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Tang X, Turesky TK, Escalante ES, Loh MY, Xia M, Yu X, Gaab N. Longitudinal associations between language network characteristics in the infant brain and school-age reading abilities are mediated by early-developing phonological skills. Dev Cogn Neurosci 2024; 68:101405. [PMID: 38875769 PMCID: PMC11225703 DOI: 10.1016/j.dcn.2024.101405] [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: 11/23/2023] [Revised: 04/30/2024] [Accepted: 06/06/2024] [Indexed: 06/16/2024] Open
Abstract
Reading acquisition is a prolonged learning process relying on language development starting in utero. Behavioral longitudinal studies reveal prospective associations between infant language abilities and preschool/kindergarten phonological development that relates to subsequent reading performance. While recent pediatric neuroimaging work has begun to characterize the neural network underlying language development in infants, how this neural network scaffolds long-term language and reading acquisition remains unknown. We addressed this question in a 7-year longitudinal study from infancy to school-age. Seventy-six infants completed resting-state fMRI scanning, and underwent standardized language assessments in kindergarten. Of this larger cohort, forty-one were further assessed on their emergent word reading abilities after receiving formal reading instructions. Hierarchical clustering analyses identified a modular infant language network in which functional connectivity (FC) of the inferior frontal module prospectively correlated with kindergarten-age phonological skills and emergent word reading abilities. These correlations were obtained when controlling for infant age at scan, nonverbal IQ and parental education. Furthermore, kindergarten-age phonological skills mediated the relationship between infant FC and school-age reading abilities, implying a critical mid-way milestone for long-term reading development from infancy. Overall, our findings illuminate the neurobiological mechanisms by which infant language capacities could scaffold long-term reading acquisition.
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Affiliation(s)
- Xinyi Tang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Ted K Turesky
- Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA
| | - Elizabeth S Escalante
- Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA; Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, NC 27514, USA
| | - Megan Yf Loh
- Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA
| | - Mingrui Xia
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Xi Yu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.
| | - Nadine Gaab
- Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA
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Gunderson LPK, Brice K, Parra M, Engelhart AS, Centanni TM. A novel paradigm for measuring prediction abilities in a rat model using a speech-sound discrimination task. Behav Brain Res 2024; 472:115143. [PMID: 38986956 DOI: 10.1016/j.bbr.2024.115143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Revised: 06/17/2024] [Accepted: 07/06/2024] [Indexed: 07/12/2024]
Abstract
The ability to predict and respond to upcoming stimuli is a critical skill for all animals, including humans. Prediction operates largely below conscious awareness to allow an individual to recall previously encountered stimuli and prepare an appropriate response, especially in language. The ability to predict upcoming words within typical speech patterns aids fluent comprehension, as conversational speech occurs quickly. Individuals with certain neurodevelopmental disorders such as autism and dyslexia have deficits in their ability to generate and use predictions. Rodent models are often used to investigate specific aspects of these disorders, but there is no existing behavioral paradigm that can assess prediction capabilities with complex stimuli like speech sounds. Thus, the present study modified an existing rapid speech sound discrimination paradigm to assess whether rats can form predictions of upcoming speech sound stimuli and utilize them to improve task performance. We replicated prior work showing that rats can discriminate between speech sounds presented at rapid rates. We also saw that rats responded exclusively to the target at slow speeds but began responding to the predictive cue in anticipation of the target as the speed increased, suggesting that they learned the predictive value of the cue and adjusted their behavior accordingly. This prediction task will be useful in assessing prediction deficits in rat models of various neurodevelopmental disorders through the manipulation of both genetic and environmental factors.
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Affiliation(s)
- Logun P K Gunderson
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States
| | - Kelly Brice
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States
| | - Monica Parra
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States
| | - Abby S Engelhart
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States
| | - Tracy M Centanni
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, United States; Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville, FL 32610, United States.
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3
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Davison KE, Ronderos J, Gomez S, Boucher AR, Zuk J. Caregiver Self-Efficacy in Relation to Caregivers' History of Language and Reading Difficulties and Children's Shared Reading Experiences. Lang Speech Hear Serv Sch 2024; 55:853-869. [PMID: 38820226 PMCID: PMC11253799 DOI: 10.1044/2024_lshss-23-00067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 10/13/2023] [Accepted: 04/01/2024] [Indexed: 06/02/2024] Open
Abstract
PURPOSE Emerging literature suggests caregiver self-efficacy is an important factor related to caregivers' shared reading practices with their children. Reduced shared reading has been documented among families of caregiver(s) with language-based learning disabilities (LBLD). Yet, it remains unclear whether caregivers' history of language and reading difficulties is associated with caregiver self-efficacy. The purpose of this study was to examine whether self-efficacy in language- and reading-related caregiver activities related to caregiver history of language and reading difficulties and shared reading practices. METHOD One hundred seventy-six caregivers of children aged 18-60 months completed a custom self-efficacy in language- and reading-related caregiver activities questionnaire, as well as demographic, history of language and reading difficulties (used both as a continuous measure and to dichotomize caregivers with and without LBLD history), and shared reading measures in a one-time survey. RESULTS Caregivers with a history of LBLD reported an overall lower self-efficacy and a reduced amount of time reading with their children per week than caregivers without LBLD history. Examining caregiver history of language and reading difficulties continuously across the whole group, self-efficacy mediated the relationship between caregiver difficulties and shared reading practices, even when caregiver education was incorporated as an additional mediator in models. CONCLUSIONS Findings indicate that self-efficacy and caregiver education mediate the relationship between caregiver history of language and reading difficulties and shared reading practices. Consideration of self-efficacy by clinicians and educators is warranted when promoting shared reading practices to caregivers of young children. There is a need for future research to examine relationships between self-efficacy and shared reading among caregivers with LBLD of culturally and linguistically diverse backgrounds. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25901590.
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Affiliation(s)
- Kelsey E. Davison
- Department of Speech, Language and Hearing Sciences, Boston University, MA
| | - Juliana Ronderos
- Department of Speech, Language and Hearing Sciences, Boston University, MA
| | - Sophia Gomez
- Department of Speech, Language and Hearing Sciences, Boston University, MA
| | - Alyssa R. Boucher
- Department of Speech, Language and Hearing Sciences, Boston University, MA
| | - Jennifer Zuk
- Department of Speech, Language and Hearing Sciences, Boston University, MA
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4
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Yang Q, Cheng C, Wang Z, Zhang X, Zhao J. Interaction between Risk Single-Nucleotide Polymorphisms of Developmental Dyslexia and Parental Education on Reading Ability: Evidence for Differential Susceptibility Theory. Behav Sci (Basel) 2024; 14:507. [PMID: 38920839 PMCID: PMC11201191 DOI: 10.3390/bs14060507] [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: 04/10/2024] [Revised: 06/11/2024] [Accepted: 06/13/2024] [Indexed: 06/27/2024] Open
Abstract
While genetic and environmental factors have been shown as predictors of children's reading ability, the interaction effects of identified genetic risk susceptibility and the specified environment for reading ability have rarely been investigated. The current study assessed potential gene-environment (G×E) interactions on reading ability in 1477 school-aged children. The gene-environment interactions on character recognition were investigated by an exploratory analysis between the risk single-nucleotide polymorphisms (SNPs), which were discovered by previous genome-wide association studies of developmental dyslexia (DD), and parental education (PE). The re-parameterized regression analysis suggested that this G×E interaction conformed to the strong differential susceptibility model. The results showed that rs281238 exhibits a significant interaction with PE on character recognition. Children with the "T" genotype profited from high PE, whereas they performed worse in low PE environments, but "CC" genotype children were not malleable in different PE environments. This study provided initial evidence for how the significant SNPs in developmental dyslexia GWA studies affect children's reading performance by interacting with the environmental factor of parental education.
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Affiliation(s)
| | | | | | | | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, 199 South Chang’an Road, Xi’an 710062, China; (Q.Y.); (C.C.); (Z.W.); (X.Z.)
