Hinton T, Khan F, Aljofan M, Angelo T. Defining and unpacking the core concepts of pharmacology: A global initiative. Br J Pharmacol 2024; 181:375-392. [PMID: 37605852 DOI: 10.1111/bph.16222] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 07/11/2023] [Accepted: 08/08/2023] [Indexed: 08/23/2023] Open
Abstract
BACKGROUND AND PURPOSE Development of core concepts in disciplines such as biochemistry, microbiology and physiology have transformed teaching. They provide the foundation for the development of teaching resources for global educators, as well as valid and reliable approaches to assessment. An international research consensus recently identified 25 core concepts of pharmacology. The current study aimed to define and unpack these concepts. EXPERIMENTAL APPROACH A two-phase, iterative approach, involving 60 international pharmacology education experts, was used. The first phase involved drafting definitions for core concepts and identifying key sub-concepts via a series of online meetings and asynchronous work. These were refined in the second phase, through a 2-day hybrid workshop followed by a further series of online meetings and asynchronous work. KEY RESULTS The project produced consensus definitions for a final list of 24 core concepts and 103 sub-concepts of pharmacology. The iterative, discursive methodology resulted in modification of concepts from the original study, including change of 'drug-receptor interaction' to 'drug-target interaction' and the change of the core concept 'agonists and antagonists' to sub-concepts of drug-target interaction. CONCLUSIONS AND IMPLICATIONS Definitions and sub-concepts of 24 core concepts provide an evidence-based foundation for pharmacology curricula development and evaluation. The next steps for this project include the development of a concept inventory to assess acquisition of concepts, as well as the development of case studies and educational resources to support teaching by the global pharmacology community, and student learning of the most critical and fundamental concepts of the discipline.
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Affiliation(s)
- Clare Guilding
- School of Medicine, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Paul J White
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Victoria, Australia
| | - Margaret Cunningham
- Strathclyde Institute for Pharmacy and Biomedical Sciences (SIPBS), University of Strathclyde, Glasgow, UK
| | - Roisin Kelly-Laubscher
- Department of Pharmacology and Therapeutics, College of Medicine and Health, University College Cork, Cork, Ireland
| | - Jennifer Koenig
- School of Medicine, University of Nottingham, Nottingham, UK
| | - Anna-Marie Babey
- Faculty of Medicine and Health, University of New England, Armidale, New South Wales, Australia
| | - Steve Tucker
- School of Medicine, Medical Science and Nutrition, University of Aberdeen, Aberdeen, UK
| | - John P Kelly
- Department of Pharmacology and Therapeutics, School of Medicine, University of Galway, Galway, Ireland
| | - Laurel Gorman
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, Florida, USA
- Department of Biomedical Education, Temple University, Lewis Katz School of Medicine, Philadelphia, Pennsylvania, USA
| | - Patrik Aronsson
- Department of Pharmacology, Institute of Neuroscience and Physiology, The Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden
| | - Martin Hawes
- Department of Comparative Biomedical Sciences, School of Veterinary Medicine, University of Surrey, Guildford, UK
| | - Suong N T Ngo
- School of Animal and Veterinary Science, Faculty of Sciences, Engineering and Technology, The University of Adelaide, Adelaide, South Australia, Australia
| | - Janet Mifsud
- Department of Clinical Pharmacology and Therapeutics, Faculty of Medicine and Surgery, University of Malta, Msida, Malta
| | - Arend H Werners
- School of Veterinary Medicine, St. George's University, True Blue, Grenada
| | - Tina Hinton
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Fouzia Khan
- National Heart and Lung Institute, Faculty of Medicine, Imperial College London, London, UK
| | - Mohamad Aljofan
- Department of Biomedical Science, School of Medicine Nazarbayev University, Astana, Kazakhstan
| | - Tom Angelo
- University of North Carolina, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina, USA
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Rufener KS, Zaehle T, Krauel K. Combined multi-session transcranial alternating current stimulation (tACS) and language skills training improves individual gamma band activity and literacy skills in developmental dyslexia. Dev Cogn Neurosci 2023; 64:101317. [PMID: 37898018 PMCID: PMC10630593 DOI: 10.1016/j.dcn.2023.101317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 10/12/2023] [Accepted: 10/17/2023] [Indexed: 10/30/2023] Open