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5
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Tang X, Turesky TK, Escalante ES, Loh MY, Xia M, Yu X, Gaab N. Longitudinal associations between language network characteristics in the infant brain and school-age reading abilities are mediated by early-developing phonological skills. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2023.06.22.546194. [PMID: 38895379 PMCID: PMC11185523 DOI: 10.1101/2023.06.22.546194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/21/2024]
Abstract
Reading acquisition is a prolonged learning process relying on language development starting in utero. Behavioral longitudinal studies reveal prospective associations between infant language abilities and preschool/kindergarten phonological development that relates to subsequent reading performance. While recent pediatric neuroimaging work has begun to characterize the neural network underlying language development in infants, how this neural network scaffolds long-term language and reading acquisition remains unknown. We addressed this question in a 7-year longitudinal study from infancy to school-age. Seventy-six infants completed resting-state fMRI scanning, and underwent standardized language assessments in kindergarten. Of this larger cohort, forty-one were further assessed on their emergent word reading abilities after receiving formal reading instructions. Hierarchical clustering analyses identified a modular infant language network in which functional connectivity (FC) of the inferior frontal module prospectively correlated with kindergarten-age phonological skills and emergent word reading abilities. These correlations were obtained when controlling for infant age at scan, nonverbal IQ and parental education. Furthermore, kindergarten-age phonological skills mediated the relationship between infant FC and school-age reading abilities, implying a critical mid-way milestone for long-term reading development from infancy. Overall, our findings illuminate the neurobiological mechanisms by which infant language capacities could scaffold long-term reading acquisition.
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Affiliation(s)
- Xinyi Tang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China, 100875
| | - Ted K. Turesky
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA, 02138
| | - Elizabeth S. Escalante
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA, 02138
| | - Megan Yf Loh
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA, 02138
| | - Mingrui Xia
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China, 100875
| | - Xi Yu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China, 100875
| | - Nadine Gaab
- Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts, USA, 02138
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6
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Li M, DeMille MMC, Lovett MW, Bosson-Heenan J, Frijters JC, Gruen JR. Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment. NPJ SCIENCE OF LEARNING 2024; 9:36. [PMID: 38702345 PMCID: PMC11068914 DOI: 10.1038/s41539-024-00247-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 04/11/2024] [Indexed: 05/06/2024]
Abstract
Proficient reading requires critical phonological processing skill that interacts with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1419 children ages 8-15 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.
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Affiliation(s)
- Miao Li
- Department of Curriculum and Instruction, College of Education, University of Houston, Houston, TX, USA.
| | - Mellissa M C DeMille
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Maureen W Lovett
- Neurosciences and Mental Health Program, The Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
| | - Joan Bosson-Heenan
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Jan C Frijters
- Department of Child and Youth Studies, Faculty of Social Sciences, Brock University, St. Catharines, ON, Canada
| | - Jeffrey R Gruen
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA.
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7
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Rim H, Son H, Kim J. From classroom to life: Gender differences in the persistent effect of learning disabilities on adult depressive symptoms. Soc Sci Med 2024; 349:116886. [PMID: 38626503 DOI: 10.1016/j.socscimed.2024.116886] [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: 12/15/2023] [Revised: 04/01/2024] [Accepted: 04/12/2024] [Indexed: 04/18/2024]
Abstract
Despite the well-established link between adolescent learning disabilities (LD) and mental health, little is known about its long-term consequences. This study examines the relationship between adolescent LD and adult depressive symptoms, with a focus on gender differences and underlying mechanisms. Using a sibling sample from the National Longitudinal Study of Adolescent to Adult Health (N = 3,414), this study estimated sibling fixed effects models to account for unobserved family-level characteristics such as genes and early childhood family and social context. Sobel mediation analyses were conducted to examine social-psychological mechanisms, including the student-teacher relationship, the student-student relationship, and a sense of school belonging. LD in adolescence was positively associated with depressive symptoms in adulthood (b = 0.823, p < 0.05). This association remained robust when controlling for unobserved family-level confounders as well as educational attainment in adulthood. Gender-stratified models showed that only the association for women is statistically significant (b = 1.935, p < 0.05), and its magnitude is nearly three times that of the association for men. Sobel mediation tests indicate that a decline in a sense of school belonging mediates approximately 17% of the association between adolescent LD and adult depressive symptoms. This study's findings suggest that LD in adolescence is associated with an increase in depressive symptoms in adulthood, particularly in women, and a low sense of school belonging may be a potential mediator. Implementing interventions to improve the school integration of girls with LD could be an effective means of improving their long-term mental health.
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Affiliation(s)
- Hyunseo Rim
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea
| | - Hyewon Son
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea
| | - Jinho Kim
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea; Center for Demography of Health and Aging, University of Wisconsin-Madison, Madison, WI, USA.
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8
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Dong L, Giangrande EJ, Womack SR, Yoo K, Beam CR, Jacobson KC, Turkheimer E. A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood. Behav Genet 2023; 53:311-330. [PMID: 37171531 DOI: 10.1007/s10519-023-10145-y] [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: 10/05/2022] [Accepted: 04/21/2023] [Indexed: 05/13/2023]
Abstract
The Scarr-Rowe hypothesis proposes that the heritability of intelligence is higher in more advantaged socioeconomic contexts. An early demonstration of this hypothesis was Rowe and colleagues (Rowe et al., Child Dev 70:1151-1162, 1999), where an interaction between the heritability of verbal intelligence and parental education was identified in adolescent siblings in Wave I of the National Longitudinal Study of Adolescent to Adult Health. The present study repeated their original analysis at Wave I using contemporary methods, replicated the finding during young adulthood at Wave III, and analyzed the interaction longitudinally utilizing multiple measurements. We examined parental education, family income, and peer academic environment as potential moderators. Results indicated increased heritability and decreased shared environmental variance of verbal intelligence at higher levels of parental education and peer academic environment in adolescence. Moreover, moderation by peer academic environment persisted into adulthood with its effect partially attributable to novel gene-environment interactions that arose in the process of cognitive development.
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Affiliation(s)
- LiChen Dong
- Department of Psychology, University of Wisconsin - Madison, Madison, WI, USA.
| | - Evan J Giangrande
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| | - Sean R Womack
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
| | - Kristy Yoo
- Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Christopher R Beam
- Department of Psychology, University of Southern California, Los Angeles, CA, USA
- Leonard Davis School of Gerontology, University of Southern California, Los Angeles, CA, USA
| | - Kristen C Jacobson
- Department of Psychiatry & Behavioral Neuroscience, University of Chicago, Chicago, IL, USA
| | - Eric Turkheimer
- Department of Psychology, University of Virginia, Charlottesville, VA, USA
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9
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Siemons-Lühring DI, Hesping AE, Euler HA, Meyer L, Gietmann C, Suchan B, Neumann K. Spelling Proficiency of Children with a Resolved Phonological Speech Sound Disorder Treated with an Integrated Approach-A Long-Term Follow-Up Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1154. [PMID: 37508650 PMCID: PMC10378544 DOI: 10.3390/children10071154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 06/16/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023]
Abstract
Phonological developmental speech sound disorders (pDSSD) in childhood are often associated with later difficulties in literacy acquisition. The present study is a follow-up of the randomized controlled trial (RCT) on the effectiveness of PhonoSens, a treatment for pDSSD that focuses on improving auditory self-monitoring skills and categorial perception of phoneme contrasts, which could have a positive impact on later spelling development. Our study examines the spelling abilities of 26 German-speaking children (15 girls, 11 boys; mean age 10.1 years, range 9.3-11.2 years) 3-6 years after their successful completion of the PhonoSens treatment. Spelling assessment revealed that only 3 out of 26 participants developed a spelling disorder. In the overall population of fourth-graders, one in five children showed a spelling deficit; in another study of elementary school children, with resolved pDSSD, 18 of 32 children had a spelling deficit. Thus, the applied pDSSD treatment method appears to be associated with positive spelling development. Multiple regression analysis revealed that among the potentially predictive factors for German-speaking children with resolved pDSSD to develop later spelling difficulties, parental educational level and family risk for developmental language disorder (DLD) had an impact on children's spelling abilities; gender and the child's phonological memory had not.
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Affiliation(s)
- Denise I Siemons-Lühring
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Amélie E Hesping
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Harald A Euler
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Lars Meyer
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
- Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1A, 04103 Leipzig, Germany
| | - Corinna Gietmann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
| | - Boris Suchan
- Department of Clinical Neuropsychology, Ruhr-University of Bochum, Universitätsstraße 150, 44801 Bochum, Germany
| | - Katrin Neumann
- Department of Phoniatrics and Pedaudiology, University Hospital Münster, University of Münster, Malmedyweg 13, 48149 Münster, Germany
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10
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Li M, DeMille M, Lovett M, Bosson-Heenan J, Frijters J, Gruen J. Phonological Awareness Mediates the Relationship between DCDC2 and Reading Performance with the Influence of Home Environment. RESEARCH SQUARE 2023:rs.3.rs-2786924. [PMID: 37214935 PMCID: PMC10197759 DOI: 10.21203/rs.3.rs-2786924/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Proficient reading requires critical phonological processing skill that interact with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1,419 children ages 8 to 14 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.
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Affiliation(s)
- Miao Li
- University of Houston/Harvard University
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11
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Michaelides O, Luciano M. Bioenvironmental Predictors of Childhood Reading and Speech Difficulties. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:1740-1754. [PMID: 37059050 DOI: 10.1044/2023_jslhr-22-00476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
PURPOSE Reading and speech difficulties are common in childhood, yet it is not fully understood how much of their etiology is shared. This partly derives from methodological issues related to overlooking the potential co-occurrence between the two sets of difficulties. This study investigated the effects of five bioenvironmental predictors in a sample assessed for such co-occurrence. METHOD A combination of exploratory and confirmatory analyses was performed on longitudinal data from the National Child Development Study. Exploratory latent class analysis was performed on children's reading, speech, and language outcomes at ages 7 and 11 years. Membership in the obtained classes was modeled using a regression with sex and four early-life predictors: gestation period, socioeconomic status, maternal education, and the home reading environment. RESULTS The model yielded four latent classes that broadly reflected (1) average reading and speech, (2) excellent reading, (3) reading difficulties, and (4) speech difficulties. Early-life factors significantly predicted class membership. Male sex and preterm birth emerged as risk factors for both reading and speech difficulties. Protective effects against reading difficulties were identified for maternal education, and lower (but not higher) levels of socioeconomic status and the home reading environment. CONCLUSIONS Co-occurrence of reading and speech difficulties in the sample was low, and differential patterns of effect of the social environment were supported. Reading outcomes were under stronger malleable influence than speech outcomes.
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Affiliation(s)
| | - Michelle Luciano
- Department of Psychology, The University of Edinburgh, United Kingdom
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12
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Stienstra K, Karlson KB. The nature-nurture of academic achievement at the intersection between gender, family background, and school context. SOCIAL SCIENCE RESEARCH 2023; 111:102870. [PMID: 36898789 DOI: 10.1016/j.ssresearch.2023.102870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 12/06/2022] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
We investigate the role of gender, family SES, school SES, and their intersection in educational achievement using a twin design. Drawing on theories of gene-environment interaction, we test whether high-SES environments compensate genetic risks or enhance genetic potential, and its dependency on gender. Using data on 37,000 Danish twin and sibling pairs from population-wide administrative registers, we report three main findings. First, for family SES, but not for school SES, we find that genetic influences play a slightly smaller role in high-SES environments. Second, this relationship is moderated by child gender: in high-SES families, the genetic influence is considerably lower for boys than for girls. Third, the moderating effect of family SES for boys is almost entirely driven by children attending low-SES schools. Our findings thus point to significant heterogeneity in gene-environment interactions, highlighting the importance of considering the multiplicity of social contexts.
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Affiliation(s)
- Kim Stienstra
- Department of Sociology/ICS, Utrecht University, the Netherlands.
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13
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Lachmann T, Bergström K. The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2023. [DOI: 10.1007/s41809-023-00118-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
AbstractDevelopmental dyslexia is a neurodevelopmental disorder characterized by an unexpected impairment in literacy acquisition leading to specific poor academic achievement and possible secondary symptoms. The multi-level framework of developmental dyslexia considers five levels of a causal pathway on which a given genotype is expressed and hierarchically transmitted from one level to the next under the increasing influence of individual learning-relevant traits and environmental factors moderated by cultural conditions. These levels are the neurobiological, the information processing and the skill level (prerequisites and acquisition of literacy skills), the academic achievement level and the level of secondary effects. Various risk factors are present at each level within the assumed causal pathway and can increase the likelihood of exhibiting developmental dyslexia. Transition from one level to the next is neither unidirectional nor inevitable. This fact has direct implications for prevention and intervention which can mitigate transitions from one level to the next. In this paper, various evidence-based theories and findings regarding deficits at different levels are placed in the proposed framework. In addition, the moderating effect of cultural impact at and between information processing and skill levels are further elaborated based on a review of findings regarding influences of different writing systems and orthographies. These differences impose culture-specific demands for literacy-specific cognitive procedures, influencing both literacy acquisition and the manifestation of developmental dyslexia.
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14
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Socioeconomic dissociations in the neural and cognitive bases of reading disorders. Dev Cogn Neurosci 2022; 58:101175. [PMID: 36401889 PMCID: PMC9674867 DOI: 10.1016/j.dcn.2022.101175] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 09/20/2022] [Accepted: 11/14/2022] [Indexed: 11/16/2022] Open
Abstract
Childhood socioeconomic status (SES) strongly predicts disparities in reading development, yet it is unknown whether early environments also moderate the cognitive and neurobiological bases of reading disorders (RD) such as dyslexia, the most prevalent learning disability. SES-diverse 6-9-year-old children (n = 155, half with RD) completed behavioral and functional magnetic resonance imaging (fMRI) tasks engaging phonological and orthographic processing, which revealed corresponding double-dissociations in neurocognitive deficits. At the higher end of the SES spectrum, RD was most strongly explained by differences in phonological skill and corresponding activation in left inferior frontal and temporoparietal regions during phonological processing-widely considered the "core deficit" of RD. However, at the lower end of the SES spectrum, RD was most strongly explained by differences in rapid naming skills and corresponding activation in left temporoparietal and fusiform regions during orthographic processing. Findings indicate that children's early environments systematically moderate the neurocognitive systems underlying RD, which has implications for assessment and treatment approaches to reduce SES disparities in RD outcomes. Further, results suggest that reliance on high-SES convenience samples may mask critical heterogeneity in the foundations of both typical and disordered reading development.
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15
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Turesky TK, Sanfilippo J, Zuk J, Ahtam B, Gagoski B, Lee A, Garrisi K, Dunstan J, Carruthers C, Vanderauwera J, Yu X, Gaab N. Home language and literacy environment and its relationship to socioeconomic status and white matter structure in infancy. Brain Struct Funct 2022; 227:2633-2645. [PMID: 36076111 PMCID: PMC9922094 DOI: 10.1007/s00429-022-02560-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 08/24/2022] [Indexed: 01/25/2023]
Abstract
The home language and literacy environment (HLLE) in infancy has been associated with subsequent pre-literacy skill development and HLLE at preschool-age has been shown to correlate with white matter organization in tracts that subserve pre-reading and reading skills. Furthermore, childhood socioeconomic status (SES) has been linked with both HLLE and white matter organization. It is important to understand whether the relationships between environmental factors such as HLLE and SES and white matter organization can be detected as early as infancy, as this period is characterized by rapid brain development that may make white matter pathways particularly susceptible to these early experiences. Here, we hypothesized that HLLE (1) relates to white matter organization in pre-reading and reading-related tracts in infants, and (2) mediates a link between SES and white matter organization. To test these hypotheses, infants (mean age: 8.6 ± 2.3 months, N = 38) underwent diffusion-weighted imaging MRI during natural sleep. Image processing was performed with an infant-specific pipeline and fractional anisotropy (FA) was estimated from the arcuate fasciculus (AF) and superior longitudinal fasciculus (SLF) bilaterally using the baby automated fiber quantification method. HLLE was measured with the Reading subscale of the StimQ (StimQ-Reading) and SES was measured with years of maternal education. Self-reported maternal reading ability was also quantified and applied to our statistical models as a proxy for confounding genetic effects. StimQ-Reading positively correlated with FA in left AF and to maternal education, but did not mediate the relationship between them. Taken together, these findings underscore the importance of considering HLLE from the start of life and may inform novel prevention and intervention strategies to support developing infants during a period of heightened brain plasticity.
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Affiliation(s)
- Ted K Turesky
- Harvard Graduate School of Education, Cambridge, MA, USA.
- Harvard Medical School, Boston, MA, USA.