Abstract
Developmental dyslexia is characterized by the pathologically diminished ability to acquire reading and spelling skills. Accurate processing of acoustic information at the phonemic scale is crucial for successful sound-to-letter-mapping which, in turn, is elemental in reading and spelling. Altered activation patterns in the auditory cortex are thought to provide the neurophysiological basis for the inaccurate phonemic perception. Recently, transcranial electrical stimulation has been shown to be an effective method to ameliorate cortical activation patterns in the auditory cortex. In a sample of children and adolescents with dyslexia, we investigated the effect of multi-session transcranial alternating current stimulation delivered concurrently with a phonological training and in combination with a behavioral literacy skills training. Over a 5-week period the participants received 10 training sessions while gamma-tACS was administered over bilateral auditory cortex. We found that gamma-tACS shifted the peak frequency of auditory gamma oscillations reflecting a more fine-grained processing of time-critical acoustic information. This amelioration was accompanied by increased phonemic processing skills. Moreover, individuals who received gamma-tACS showed significant improvements in their spelling skills four months after the intervention. Our results demonstrate that multi-session gamma-tACS enhances the effects of a behavioral intervention and induces long-term improvement on literacy skills in dyslexia.
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Affiliation(s)
- Katharina S Rufener
- Department of Child and Adolescent Psychiatry and Psychotherapy, Otto-von-Guericke University, Magdeburg, Germany; Center for Behavioral Brain Sciences, Magdeburg, Germany; DZPG (German Center for Mental Health), partner site Halle-Jena, Magdeburg, Germany.
| | - Tino Zaehle
- Department of Neurology, Otto-von-Guericke University, Magdeburg, Germany; Department of Medical Psychology, Otto-von-Guericke University, Magdeburg, Germany; Center for Behavioral Brain Sciences, Magdeburg, Germany; DZPG (German Center for Mental Health), partner site Halle-Jena, Magdeburg, Germany
| | - Kerstin Krauel
- Department of Child and Adolescent Psychiatry and Psychotherapy, Otto-von-Guericke University, Magdeburg, Germany; Center for Behavioral Brain Sciences, Magdeburg, Germany; DZPG (German Center for Mental Health), partner site Halle-Jena, Magdeburg, Germany
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Sunil AB, Banerjee A, Divya M, Rathod HK, Patel J, Gupta M. Dyslexia: An invisible disability or different ability. Ind Psychiatry J 2023; 32:S72-S75. [PMID: 38370946 PMCID: PMC10871397 DOI: 10.4103/ipj.ipj_196_23] [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: 12/02/2022] [Revised: 07/18/2023] [Accepted: 08/03/2023] [Indexed: 02/20/2024] Open
Abstract
Background With a global dyslexia prevalence of at least 10%, significant numbers of students with dyslexia go undiagnosed and their symptoms unaddressed, but with timely intervention, 90% of dyslexic children can be educated in regular inclusive classrooms. Aim This study aimed to estimate the prevalence of dyslexia among primary schoolchildren in government and private schools. Material and Methods A cross-sectional study on 128 primary schoolchildren attending selected government and private schools in Western Maharashtra was conducted and evaluated using the Search tool, which is a standardized study tool for screening dyslexia. Microsoft Excel and MedCalc version 3.1 were used for data entry and analysis. The prevalence of dyslexia was estimated, and differences between groups were evaluated using appropriate tests. Results Of the total sample size of 128 children, findings showed 10.9% of students as dyslexic, 9.3% as vulnerable, and the remaining 79.8% as non-dyslexic. Of 14 dyslexic children, 10 were found to be from government schools and the remaining four were from private schools. Conclusion The high prevalence of dyslexia even in a small study sample size is a matter of concern and emphasizes the need for extensive research and initiatives, including awareness campaigns among teachers, parents, and school authorities, and the importance of detection of undiagnosed dyslexic children as early as possible and providing them with appropriate interventions.
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Affiliation(s)
- Akhila B. Sunil
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Amitav Banerjee
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Madamanchi Divya
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Hetal K. Rathod
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Jhanvi Patel
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
| | - Medhavi Gupta
- Department of Community Medicine, Dr. D. Y. Patil Medical College, Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
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9
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Derbyshire E, Maes M. The Role of Choline in Neurodevelopmental Disorders-A Narrative Review Focusing on ASC, ADHD and Dyslexia. Nutrients 2023; 15:2876. [PMID: 37447203 DOI: 10.3390/nu15132876] [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: 06/02/2023] [Revised: 06/19/2023] [Accepted: 06/20/2023] [Indexed: 07/15/2023] Open
Abstract
Neurodevelopmental disorders appear to be rising in prevalence, according to the recent Global Burden of Disease Study. This rise is likely to be multi-factorial, but the role of certain nutrients known to facilitate neurodevelopment should be considered. One possible contributing factor could be attributed to deficits in choline intake, particularly during key stages of neurodevelopment, which includes the first 1000 days of life and childhood. Choline, a key micronutrient, is crucial for optimal neurodevelopment and brain functioning of offspring. The present narrative review discusses the main research, describing the effect of choline in neurodevelopmental disorders, to better understand its role in the etiology and management of these disorders. In terms of findings, low choline intakes and reduced or altered choline status have been reported in relevant population subgroups: pregnancy (in utero), children with autism spectrum disorders, people with attention deficit hyperactivity disorder and those with dyslexia. In conclusion, an optimal choline provision may offer some neuronal protection in early life and help to mitigate some cognitive effects in later life attributed to neurodevelopmental conditions. Research indicates that choline may act as a modifiable risk factor for certain neurodevelopmental conditions. Ongoing research is needed to unravel the mechanisms and explanations.
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Affiliation(s)
| | - Michael Maes
- Department of Psychiatry, Faculty of Medicine, Chulalongkorn University, Bangkok 4002, Thailand
- Research Institute, Medical University of Plovdiv, 10330 Plovdiv, Bulgaria
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10
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Posner MI, Rothbart MK. How understanding and strengthening brain networks can contribute to elementary education. Front Public Health 2023; 11:1199571. [PMID: 37427273 PMCID: PMC10328089 DOI: 10.3389/fpubh.2023.1199571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 05/17/2023] [Indexed: 07/11/2023] Open
Abstract
Imaging the human brain during the last 35 years offers potential for improving education. What is needed is knowledge on the part of educators of all types of how this potential can be realized in practical terms. This paper briefly reviews the current level of understanding of brain networks that underlie aspects of elementary education and its preparation for later learning. This includes the acquisition of reading, writing and number processing, improving attention and increasing the motivation to learn. This knowledge can enhance assessment devices, improve child behavior and motivation and lead to immediate and lasting improvements in educational systems.
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11
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Mather N, Schneider D. The Use of Cognitive Tests in the Assessment of Dyslexia. J Intell 2023; 11:jintelligence11050079. [PMID: 37233328 DOI: 10.3390/jintelligence11050079] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 04/12/2023] [Accepted: 04/18/2023] [Indexed: 05/27/2023] Open
Abstract
In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities' identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual's response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.