| | - Joseph Sanfilippo
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
- School of Medicine, Queen's University, Kingston, ON, Canada
| | | | - Banu Ahtam
- Harvard Medical School, Boston, MA, USA
- Fetal-Neonatal Neuroimaging & Developmental Science Center, Division of Newborn Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
| | - Borjan Gagoski
- Harvard Medical School, Boston, MA, USA
- Fetal-Neonatal Neuroimaging & Developmental Science Center, Division of Newborn Medicine, Department of Pediatrics, Boston Children's Hospital, Boston, MA, USA
| | - Ally Lee
- Harvard Graduate School of Education, Cambridge, MA, USA
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Kathryn Garrisi
- Harvard Graduate School of Education, Cambridge, MA, USA
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Jade Dunstan
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Clarisa Carruthers
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, USA
| | - Jolijn Vanderauwera
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
- Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Xi Yu
- Beijing Normal University, Beijing, China
| | - Nadine Gaab
- Harvard Graduate School of Education, Cambridge, MA, USA
- Harvard Medical School, Boston, MA, USA
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16
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Gabel LA, Battison A, Truong DT, Lindström ER, Voss K, Yu YC, Roongruengratanakul S, Shyntassov K, Riebesell S, Toumanios N, Nielsen-Pheiffer CM, Paniagua S, Gruen JR. Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder. Dev Neurosci 2022; 44:651-670. [PMID: 36223729 PMCID: PMC9928771 DOI: 10.1159/000527480] [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: 06/24/2022] [Accepted: 10/06/2022] [Indexed: 11/19/2022] Open
Abstract
Reading disability (RD), which affects between 5 and 17% of the population worldwide, is the most prevalent form of learning disability, and is associated with underactivation of a universal reading network in children. However, recent research suggests there are differences in learning rates on cognitive predictors of reading performance, as well as differences in activation patterns within the reading neural network, based on orthographic depth (i.e., transparent/shallow vs. deep/opaque orthographies) in children with RD. Recently, we showed that native English-speaking children with RD exhibit impaired performance on a maze learning task that taps into the same neural networks that are activated during reading. In addition, we demonstrated that genetic risk for RD strengthens the relationship between reading impairment and maze learning performance. However, it is unclear whether the results from these studies can be broadly applied to children from other language orthographies. In this study, we examined whether low reading skill was associated with poor maze learning performance in native English-speaking and native German-speaking children, and the influence of genetic risk for RD on cognition and behavior. In addition, we investigated the link between genetic risk and performance on this task in an orthographically diverse sample of children attending an English-speaking international school in Germany. The results from our data suggest that children with low reading skill, or with a genetic risk for reading impairment, exhibit impaired performance on the maze learning task, regardless of orthographic depth. However, these data also suggest that orthographic depth influences the degree of impairment on this task. The maze learning task requires the involvement of various cognitive processes and neural networks that underlie reading, but is not influenced by potential differences in reading experience due to lack of text or oral reporting. As a fully automated tool, it does not require specialized training to administer, and current results suggest it may be a practicable screening tool for early identification of reading impairment across orthographies.
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Affiliation(s)
- Lisa A. Gabel
- Department of Psychology, Lafayette College, Easton, PA
- Program in Neuroscience, Lafayette College, Easton, PA
| | | | | | - Esther R. Lindström
- Department of Education and Human Services, Lehigh University, Bethlehem, PA
| | - Kelsey Voss
- Program in Neuroscience, Lafayette College, Easton, PA
| | - Yih-Choung Yu
- Department of Electrical & Computer Engineering, Lafayette College, Easton, PA
| | | | | | | | | | | | - Steven Paniagua
- Department of Genetics, Yale School of Medicine, New Haven, CT
| | - Jeffrey R. Gruen
- Department of Genetics, Yale School of Medicine, New Haven, CT
- Department of Pediatrics, Yale School of Medicine, New Haven, CT
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17
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Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese–English Bilingual Children: The Moderating Role of Second Language Instruction. Behav Genet 2022; 52:108-122. [DOI: 10.1007/s10519-021-10096-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 12/09/2021] [Indexed: 11/02/2022]
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18
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Li L, Taylor MJ, Bälter K, Xie T, Solberg BS, Haavik J, Arias Vásquez A, Hartman CA, Larsson H. Gene-Environment Interactions in Attention-Deficit/Hyperactivity Disorder Symptom Dimensions: The Role of Unhealthy Food Habits. Genes (Basel) 2021; 13:genes13010047. [PMID: 35052388 PMCID: PMC8774985 DOI: 10.3390/genes13010047] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Revised: 12/17/2021] [Accepted: 12/23/2021] [Indexed: 12/13/2022] Open
Abstract
Background: Dietary habits were investigated as environmental risk factors for Attention-Deficit/Hyperactivity Disorder (ADHD). However, no previous studies explored the effects of dietary factors on modifying the role of genetic factors on ADHD. Methods: Based on a Swedish population-based twin study with 1518 twin pairs aged 20-47 years, we tested whether the importance of genetic and environmental effects on ADHD varied as a function of dietary habits. Self-reported dietary habits and ADHD symptoms were collected. Twin methods were used to test the degree to which high-sugar and unhealthy food intake moderated the genetic and environmental influences on ADHD symptoms. Results: In middle-aged adults, genetic influences on inattention symptoms were statistically significantly higher among individuals with higher levels of high-sugar (45%, 95%CI: 25-54%) and unhealthy food intake (51%, 95%CI: 31-60%), compared with those with lower levels of consumption of high-sugar (36%, 95%CI: 25-47%) and unhealthy foods (30%, 95%CI: 20-41%). Similar patterns were also found for the associations between hyperactivity/impulsivity and high-sugar/unhealthy food intake, even though the moderation effects were not statistically significant. Conclusion The present study suggests that genetic factors play a more prominent role in individual differences of ADHD symptoms in the presence of the high consumption of sugar and unhealthy foods. Future longitudinal studies with multiple assessments of ADHD and dietary habits are needed to replicate our findings.
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Affiliation(s)
- Lin Li
- School of Medical Sciences, Örebro University, 70172 Örebro, Sweden;
- Correspondence: ; Tel.: +46-019-302191
| | - Mark J. Taylor
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, 17165 Stockholm, Sweden; (M.J.T.); (K.B.)
| | - Katarina Bälter
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, 17165 Stockholm, Sweden; (M.J.T.); (K.B.)
- Department of Public Health Sciences, Mälardalen University, 72220 Västerås, Sweden
| | - Tian Xie
- Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), Department of Psychiatry, University Medical Center Groningen, University of Groningen, 9713 Groningen, The Netherlands; (T.X.); (C.A.H.)
| | - Berit Skretting Solberg
- Department of Biomedicine, University of Bergen, 7804 Bergen, Norway; (B.S.S.); (J.H.)
- Child- and Adolescent Psychiatric Outpatient Unit, Hospital Betanien, 5012 Bergen, Norway
| | - Jan Haavik
- Department of Biomedicine, University of Bergen, 7804 Bergen, Norway; (B.S.S.); (J.H.)
- Bergen Center of Brain Plasticity, Division of Psychiatry, Haukeland University Hospital, 5009 Bergen, Norway
| | - Alejandro Arias Vásquez
- Departments of Psychiatry & Human Genetics, Donders Institute for Brain, Cognition, and Behavior, Radboud University Medical Center, 6525 Nijmegen, The Netherlands;
| | - Catharina A. Hartman
- Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), Department of Psychiatry, University Medical Center Groningen, University of Groningen, 9713 Groningen, The Netherlands; (T.X.); (C.A.H.)
| | - Henrik Larsson
- School of Medical Sciences, Örebro University, 70172 Örebro, Sweden;
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, 17165 Stockholm, Sweden; (M.J.T.); (K.B.)
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19
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Romanovska L, Bonte M. How Learning to Read Changes the Listening Brain. Front Psychol 2021; 12:726882. [PMID: 34987442 PMCID: PMC8721231 DOI: 10.3389/fpsyg.2021.726882] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 11/23/2021] [Indexed: 01/18/2023] Open
Abstract
Reading acquisition reorganizes existing brain networks for speech and visual processing to form novel audio-visual language representations. This requires substantial cortical plasticity that is reflected in changes in brain activation and functional as well as structural connectivity between brain areas. The extent to which a child's brain can accommodate these changes may underlie the high variability in reading outcome in both typical and dyslexic readers. In this review, we focus on reading-induced functional changes of the dorsal speech network in particular and discuss how its reciprocal interactions with the ventral reading network contributes to reading outcome. We discuss how the dynamic and intertwined development of both reading networks may be best captured by approaching reading from a skill learning perspective, using audio-visual learning paradigms and longitudinal designs to follow neuro-behavioral changes while children's reading skills unfold.
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Affiliation(s)
| | - Milene Bonte
- *Correspondence: Linda Romanovska, ; Milene Bonte,
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20
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Hollander C, Adi-Japha E. Second Graders' Grapho-Motor Skill Learning and Verbal Learning: The Effects of Socio-Educational Factors. Front Psychol 2021; 12:687207. [PMID: 34712165 PMCID: PMC8547519 DOI: 10.3389/fpsyg.2021.687207] [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: 03/29/2021] [Accepted: 08/31/2021] [Indexed: 11/13/2022] Open
Abstract
Introduction: Children from low socioeconomic status (SES) families, and in particular, those with a lower level of maternal education, show lower fine-motor skills and lower vocabulary scores than their SES peers whose mothers have a higher level of education. Furthermore, low SES children frequently have difficulties in reading and spelling. These difficulties are attributed to deficits in the acquisition of skills through practice, such as those required for developing visual-motor routines, alongside deficits in the intentional acquisition of knowledge, such as those required in verbal learning. The aim of the current study was to test the effect of two background factors: low maternal education (ME) and risk of reading and spelling difficulties on practice-dependent learning of a motor task and intentional learning of a verbal task in second graders from low SES families. Methods: In 2016/17, 134 low-SES second graders with higher and lower ME (95 typical learners and 39 with reading and spelling difficulties) were assessed with (a) the Invented Letter Task (ILT; a grapho-motor skill learning task) across five time-points (initial- and end-training Day 1; initial- and end-training Day 2; and 2-weeks post-training), as well as an ILT transfer task; and (b) The Rey Auditory Verbal Learning Test (RAVLT; an intentional word-learning task in which a word list is read to children for five learning trials and is recalled 20 min later). Findings: Lower ME was associated with surplus segments in the performance of the motor task and its transfer to a novel condition as well as with lower recall on the verbal task, but not with the learning of both the motor and the verbal task. Having reading and spelling difficulties affected motor-task accuracy and also the way children learned the task, as evidenced by surplus segments at the beginning of Day 2, which were reduced with further practice. Conclusion: Low ME affected overall performance level. Reading and spelling difficulties resulted in atypical learning of the motor task. Future research on practice-dependent learning in the context of children coming from low SES families should focus on subgroups within this heterogeneous population.