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Affiliation(s)
- Nancy Mather
- Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ 85701, USA
| | - Deborah Schneider
- Hoeft BrainLENS Laboratory, University of Connecticut, Storrs, CT 06268, USA
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12
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Garcia-Medina JJ, Bascuñana-Mas N, Sobrado-Calvo P, Gomez-Molina C, Rubio-Velazquez E, De-Paco-Matallana M, Zanon-Moreno V, Pinazo-Duran MD, Del-Rio-Vellosillo M. Macular Anatomy Differs in Dyslexic Subjects. J Clin Med 2023; 12:jcm12062356. [PMID: 36983356 PMCID: PMC10057708 DOI: 10.3390/jcm12062356] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 03/13/2023] [Accepted: 03/16/2023] [Indexed: 03/30/2023] Open
Abstract
The macula, as the central part of the retina, plays an important role in the reading process. However, its morphology has not been previously studied in the context of dyslexia. In this research, we compared the thickness of the fovea, parafovea and perifovea between dyslexic subjects and normal controls, in 11 retinal segmentations obtained by optical coherence tomography (OCT). With this aim, we considered the nine sectors of the Early Treatment Diabetic Retinopathy Study (ETDRS) grid and also summarized data from sectors into inner ring subfield (parafovea) and outer ring subfield (perifovea). The thickness in all the four parafoveal sectors was significantly thicker in the complete retina, inner retina and middle retina of both eyes in the dyslexic group, as well as other macular sectors (fovea and perifovea) in the inner nuclear layer (INL), inner plexiform layer (IPL), IPL + INL and outer plexiform layer + outer nuclear layer (OPL + ONL). Additionally, the inner ring subfield (parafovea), but not the outer ring subfield (perifovea), was thicker in the complete retina, inner retina, middle retina (INL + OPL + ONL), OPL + ONL, IPL + INL and INL in the dyslexic group for both eyes. In contrast, no differences were found between the groups in any of the sectors or subfields of the outer retina, retinal nerve fiber layer, ganglion cell layer or ganglion cell complex in any eye. Thus, we conclude from this exploratory research that the macular morphology differs between dyslexic and normal control subjects, as measured by OCT, especially in the parafovea at middle retinal segmentations.
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Affiliation(s)
- Jose Javier Garcia-Medina
- Department of Ophthalmology, Optometry, Otolaryngology and Pathology, University of Murcia, 30100 Murcia, Spain
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- General University Hospital Morales Meseguer, 30008 Murcia, Spain
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
| | | | - Paloma Sobrado-Calvo
- Department of Ophthalmology, Optometry, Otolaryngology and Pathology, University of Murcia, 30100 Murcia, Spain
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
| | - Celia Gomez-Molina
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- General University Hospital Morales Meseguer, 30008 Murcia, Spain
| | | | | | - Vicente Zanon-Moreno
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
- Faculty of Health Sciences, International University of Valencia, 46002 Valencia, Spain
| | - Maria Dolores Pinazo-Duran
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
- Cellular and Molecular Ophthalmobiology Group, Surgery Department, Faculty of Medicine and Odontology, University of Valencia, 46010 Valencia, Spain
| | - Monica Del-Rio-Vellosillo
- University Hospital Virgen de la Arrixaca, 30120 Murcia, Spain
- Department of Surgery, Obstetrics and Gynecology and Pediatrics, University of Murcia, 30100 Murcia, Spain
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13
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Vetri L, Pepi A, Alesi M, Maltese A, Scifo L, Roccella M, Quatrosi G, Elia M. Poor School Academic Performance and Benign Epilepsy with Centro-Temporal Spikes. Behav Sci (Basel) 2023; 13:bs13020106. [PMID: 36829335 PMCID: PMC9952252 DOI: 10.3390/bs13020106] [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: 12/16/2022] [Revised: 01/05/2023] [Accepted: 01/12/2023] [Indexed: 01/31/2023] Open
Abstract
BACKGROUND Poor academic performance of students with epilepsy seems to be a multifactorial problem related to difficulties in reading, writing, math, and logic skills. Poor school and academic performances refer to learning problems in a specific academic area due to learning disorders and learning difficulties not excluding the ability to learn in a different manner during school and academic life. Sometimes, school, academic difficulties, and Rolandic epilepsy can coexist together, and there may be comorbidities. Consequently, the risk of impaired academic performance in people with epilepsy is high. METHODS This review analyzed the relationship between Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performance (PSAP) in children and adolescents (aged 6 to 19), and in adults (aged 20 to no age limit). The PRISMA guideline was used to guide our review strategy. RESULTS This research shows that Benign Epilepsy with Centro-Temporal Spikes (BECTS) and poor school and academic performances are strongly correlated. An early onset age, as well as a long persistence of seizures, correlate more closely with PSAP. On the other hand, it appears that good pharmacological control of seizures and remission from the acute phase of the pathology support better school performance. CONCLUSIONS This review highlights how neuropsychological aspects are also involved in patients with BECTS and PSAP, both in the greater predisposition to the establishment of other neuropsychiatric conditions and in the possibility that stigma conditions and poor academic results may have repercussions on the adaptation and functioning of these subjects. Global management of the subject with BECTS and PSAP is essential, which also pays attention to the aspects of social and scholastic inclusion, both to achieve age-appropriate educational and behavioral objectives, to give the necessary tools for the growth of the individual, and to allow a serene transition to adulthood, favoring autonomous learning and better outcomes.