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Affiliation(s)
| | - Esther Adi-Japha
- School of Education, Bar-Ilan University, Ramat Gan, Israel.,The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
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21
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Animal models of developmental dyslexia: Where we are and what we are missing. Neurosci Biobehav Rev 2021; 131:1180-1197. [PMID: 34699847 DOI: 10.1016/j.neubiorev.2021.10.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/20/2021] [Accepted: 10/22/2021] [Indexed: 12/21/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages. Recently, sensory and cognitive mechanisms have been reported to be potential endophenotypes (EPs) for DD, and nine DD-candidate genes have been identified. Animal models have been used to investigate the etiopathological pathways that underlie the development of complex traits, as they enable the effects of genetic and/or environmental manipulations to be evaluated. Animal research designs have also been linked to cutting-edge clinical research questions by capitalizing on the use of EPs. For the present scoping review, we reviewed previous studies of murine models investigating the effects of DD-candidate genes. Moreover, we highlighted the use of animal models as an innovative way to unravel new insights behind the pathophysiology of reading (dis)ability and to assess cutting-edge preclinical models.
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22
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Gonzalez M. Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators. ANNALS OF DYSLEXIA 2021; 71:547-567. [PMID: 34143372 DOI: 10.1007/s11881-021-00235-z] [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: 10/01/2020] [Accepted: 06/04/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this study was to investigate New Jersey educators' dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators' knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators' professional development and future research directions are discussed.
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Affiliation(s)
- Michelle Gonzalez
- Department of Educational Leadership and Professional Studies, William Paterson University, Wayne, NJ, USA.
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23
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Hall C, Vaughn S. Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series. LEARNING DISABILITY QUARTERLY : JOURNAL OF THE DIVISION FOR CHILDREN WITH LEARNING DISABILITIES 2021; 44:140-144. [PMID: 35400804 PMCID: PMC8993182 DOI: 10.1177/0731948720929010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive-behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.
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Affiliation(s)
- Colby Hall
- University of Virginia, Charlottesville, USA
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24
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Little CW, Lonigan CJ, Phillips BM. Differential Patterns of Growth in Reading and Math Skills during Elementary School. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 113:462-476. [PMID: 34017147 DOI: 10.1037/edu0000635] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by significant individual differences during the early elementary-school period and non-significant individual differences during the late elementary-school period. For math-related skills, non-significant individual differences were present for early math growth and significant individual differences were present in late elementary-school. No clear pattern of cumulative, compensatory, or stable development emerged for either reading-related or math skills. These differing growth patterns highlight developmental complexities and suggest domain-specific differences in achievement growth that are potentially associated with contextual factors.
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Affiliation(s)
| | - Christopher J Lonigan
- Florida State University, Department of Psychology.,Florida State University, Florida Center for Reading Research
| | - Beth M Phillips
- Florida State University, Florida Center for Reading Research.,Florida State University, Department of Educational Psychology and Learning Systems
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25
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Tatsiopoulou P, Porfyri GN, Bonti E, Diakogiannis I. Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice. Brain Sci 2020; 11:brainsci11010004. [PMID: 33374577 PMCID: PMC7822406 DOI: 10.3390/brainsci11010004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Accepted: 12/21/2020] [Indexed: 12/22/2022] Open
Abstract
BACKGROUND A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM's potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children's and adolescents' difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children's physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin's management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge.
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The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis. Neurosci Biobehav Rev 2020; 121:175-200. [PMID: 33246020 DOI: 10.1016/j.neubiorev.2020.11.016] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 11/13/2020] [Accepted: 11/19/2020] [Indexed: 01/25/2023]
Abstract
Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1-18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.
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27
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Exploring the Influence of Early Childhood Education and Care on the Etiology of Achievement. Behav Genet 2020; 50:387-400. [PMID: 32797343 DOI: 10.1007/s10519-020-10013-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] [Received: 08/28/2019] [Revised: 07/12/2020] [Accepted: 08/07/2020] [Indexed: 10/23/2022]
Abstract
The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement.
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28
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Visser L, Kalmar J, Linkersdörfer J, Görgen R, Rothe J, Hasselhorn M, Schulte-Körne G. Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany. Front Psychiatry 2020; 11:292. [PMID: 32411022 PMCID: PMC7198840 DOI: 10.3389/fpsyt.2020.00292] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 03/24/2020] [Indexed: 11/13/2022] Open
Abstract
Children with reading and/or spelling disorders have increased rates of behavioral and emotional problems and combinations of these. Some studies also find increased rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, anxiety disorder, and depression. However, the comorbidities of, e.g., arithmetic disorders with ADHD, anxiety disorder, and depression have been addressed only rarely. The current study explored the probability of children with specific learning disorders (SLD) in reading, spelling, and/or arithmetic to also have anxiety disorder, depression, ADHD, and/or conduct disorder. The sample consisted of 3,014 German children from grades 3 and 4 (mean age 9;9 years) who completed tests assessing reading, spelling as well as arithmetic achievement and intelligence via a web-based application. Psychopathology was assessed using questionnaires filled in by the parents. In children with a SLD we found high rates of anxiety disorder (21%), depression (28%), ADHD (28%), and conduct disorder (22%). Children with SLD in multiple learning domains had a higher risk for psychopathology and had a broader spectrum of psychopathology than children with an isolated SLD. The results highlight the importance of screening for and diagnosing psychiatric comorbidities in children with SLD.
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Affiliation(s)
- Linda Visser
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Julia Kalmar
- Department of Child and Adolescent Psychiatry, Psychosomatic and Psychotherapy, Ludwig-Maximilian-University Munich, Munich, Germany
- Center for Psychological Psychotherapy, University of Heidelberg, Heidelberg, Germany
| | - Janosch Linkersdörfer
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Ruth Görgen
- Department of Child and Adolescent Psychiatry, Psychosomatic and Psychotherapy, Ludwig-Maximilian-University Munich, Munich, Germany
| | - Josefine Rothe
- Department of Child and Adolescent Psychiatry, Psychosomatic and Psychotherapy, Ludwig-Maximilian-University Munich, Munich, Germany
- Department of Child and Adolescent Psychiatry, Faculty of Medicine Carl Gustav Carus, Technical University Dresden, Dresden, Germany
| | - Marcus Hasselhorn
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatic and Psychotherapy, Ludwig-Maximilian-University Munich, Munich, Germany
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Ladányi E, Persici V, Fiveash A, Tillmann B, Gordon RL. Is atypical rhythm a risk factor for developmental speech and language disorders? WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2020; 11:e1528. [PMID: 32244259 PMCID: PMC7415602 DOI: 10.1002/wcs.1528] [Citation(s) in RCA: 59] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 03/07/2020] [Accepted: 03/09/2020] [Indexed: 01/07/2023]
Abstract
Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment. This article is categorized under: Linguistics > Language in Mind and Brain Neuroscience > Development Linguistics > Language Acquisition.
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Affiliation(s)
- Enikő Ladányi
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Valentina Persici
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Department of Psychology, Università degli Studi di Milano - Bicocca, Milan, Italy.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA
| | - Anna Fiveash
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Reyna L Gordon
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Genetics Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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30
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Romeo RR, Christodoulou JA, Halverson KK, Murtagh J, Cyr AB, Schimmel C, Chang P, Hook PE, Gabrieli JDE. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cereb Cortex 2019; 28:2297-2312. [PMID: 28591795 DOI: 10.1093/cercor/bhx131] [Citation(s) in RCA: 62] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2016] [Accepted: 05/09/2017] [Indexed: 01/18/2023] Open
Abstract
Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6-9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
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Affiliation(s)
- Rachel R Romeo
- Division of Medical Sciences, Harvard Medical School and Harvard University, Boston, MA, USA.,McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Joanna A Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
| | - Kelly K Halverson
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Abigail B Cyr
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Carly Schimmel
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Patricia Chang
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Pamela E Hook
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | - John D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA.,MIT Integrated Learning Initiative, Cambridge, MA, USA
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31
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D'Mello AM, Gabrieli JDE. Cognitive Neuroscience of Dyslexia. Lang Speech Hear Serv Sch 2019; 49:798-809. [PMID: 30458541 DOI: 10.1044/2018_lshss-dyslc-18-0020] [Citation(s) in RCA: 36] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Accepted: 05/08/2018] [Indexed: 01/16/2023] Open
Abstract
Purpose This review summarizes what is known about the structural and functional brain bases of dyslexia. Method We review the current literature on structural and functional brain differences in dyslexia. This includes evidence about differences in gray matter anatomy, white matter connectivity, and functional activations in response to print and language. We also summarize findings concerning brain plasticity in response to interventions. Results We highlight evidence relating brain function and structure to instructional issues such as diagnosis and prognosis. We also highlight evidence about brain differences in early childhood, before formal reading instruction in school, which supports the importance of early identification and intervention. Conclusion Neuroimaging studies of dyslexia reveal how the disorder is related to differences in structure and function in multiple neural circuits.
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Affiliation(s)
- Anila M D'Mello
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge.,McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge.,McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge
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33
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Mascheretti S, Andreola C, Scaini S, Sulpizio S. Beyond genes: A systematic review of environmental risk factors in specific reading disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 82:147-152. [PMID: 29566979 DOI: 10.1016/j.ridd.2018.03.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 03/10/2018] [Accepted: 03/11/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND While an understanding of the genetic contributions to specific reading disorder (RD) is emerging, there is no agreement about which putative hazard factors are clearly involved in the aetiology of this disorder. AIMS A literature review looking at the impact of environmental risk variables implicated in RD either per se or when interacting with the genes. METHODS AND PROCEDURES We performed a systematic literature review using the following keywords: dyslexia OR reading disability AND environmental risk factors OR environmental hazard factors, in the following electronic databases: PubMed, Scopus and PsycINFO, without any time restrictions. OUTCOMES AND RESULTS Gestational weeks and birth weight are among the pre- and peri-natal risk factors shown to reliably predict reading readiness and the odds of having RD. Inconclusive findings have been reported for maternal cigarette smoking, family history of psychiatric and medical diseases, and risk of miscarriage. A broad definition of familial socio-economic status and home literacy environment have been identified as good life-long risk predictors of reading skills. CONCLUSIONS AND IMPLICATIONS We highlighted the need to consider environmental hazards, their interactions and interactions with RD-candidate genes in the study of the aetiology of RD in order to provide much-needed insight into how these variables influence reading skills.
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Affiliation(s)
- Sara Mascheretti
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Chiara Andreola
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
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34
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Ozernov-Palchik O, Norton ES, Wang Y, Beach SD, Zuk J, Wolf M, Gabrieli JDE, Gaab N. The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigation. Hum Brain Mapp 2018; 40:741-754. [PMID: 30276914 DOI: 10.1002/hbm.24407] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2018] [Revised: 09/11/2018] [Accepted: 09/17/2018] [Indexed: 12/18/2022] Open
Abstract
Reading is a learned skill crucial for educational attainment. Children from families of lower socioeconomic status (SES) tend to have poorer reading performance and this gap widens across years of schooling. Reading relies on the orchestration of multiple neural systems integrated via specific white-matter pathways, but there is limited understanding about whether these pathways relate differentially to reading performance depending on SES background. Kindergarten white-matter FA and second-grade reading outcomes were investigated in an SES-diverse sample of 125 children. The three left-hemisphere white-matter tracts most associated with reading, and their right-hemisphere homologs, were examined: arcuate fasciculus (AF), superior longitudinal fasciculus (SLF), and inferior longitudinal fasciculus (ILF). There was a significant and positive association between SES and fractional anisotropy (FA) in the bilateral ILF in kindergarten. SES moderated the association between kindergarten ILF and second grade reading performance, such that it was positive in lower-SES children, but not significant in higher-SES children. These results have implications for understanding the role of the environment in the development of the neural pathways that support reading.
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Affiliation(s)
- Ola Ozernov-Palchik
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA
| | - Elizabeth S Norton
- Department of Communication Sciences and Disorders, Department of Medical Social Sciences, and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL
| | - Yingying Wang
- College of Education and Human Sciences, University of Nebraska, Lincoln, NE
| | - Sara D Beach
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Maryanne Wolf
- Center for Dyslexia, Diverse Learners, and Social Justice, Graduate School of Education and Information Studies, UCLA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
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35
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Erbeli F, Hart SA, Taylor J. Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status. JOURNAL OF LEARNING DISABILITIES 2018; 52:135-145. [PMID: 29790411 PMCID: PMC6251766 DOI: 10.1177/0022219418775116] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the role of family history status in explaining etiological (genetic and environmental) differences among these subgroups of children has yet to be established. The present study of 872 twins (Mage = 13.30, SDage = 1.40) from the Florida Twin Project on Reading, Behavior, and Environment utilized a multigroup approach to examine etiological differences on reading, spelling, and math among two subgroups defined by family history status. Results showed significant mean differences on all achievement outcomes, aside from math; however, no significant etiological differences on any achievement outcome were found among the two subgroups. Results support previous literature that the risk for developing a learning disability is transmitted through a family, but this is seemingly not manifested by differential etiology.
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Affiliation(s)
| | - Sara A Hart
- Florida State University, Tallahassee, FL, USA
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36
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Mets DG, Brainard MS. Genetic variation interacts with experience to determine interindividual differences in learned song. Proc Natl Acad Sci U S A 2018; 115:421-426. [PMID: 29279376 PMCID: PMC5777042 DOI: 10.1073/pnas.1713031115] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
Learning reflects the influence of experience on genetically determined circuitry, but little is known about how experience and genetics interact to determine complex learned phenotypes. Here, we used vocal learning in songbirds to study how experience and genetics contribute to interindividual differences in learned song. Previous work has established that such differences in song within a species depend on learning, but in principle some of these differences could also depend on genetic variation. We focused on song tempo, a learned and quantifiable feature that is controlled by central neural circuitry. To identify genetic contributions to tempo we computer-tutored juvenile Bengalese finches (Lonchura striata domestica) from different genetic backgrounds with synthetic songs in which tempo was systematically varied. Computer-tutored birds exhibited unexpectedly strong heritability for song tempo and comparatively weak influence of experience. We then tested whether heritability was fixed and independent of experience by providing a second group of birds with enriched instruction via live social tutoring. Live tutoring resulted in not only a significant increase in the influence of experience on tempo but also a dramatic decrease in the influence of genetics, indicating that enriched instruction could overcome genetic biases evident under computer tutoring. Our results reveal strong heritable genetic contributions to interindividual variation in song tempo but that the degree of heritability depends profoundly on the quality of instruction. They suggest that for more complex learned phenotypes, where it can be difficult to identify and control relevant experiential variables, heritability may similarly be contingent on the specifics of experience.
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Affiliation(s)
- David G Mets
- Department of Physiology, University of California, San Francisco, CA 94158;
- Department of Psychiatry, University of California, San Francisco, CA 94158
- Center for Integrative Neuroscience, University of California, San Francisco, CA 94158
- Howard Hughes Medical Institute, University of California, San Francisco, CA 94158
| | - Michael S Brainard
- Department of Physiology, University of California, San Francisco, CA 94158;
- Department of Psychiatry, University of California, San Francisco, CA 94158
- Center for Integrative Neuroscience, University of California, San Francisco, CA 94158
- Howard Hughes Medical Institute, University of California, San Francisco, CA 94158
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37
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Erbeli F, Hart SA, Wagner RK, Taylor J. Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2018; 22. [PMID: 29527114 PMCID: PMC5839648 DOI: 10.1080/10888438.2017.1407321] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2737 twin pairs in first through fourth grade (Mage = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of non-shared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD.
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Affiliation(s)
- Florina Erbeli
- Florida Center for Reading Research, Florida State University
| | - Sara A Hart
- Department of Psychology and Florida Center for Reading Research, Florida State University
| | - Richard K Wagner
- Department of Psychology and Florida Center for Reading Research, Florida State University
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38
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Socioeconomic status and genetic influences on cognitive development. Proc Natl Acad Sci U S A 2017; 114:13441-13446. [PMID: 29133413 DOI: 10.1073/pnas.1708491114] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
Accurate understanding of environmental moderation of genetic influences is vital to advancing the science of cognitive development as well as for designing interventions. One widely reported idea is increasing genetic influence on cognition for children raised in higher socioeconomic status (SES) families, including recent proposals that the pattern is a particularly US phenomenon. We used matched birth and school records from Florida siblings and twins born in 1994-2002 to provide the largest, most population-diverse consideration of this hypothesis to date. We found no evidence of SES moderation of genetic influence on test scores, suggesting that articulating gene-environment interactions for cognition is more complex and elusive than previously supposed.