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Affiliation(s)
- Luigi Vetri
- Oasi Research Institute-IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy
- Correspondence: (L.V.); (L.S.)
| | - Annamaria Pepi
- Department of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, Italy
| | - Marianna Alesi
- Department of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, Italy
| | - Agata Maltese
- Department of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, Italy
| | - Lidia Scifo
- Department of Human Studies-Communication, Education and Psychology, LUMSA University, 00193 Roma, Italy
- Correspondence: (L.V.); (L.S.)
| | - Michele Roccella
- Department of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, Italy
| | - Giuseppe Quatrosi
- Department of Psychology, Educational Science and Human Movement, University of Palermo, 90144 Palermo, Italy
| | - Maurizio Elia
- Oasi Research Institute-IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy
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14
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Wissell S, Karimi L, Serry T, Furlong L, Hudson J. Leading Diverse Workforces: Perspectives from Managers and Employers about Dyslexic Employees in Australian Workplaces. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11991. [PMID: 36231288 PMCID: PMC9565350 DOI: 10.3390/ijerph191911991] [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: 07/31/2022] [Revised: 09/09/2022] [Accepted: 09/16/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Dyslexia is a specific learning disability affecting around 1 in 10 Australian adults. It presents unique challenges for employees in the workforce, yet community and workplace awareness of the challenges of dyslexia is limited. The aim of this preliminary research was to explore the experiences and perspectives of Australian employers and managers responsible for supervising employees with dyslexia in the workplace. MATERIALS AND METHODS Using a qualitative research design, we conducted in-depth interviews with four managers who had current or previous experience managing employees with dyslexia. We used a deductive approach to analyse the data and categorise responses to the study questions. RESULTS Participant responses indicated that there is a lack of awareness and understanding of dyslexia within Australian workplaces. Participants identified challenges facing employees with dyslexia in the workplace including, differing personal levels of confidence and comfort in disclosing disability; the possibility of discrimination, and a lack of inclusive organisational practices and processes. Suggestions for ways to improve workplaces for dyslexic employees included: additional support for leaders and managers to drive inclusive leadership, and additional training for leaders and managers on how to best support employees with dyslexia. CONCLUSIONS While only a small sample size, this study indicates that further research is needed to better understand the working environment of Australian leaders and managers. It appears that leaders and mangers need skills and knowledge to better support employees with dyslexia and in doing so create more inclusive workplaces.