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39
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Chow BWY, Ho CSH, Wong SWL, Waye MMY, Zheng M. Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators? Scand J Psychol 2017; 58:519-529. [DOI: 10.1111/sjop.12397] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2016] [Accepted: 09/06/2017] [Indexed: 11/29/2022]
Affiliation(s)
| | | | | | - Mary M. Y. Waye
- The Nethersole School of Nursing; The Chinese University of Hong Kong; Hong Kong China
| | - Mo Zheng
- The University of Hong Kong; Hong Kong China
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Abstract
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
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41
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Giménez A, Ortiz A, López-Zamora M, Sánchez A, Luque JL. Parents' reading history as an indicator of risk for reading difficulties. ANNALS OF DYSLEXIA 2017; 67:259-280. [PMID: 29098514 DOI: 10.1007/s11881-017-0143-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Accepted: 04/24/2017] [Indexed: 06/07/2023]
Abstract
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family's reading history may not be available, a self-report of reading abilities is used to identify children's background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables' discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children's reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents' self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition.
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Affiliation(s)
- A Giménez
- Department of Basic Psychology, Facultad de Psicología, University of Málaga, Campus de Teatinos, 29010, Málaga, Spain.
| | - A Ortiz
- E.T.S.I. de Telecomunicación, University of Málaga, Campus de Teatinos, 29010, Málaga, Spain
| | - M López-Zamora
- Department of Developmental Psychology, Facultad de Psicología, University of Málaga, Campus de Teatinos, 29010, Málaga, Spain
| | - A Sánchez
- Consejería de Educación, Junta de Andalucia, University of Málaga, Granada, Spain
| | - J L Luque
- Department of Developmental Psychology, Facultad de Psicología, University of Málaga, Campus de Teatinos, 29010, Málaga, Spain
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42
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Swagerman SC, van Bergen E, Dolan C, de Geus EJC, Koenis MMG, Hulshoff Pol HE, Boomsma DI. Genetic transmission of reading ability. BRAIN AND LANGUAGE 2017; 172:3-8. [PMID: 26300341 DOI: 10.1016/j.bandl.2015.07.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2015] [Revised: 07/01/2015] [Accepted: 07/16/2015] [Indexed: 05/07/2023]
Abstract
Reading is the processing of written language. Family resemblance for reading (dis)ability might be due to transmission of a genetic liability or due to family environment, including cultural transmission from parents to offspring. Familial-risk studies exploring neurobehavioral precursors for dyslexia and twin studies can only speak to some of these issues, but a combined twin-family study can resolve the nature of the transmitted risk. Word-reading fluency scores of 1100 participants from 431 families (with twins, siblings and their parents) were analyzed to estimate genetic and environmental sources of variance, and to test the presence of assortative mating and cultural transmission. Results show that variation in reading ability is mainly caused by additive and non-additive genetic factors (64%). The substantial assortative mating (rfather-mother=0.38) has scientific and clinical implications. We conclude that parents and offspring tend to resemble each other for genetic reasons, and not due to cultural transmission.
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Affiliation(s)
- Suzanne C Swagerman
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
| | - Elsje van Bergen
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; Department of Experimental Psychology, University of Oxford, 9 South Parks Road, Oxford OX1 3UD, United Kingdom
| | - Conor Dolan
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Eco J C de Geus
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; EMGO(+) Institute of Health and Care Research, VU University Medical Center, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands
| | - Marinka M G Koenis
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Hilleke E Hulshoff Pol
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
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43
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Carrion-Castillo A, van Bergen E, Vino A, van Zuijen T, de Jong PF, Francks C, Fisher SE. Evaluation of results from genome-wide studies of language and reading in a novel independent dataset. GENES BRAIN AND BEHAVIOR 2017; 15:531-41. [PMID: 27198479 DOI: 10.1111/gbb.12299] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2016] [Revised: 05/17/2016] [Accepted: 05/17/2016] [Indexed: 01/05/2023]
Abstract
Recent genome-wide association scans (GWAS) for reading and language abilities have pin-pointed promising new candidate loci. However, the potential contributions of these loci remain to be validated. In this study, we tested 17 of the most significantly associated single nucleotide polymorphisms (SNPs) from these GWAS studies (P < 10(-6) in the original studies) in a new independent population dataset from the Netherlands: known as Familial Influences on Literacy Abilities. This dataset comprised 483 children from 307 nuclear families and 505 adults (including parents of participating children), and provided adequate statistical power to detect the effects that were previously reported. The following measures of reading and language performance were collected: word reading fluency, nonword reading fluency, phonological awareness and rapid automatized naming. Two SNPs (rs12636438 and rs7187223) were associated with performance in multivariate and univariate testing, but these did not remain significant after correction for multiple testing. Another SNP (rs482700) was only nominally associated in the multivariate test. For the rest of the SNPs, we did not find supportive evidence of association. The findings may reflect differences between our study and the previous investigations with respect to the language of testing, the exact tests used and the recruitment criteria. Alternatively, most of the prior reported associations may have been false positives. A larger scale GWAS meta-analysis than those previously performed will likely be required to obtain robust insights into the genomic architecture underlying reading and language.
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Affiliation(s)
- A Carrion-Castillo
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - E van Bergen
- Department of Biological Psychology, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.,Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - A Vino
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands
| | - T van Zuijen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, the Netherlands
| | - P F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, the Netherlands
| | - C Francks
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands
| | - S E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, the Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, the Netherlands
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44
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Xia Z, Hancock R, Hoeft F. Neurobiological bases of reading disorder Part I: Etiological investigations. LANGUAGE AND LINGUISTICS COMPASS 2017; 11:e12239. [PMID: 28785303 PMCID: PMC5543813 DOI: 10.1111/lnc3.12239] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2016] [Accepted: 03/22/2017] [Indexed: 05/29/2023]
Abstract
While many studies have focused on identifying the neural and behavioral characteristics of decoding-based reading disorder (RD, aka developmental dyslexia), the etiology of RD remains largely unknown and understudied. Because the brain plays an intermediate role between genetic factors and behavioral outcomes, it is promising to address causality from a neural perspective. In the current, Part I of the two-part review, we discuss neuroimaging approaches to addressing the causality issue and review the results of studies that have employed these approaches. We assume that if a neural signature were associated with RD etiology, it would (a) manifest across comparisons in different languages, (b) be experience independent and appear in comparisons between RD and reading-matched controls, (c) be present both pre- and post-intervention, (d) be found in at-risk, pre-reading children and (e) be associated with genetic risk. We discuss each of these five characteristics in turn and summarize the studies that have examined each of them. The available literature provides evidence that anomalies in left temporo-parietal cortex, and possibly occipito-temporal cortex, may be closely related to the etiology of RD. Improved understanding of the etiology of RD can help improve the accuracy of early detection and enable targeted intervention of cognitive processes that are amenable to change, leading to improved outcomes in at-risk or affected populations.
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Affiliation(s)
- Zhichao Xia
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China
- Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China
| | - Roeland Hancock
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California San Francisco, USA
- Haskins Laboratories, USA
- Department of Neuropsychiatry, Keio University School of Medicine, Japan
- Dyslexia Center, University of California San Francisco, USA
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45
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Gould KL, Coventry WL, Olson RK, Byrne B. Gene-Environment Interactions in ADHD: The Roles of SES and Chaos. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 46:251-263. [DOI: 10.1007/s10802-017-0268-7] [Citation(s) in RCA: 53] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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46
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Mascheretti S, Trezzi V, Giorda R, Boivin M, Plourde V, Vitaro F, Brendgen M, Dionne G, Marino C. Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples. J Child Psychol Psychiatry 2017; 58:75-82. [PMID: 27501527 DOI: 10.1111/jcpp.12612] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/13/2016] [Indexed: 01/01/2023]
Abstract
BACKGROUND Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are among the most common neurodevelopmental disorders, whose etiology involves multiple risk factors. DD and ADHD co-occur in the same individuals much more often than would be expected by chance. Several studies have found significant bivariate heritability, and specific genes associated with either DD or ADHD have been investigated for association in the other disorder. Moreover, there are likely to be gene-by-gene and gene-by-environment interaction effects (G × G and G × E, respectively) underlying the comorbidity between DD and ADHD. We investigated the pleiotropic effects of 19 SNPs spanning five DD genes (DYX1C1, DCDC2, KIAA0319, ROBO1, and GRIN2B) and seven DD environmental factors (smoke, miscarriage, birth weight, breastfeeding, parental age, socioeconomic status, and parental education) for main, either (a) genetic or (b) environmental, (c) G × G, and (d) G × E upon inattention and hyperactivity/impulsivity. We then attempted replication of these findings in an independent twin cohort. METHODS Marker-trait association was analyzed by implementing the Quantitative Transmission Disequilibrium Test (QTDT). Environmental associations were tested by partial correlations. G × G were investigated by a general linear model equation and a family-based association test. G × E were analyzed through a general test for G × E in sib pair-based association analysis of quantitative traits. RESULTS DCDC2-rs793862 was associated with hyperactivity/impulsivity via G × G (KIAA0319) and G × E (miscarriage). Smoke was significantly correlated with hyperactivity/impulsivity. We replicated the DCDC2 × KIAA0319 interaction upon hyperactivity/impulsivity in the twin cohort. CONCLUSIONS DD genetic (DCDC2) and environmental factors (smoke and miscarriage) underlie ADHD traits supporting a potential pleiotropic effect.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Vittoria Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Roberto Giorda
- Molecular Biology Lab, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Michel Boivin
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada.,Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Russian Federation
| | - Vickie Plourde
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada
| | - Frank Vitaro
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Department of Psycho-Education, GRIP, University of Montreal, Montreal, QC, Canada
| | - Mara Brendgen
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Department of Psychology, Université du Québec à Montréal, Montreal, QC, Canada
| | - Ginette Dionne
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada
| | - Cecilia Marino
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy.,Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
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47
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Auditory brainstem responses to stop consonants predict literacy. Clin Neurophysiol 2016; 128:484-494. [PMID: 28131533 DOI: 10.1016/j.clinph.2016.12.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 10/24/2016] [Accepted: 12/05/2016] [Indexed: 11/23/2022]
Abstract
OBJECTIVE Precise temporal coding of speech plays a pivotal role in sound processing throughout the central auditory system, which, in turn, influences literacy acquisition. The current study tests whether an electrophysiological measure of this precision predicts literacy skills. METHODS Complex auditory brainstem responses were analysed from 62 native German-speaking children aged 11-13years. We employed the cross-phaseogram approach to compute the quality of the electrophysiological stimulus contrast [da] and [ba]. Phase shifts were expected to vary with literacy. RESULTS Receiver operating curves demonstrated a feasible sensitivity and specificity of the electrophysiological measure. A multiple regression analysis resulted in a significant prediction of literacy by delta cross-phase as well as phonological awareness. A further commonality analysis separated a unique variance that was explained by the physiological measure, from a unique variance that was explained by the behavioral measure, and common effects of both. CONCLUSIONS Despite multicollinearities between literacy, phonological awareness, and subcortical differentiation of stop consonants, a combined assessment of behavior and physiology strongly increases the ability to predict literacy skills. SIGNIFICANCE The strong link between the neurophysiological signature of sound encoding and literacy outcome suggests that the delta cross-phase could indicate the risk of dyslexia and thereby complement subjective psychometric measures for early diagnoses.
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Liu L, Wang J, Shao S, Luo X, Kong R, Zhang X, Song R. Descriptive epidemiology of prenatal and perinatal risk factors in a Chinese population with reading disorder. Sci Rep 2016; 6:36697. [PMID: 27819320 PMCID: PMC5098179 DOI: 10.1038/srep36697] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2016] [Accepted: 10/19/2016] [Indexed: 01/02/2023] Open
Abstract
Several prenatal and perinatal factors have been found to be associated with developmental dyslexia (reading disorder) in alphabetic language. Given the absence of relevant studies of Chinese children, the present study tries to investigate these risk factors. A total of 45,850 students were recruited from grades three to six, from seven cities of Hubei province. Dyslexia in Chinese was diagnosed based on children’s clinical symptoms. The clinical symptoms of children’s reading performance were assessed by Dyslexia Checklist for Chinese Children (DCCC) and Pupil Rating Scale Revised Screening for Learning Disabilities (PRS) which were completed by parent/guardian and header teacher respectively. Chinese language exam was used to screen children with poor reading capacity. Questionnaires about prenatal and perinatal factors were completed by parent or guardian. Among the 34,748 eligible participants, 1,200 (3.45%) were diagnosed with dyslexia in Chinese. More boys suffered from dyslexia than the girls and the gender ratio was 3:1. Family history of neuropsychiatric diseases, maternal infectious diseases, difficult vaginal delivery, preterm birth, and neonatal asphyxia were found to increase the risk of developmental dyslexia in China. Closer longitudinal developmental monitoring and preventive measures should be taken for high risk children.
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Affiliation(s)
- Lingfei Liu
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Jia Wang
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Shanshan Shao
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Xiu Luo
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Rui Kong
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Xiaohui Zhang
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Ranran Song
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
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49
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Little CW, Haughbrook R, Hart SA. Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies. Behav Genet 2016; 47:52-76. [PMID: 27630039 DOI: 10.1007/s10519-016-9810-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2016] [Accepted: 08/24/2016] [Indexed: 11/28/2022]
Abstract
Numerous twin studies have examined the genetic and environmental etiology of reading comprehension, though it is likely that etiological estimates are influenced by unidentified sample conditions (e.g. Tucker-Drob and Bates, Psychol Sci:0956797615612727, 2015). The purpose of this meta-analysis was to average the etiological influences of reading comprehension and to explore the potential moderators influencing these estimates. Results revealed an average heritability estimate of h2 = 0.59, with significant variation in estimates across studies, suggesting potential moderation. Moderation results indicated publication year, grade level, project, zygosity methods, and response type moderated heritability estimates. The average shared environmental estimate was c2 = 0.16, with publication year, grade and zygosity methods acting as significant moderators. These findings support the role of genetics on reading comprehension, and a small significant role of shared environmental influences. The results suggest that our interpretation of how genes and environments influence reading comprehension should reflect aspects of study and sample.
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Affiliation(s)
- Callie W Little
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306, USA.
| | - Rasheda Haughbrook
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306, USA
| | - Sara A Hart
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32306, USA.,Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Tallahassee, FL, 32310, USA
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50
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Skeide MA, Kraft I, Müller B, Schaadt G, Neef NE, Brauer J, Wilcke A, Kirsten H, Boltze J, Friederici AD. NRSN1 associated grey matter volume of the visual word form area reveals dyslexia before school. Brain 2016; 139:2792-2803. [PMID: 27343255 DOI: 10.1093/brain/aww153] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Accepted: 05/08/2016] [Indexed: 02/02/2023] Open
Abstract
Literacy learning depends on the flexibility of the human brain to reconfigure itself in response to environmental influences. At the same time, literacy and disorders of literacy acquisition are heritable and thus to some degree genetically predetermined. Here we used a multivariate non-parametric genetic model to relate literacy-associated genetic variants to grey and white matter volumes derived by voxel-based morphometry in a cohort of 141 children. Subsequently, a sample of 34 children attending grades 4 to 8, and another sample of 20 children, longitudinally followed from kindergarten to first grade, were classified as dyslexics and controls using linear binary support vector machines. The NRSN1-associated grey matter volume of the 'visual word form area' achieved a classification accuracy of ~ 73% in literacy-experienced students and distinguished between later dyslexic individuals and controls with an accuracy of 75% at kindergarten age. These findings suggest that the cortical plasticity of a region vital for literacy might be genetically modulated, thereby potentially preconstraining literacy outcome. Accordingly, these results could pave the way for identifying and treating the most common learning disorder before it manifests itself in school.
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Affiliation(s)
- Michael A Skeide
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Indra Kraft
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Bent Müller
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany
| | - Gesa Schaadt
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany 3 Department of Psychology, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany
| | - Nicole E Neef
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Jens Brauer
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
| | - Arndt Wilcke
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany
| | - Holger Kirsten
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany 4 Institute for Medical Informatics, Statistics and Epidemiology, Universität Leipzig, Härtelstraße 16-18, 04107 Leipzig, Germany 5 LIFE - Leipzig Research Center for Civilization Diseases, Universität Leipzig, Härtelstraße 16-18, 04107 Leipzig, Germany
| | - Johannes Boltze
- 2 Cognitive Genetics Unit, Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, Perlickstraße 1, 04103 Leipzig, Germany 6 Fraunhofer Research Institution for Marine Biotechnology, Department of Medical Cell Technology, and Institute for Medical and Marine Biotechnology, University of Lübeck, Mönkhofer Weg 239a, 23562 Lübeck, Germany
| | - Angela D Friederici
- 1 Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103 Leipzig, Germany
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