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Affiliation(s)
- Shae Wissell
- School of Psychology and Public Health, La Trobe University, Bundoora, VIC 3086, Australia
| | - Leila Karimi
- School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3001, Australia
- School of Medicine and Healthcare Management, Caucasus University, Tbilisi 0102, Georgia
| | - Tanya Serry
- School of Education, La Trobe University, Bundoora, VIC 3086, Australia
| | - Lisa Furlong
- School of Education, La Trobe University, Bundoora, VIC 3086, Australia
- Child Well-Being Research Institute, University of Canterbury, Christchurch 8140, New Zealand
| | - Judith Hudson
- School of Education, University Tasmania, Hobart, TAS 7000, Australia
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15
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Forné S, López-Sala A, Mateu-Estivill R, Adan A, Caldú X, Rifà-Ros X, Serra-Grabulosa JM. Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11526. [PMID: 36141796 PMCID: PMC9517531 DOI: 10.3390/ijerph191811526] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 08/18/2022] [Accepted: 09/09/2022] [Indexed: 06/16/2023]
Abstract
In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children with reading difficulties. The aim of our study is to investigate the effectiveness of an intensive computerized phonological training program designed to improve reading performance in a sample of children with reading difficulties at the early stages of their reading learning process. Thirty-two children with reading difficulties were randomly assigned to one of the two intervention groups: RDIR (children with reading difficulties following a computerized intensive remediation strategy) (n = 20) (7.01 ± 0.69 years), focused on training phonemic awareness, decoding and reading fluency through the computational training; and RDOR (children with reading difficulties following an ordinary remediation strategy) (n = 12) (6.92 ± 0.82 years), which consisted of a reinforcement of reading with a traditional training approach at school. Normal readers (NR) were assigned to the control group (n = 24) (7.32 ± 0.66 years). Our results indicate that both the RDIR and RDOR groups showed an increased reading performance after the intervention. However, children in the RDIR group showed a stronger benefit than the children in the RDOR group, whose improvement was weaker. The control group did not show significant changes in reading performance during the same period. In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties.
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Affiliation(s)
- Susanna Forné
- Department of Psychiatry and Legal Medicine, Universitat Autònoma de Barcelona, 08193 Bellaterra, Spain
| | - Anna López-Sala
- Department of Neurology, Hospital Sant Joan de Déu, 08950 Esplugues de Llobregat, Spain
| | - Roger Mateu-Estivill
- Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain
| | - Ana Adan
- Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain
- Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain
| | - Xavier Caldú
- Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain
- Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain
| | - Xavier Rifà-Ros
- Department of Cognition, Development and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
- Cognition and Brain Plasticity Unit, Bellvitge Biomedical Research Institute, 08908 L’Hospitalet de Llobregat, Spain
| | - Josep M. Serra-Grabulosa
- Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain
- Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain
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16
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Huang A, Zhang J, Wu K, Liu C, Huang Q, Zhang X, Lin X, Huang Y. Exposure to multiple metals and the risk of dyslexia - A case control study in Shantou, China. ENVIRONMENTAL POLLUTION (BARKING, ESSEX : 1987) 2022; 307:119518. [PMID: 35618141 DOI: 10.1016/j.envpol.2022.119518] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 04/14/2022] [Accepted: 05/19/2022] [Indexed: 02/05/2023]
Abstract
Environmental heavy metal exposure has been considered to be the risk factor for neurodevelopmental disorders in children. However, the available data on the associations between multiple metals exposure and the risk of dyslexia in China are limited. The purpose of our study was to examine the associations between urinary metal concentrations and Chinese dyslexia risk. A total of 56 Chinese dyslexics and 60 typically developing children were recruited. The urinary concentration of 13 metals were measured by inductively coupled plasma-mass spectrometer (ICP-MS). Binary logistic regression and the Probit extension of Bayesian kernel machine regression (BKMR-P) were used to explore the associations between multiple metal exposure and the risk of Chinese dyslexia. Our results indicated that Co, Zn and Pb were significantly associated with Chinese dyslexia in the multiple-metal exposure model. After adjusting the covariates, a positive association was observed between Pb and the risk of Chinese dyslexia, with the odds ratio (OR) in the highest quartiles of 6.81 (95%CI: 1.07-43.19; p-trend = 0.024). Co and Zn were negatively associated with the risk of Chinese dyslexia. Compared to the lowest quartile, the ORs of Co and Zn in the highest quartile are 0.13 (95%CI: 0.02-0.72; p-trend = 0.026) and 0.18 (95%CI: 0.04-0.88; p-trend = 0.038), respectively. In addition, BKMR-P analysis indicated that with the cumulative level across Co, Zn and Pb increased, the risk of Chinese dyslexia gradually declined and then rebounded, albeit non-significantly, and Pb was the major contributor in this association. In general, the urinary concentrations of Co, Zn and Pb were significantly associated with Chinese dyslexia. More prospective studies are needed to confirm the health effects of multiple metals exposure in children with Chinese dyslexia.
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Affiliation(s)
- Anyan Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou, 515065, Guangdong Province, China
| | - Jingbing Zhang
- Department of Preventive Medicine, Shantou University Medical College, Shantou, 515041, Guangdong Province, China
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou, 515041, Guangdong Province, China
| | - Caixia Liu
- Department of Preventive Medicine, Shantou University Medical College, Shantou, 515041, Guangdong Province, China
| | - Qingjun Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou, 515065, Guangdong Province, China
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou, 515065, Guangdong Province, China
| | - Xuecong Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou, 515065, Guangdong Province, China
| | - Yanhong Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou, 515065, Guangdong Province, China
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17
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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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18
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Wu CY, Hwang IS. Visual Occlusion Effects On Bipedal Stance Control In Chinese-Speaking Children With Dyslexia. Neurosci Lett 2022; 782:136678. [PMID: 35550402 DOI: 10.1016/j.neulet.2022.136678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 04/21/2022] [Accepted: 05/05/2022] [Indexed: 12/09/2022]
Abstract
Visual processing of complex character configurations is especially challenging for Chinese-speaking children with dyslexia (CSCD). The purpose of this study was to compare the effects of visual occlusion on postural control between dyslexic and non-dyslexic Chinese-speaking children by examining their visual-perceptual capacity and movement coordination with scale measures. Sixteen dyslexic children (10 males and, 6 females, 9.46 ± 1.26 yrs) and sixteen non-dyslexic children (10 males and 6 females, 9.91 ± 1.18 yrs) were recruited from the campus in Taiwan. Motor and visual perceptual performance were assessed with the Movement Assessment Battery for Children, 2nd Edition (MABC-2) and the Test of Visual-Perceptual Skills, 4th Edition (TVPS-4). Root mean square (RMS) and sample entropy (SampEn) of center of pressure (COP) were characterized during a bilateral upright stance with eyes open (EO) and eyes closed (EC). The results showed significant group differences in six of the seven TVPS-4 subscales (P < .001-.017) and one category of the MABC-2 (P = .006). In the EO condition, the children with dyslexia showed a greater RMS of COP specifically in the anterior-posterior (AP) direction than did the non-dyslexic children (P = .029). However, SampEn of COP in the two directions were not group dependent (P > .05). In the EC condition, RMS and SampEn of COP did not vary with group (P > .05). RMS of COP in the AP direction was negatively correlated with the sub-score of visual figure-ground in the TVPS-4 (r = - .381, P = .031). In summary, postural control of Chinese-speaking children with dyslexia is more affected with eyes open than with eyes closed, and the effect is related to visual disturbance of the foreground and background.
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Affiliation(s)
- Ching-Yi Wu
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan City, Taiwan; Physical Therapy Room, Jianan Psychiatric Center, Tainan City, Taiwan
| | - Ing-Shiou Hwang
- Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan City, Taiwan; Department of Physical Therapy, College of Medicine, National Cheng Kung University, Tainan City, Taiwan.
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19
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Xiao P, Zhu K, Liu Q, Xie X, Jiang Q, Feng Y, Wu X, Tang J, Song R. Association between developmental dyslexia and anxiety/depressive symptoms among children in China: The chain mediating of time spent on homework and stress. J Affect Disord 2022; 297:495-501. [PMID: 34743962 DOI: 10.1016/j.jad.2021.10.120] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 10/21/2021] [Accepted: 10/25/2021] [Indexed: 12/20/2022]
Abstract
BACKGROUND The relationship between dyslexia and anxiety/depressive symptoms among children in China is unclear. Besides, the pathways to explain the risks are also undefined. METHODS 3993 primary school students from grade 2 to 6 were recruited in this study. The Dyslexia Checklist for Chinese Children and the Pupil Rating Scale-Revised Screening for Learning Disabilities were used to filter the dyslexic children. The Chinese perceived stress scale, the Screen for Child Anxiety Related Emotional Disorders, and the Children's Depression Inventory-Short Form were used separately to assess stress, anxiety symptoms, and depressive symptoms of the children. Time spent on homework was obtained by asking their parents: "How long does it take the children to complete the homework every day?". The chain mediation models were examined using SPSS PROCESS macro 3.3 software. RESULTS Dyslexic children spend more time on homework (2.61±1.15), and have higher scores for depression (4.75±3.60) and stress (26.55±7.40) compared to normal children (1.87±0.77, 3.25±3.32, and 23.20±8.43, respectively). The differences are statistically significant (all P<0.01). There is no direct association between dyslexia and anxiety symptoms, while dyslexia has a direct link with depressive symptoms. Dyslexia could affect anxiety/depressive symptoms via the independent mediating effect of stress and the chain mediating effect of time spent on homework and stress. The total indirect effect is 0.21 and 0.25, respectively. LIMITATIONS The data used in our study is self-reported and this is a cross-sectional study. CONCLUSIONS Time spent on homework and stress could mediate the association between dyslexia and anxiety/depressive symptoms.
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Affiliation(s)
- Pei Xiao
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Kaiheng Zhu
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Qi Liu
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xinyan Xie
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Qi Jiang
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Yanan Feng
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xiaoqian Wu
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Jun Tang
- Department of Children's Rehabilitation, Wuhan Psychology Hospital, Wuhan Mental Health Center, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
| | - Ranran Song
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China.
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20
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Huang A, Sun M, Zhang X, Lin Y, Lin X, Wu K, Huang Y. Self-Concept in Primary School Student with Dyslexia: The Relationship to Parental Rearing Styles. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189718. [PMID: 34574639 PMCID: PMC8466928 DOI: 10.3390/ijerph18189718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 09/07/2021] [Accepted: 09/13/2021] [Indexed: 02/05/2023]
Abstract
Dyslexic children may be more likely to form a negative self-concept, especially with poor educational experiences and negative parenting. The purpose of the present study was to investigate the self-concept of Chinese dyslexic children in primary school, and explore the influence factors of self-concept as well as its relationship with parenting style. A total of 50 children with dyslexia and 50 non-dyslexics matched for age, grade and gender participated in the study. We used the Piers-Harris children's self-concept scale (PHCSS) and the Chinese version of Egna Minnen Beträffande Uppfostran for Children (EMBU-C) to evaluate the self-concept and parenting styles of the study population. Our results indicated that the academic competence, popularity and general self-concept in the dyslexic group were significantly lower than those in the control group (p < 0.05). Based on the multivariate linear regression, we also found that residence (β = -0.32, p < 0.05) and physical activity (β = 0.36, p < 0.01) may influence factors self-concept in dyslexic children. In addition, a moderate and positive correlation was found between the self-concept of physical appearance and maternal emotional warmth (r = 0.36, p < 0.05) by using the Spearman correlation analysis. Our outcomes suggested that children with dyslexia have a poorer self-concept than typical developing children. The self-concept of dyslexic children should be improved in order to achieve better physical and mental development.
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Affiliation(s)
- Anyan Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Mingfan Sun
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China;
| | - Xuanzhi Zhang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Yuhang Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Xuecong Lin
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou 515041, China;
- Correspondence: (K.W.); (Y.H.); Tel.: +86-0754-8890-0445 (K.W.); +86-0754-8890-0599 (Y.H.)
| | - Yanhong Huang
- Mental Health Center, Shantou University Medical College, North Taishan Road, Shantou 515065, China; (A.H.); (X.Z.); (Y.L.); (X.L.)
- Correspondence: (K.W.); (Y.H.); Tel.: +86-0754-8890-0445 (K.W.); +86-0754-8890-0599 (Y.H.)
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