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Wei W, Ma S, Fu B, Song R, Guo H. Human-specific insights into candidate genes and boosted discoveries of novel loci illuminate roles of neuroglia in reading disorders. GENES, BRAIN, AND BEHAVIOR 2024; 23:e12899. [PMID: 38752599 PMCID: PMC11097622 DOI: 10.1111/gbb.12899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Revised: 04/29/2024] [Accepted: 05/02/2024] [Indexed: 05/19/2024]
Abstract
Reading disorders (RD) are human-specific neuropsychological conditions associated with decoding printed words and/or reading comprehension. So far only a handful of candidate genes segregated in families and 42 loci from genome-wide association study (GWAS) have been identified that jointly provided little clues of pathophysiology. Leveraging human-specific genomic information, we critically assessed the RD candidates for the first time and found substantial human-specific features within. The GWAS candidates (i.e., population signals) were distinct from the familial counterparts and were more likely pleiotropic in neuropsychiatric traits and to harbor human-specific regulatory elements (HSREs). Candidate genes associated with human cortical morphology indeed showed human-specific expression in adult brain cortices, particularly in neuroglia likely regulated by HSREs. Expression levels of candidate genes across human brain developmental stages showed a clear pattern of uplifted expression in early brain development crucial to RD development. Following the new insights and loci pleiotropic in cognitive traits, we identified four novel genes from the GWAS sub-significant associations (i.e., FOXO3, MAPT, KMT2E and HTT) and the Semaphorin gene family with functional priors (i.e., SEMA3A, SEMA3E and SEMA5B). These novel genes were related to neuronal plasticity and disorders, mostly conserved the pattern of uplifted expression in early brain development and had evident expression in cortical neuroglial cells. Our findings jointly illuminated the association of RD with neuroglia regulation-an emerging hotspot in studying neurodevelopmental disorders, and highlighted the need of improving RD phenotyping to avoid jeopardizing future genetic studies of RD.
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Affiliation(s)
- Wen‐Hua Wei
- Centre for Biostatistics, Division of Population Health, Health Services Research and Primary CareThe University of ManchesterManchesterUK
| | - Shaowei Ma
- Hebei Key Laboratory of Children's Cognition and Digital Education and School of Foreign LanguagesLangfang Normal UniversityLangfangChina
| | - Bo Fu
- School of Data ScienceFudan UniversityShanghaiChina
| | - 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 CollegeHuazhong University of Science and TechnologyWuhanChina
| | - Hui Guo
- Centre for Biostatistics, Division of Population Health, Health Services Research and Primary CareThe University of ManchesterManchesterUK
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Hulme C, McGrane J, Duta M, West G, Cripps D, Dasgupta A, Hearne S, Gardner R, Snowling M. LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App. Lang Speech Hear Serv Sch 2024:1-14. [PMID: 38776269 DOI: 10.1044/2024_lshss-24-00004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/24/2024] Open
Abstract
PURPOSE Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability. METHOD The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale. RESULTS LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers. CONCLUSIONS LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.
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Affiliation(s)
- Charles Hulme
- Department of Education, University of Oxford, United Kingdom
- Department of Psychology, Health and Professional Development, Oxford Brookes University, United Kingdom
| | - Joshua McGrane
- Assessment and Evaluation Research Centre, The University of Melbourne, Victoria, Australia
| | - Mihaela Duta
- Department of Computer Science, University of Oxford, United Kingdom
| | - Gillian West
- Department of Language and Cognition, University College London, United Kingdom
| | | | - Abhishek Dasgupta
- Department of Computer Science, University of Oxford, United Kingdom
| | - Sarah Hearne
- Department of Education, University of Oxford, United Kingdom
| | - Rachel Gardner
- Department of Education, University of Oxford, United Kingdom
| | - Margaret Snowling
- St. John's College, Oxford, United Kingdom
- Department of Experimental Psychology, University of Oxford, United Kingdom
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Bonti E, Zerva IK, Koundourou C, Sofologi M. The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories. J Pers Med 2024; 14:300. [PMID: 38541042 PMCID: PMC10971064 DOI: 10.3390/jpm14030300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 02/29/2024] [Accepted: 03/04/2024] [Indexed: 05/03/2024] Open
Abstract
The boundaries between neurodevelopmental disorders are often indistinct, even among specialists. But do these boundaries exist, or do experts struggle to distinguish and categorize symptoms in order to arrive at a dominant diagnosis while comorbidity continually leaves questions about where each disorder ends and begins? What should be reconsidered? The introduction of the term 'spectrum of neurodevelopmental disorders' could pave the way for a re-appraisal of the clinical continuum of neurodevelopmental disorders. This study aims to highlight the problems that emerge in the field of the differential diagnosis of neurodevelopmental disorders and propose a renegotiation of the distinctiveness criteria.
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Affiliation(s)
- Eleni Bonti
- First Psychiatric Clinic, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, “Papageorgiou” General Hospital, Pavlos Melas, 564 29 Agios Pavlos, Greece;
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
| | - Irini K. Zerva
- School of Education, Special Education Department, University of Nicosia, Nicosia 2417, Cyprus
- First Psychiatric Clinic, School of Medicine, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
| | - Christiana Koundourou
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
| | - Maria Sofologi
- Psychology Department, School of Health Sciences, Neapolis University Pafos, Paphos 8042, Cyprus; (C.K.); (M.S.)
- Department of Early Childhood Education, Education School, University of Ioannina, 451 10 Ioannina, Greece
- Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 451 10 Ioannina, Greece
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4
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van der Molen MW, Snellings P, Aravena S, Fraga González G, Zeguers MHT, Verwimp C, Tijms J. Dyslexia, the Amsterdam Way. Behav Sci (Basel) 2024; 14:72. [PMID: 38275355 PMCID: PMC10813111 DOI: 10.3390/bs14010072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 12/20/2023] [Accepted: 12/22/2023] [Indexed: 01/27/2024] Open
Abstract
The current aim is to illustrate our research on dyslexia conducted at the Developmental Psychology section of the Department of Psychology, University of Amsterdam, in collaboration with the nationwide IWAL institute for learning disabilities (now RID). The collaborative efforts are institutionalized in the Rudolf Berlin Center. The first series of studies aimed at furthering the understanding of dyslexia using a gamified tool based on an artificial script. Behavioral measures were augmented with diffusion modeling in one study, and indices derived from the electroencephalogram were used in others. Next, we illustrated a series of studies aiming to assess individuals who struggle with reading and spelling using similar research strategies. In one study, we used methodology derived from the machine learning literature. The third series of studies involved intervention targeting the phonics of language. These studies included a network analysis that is now rapidly gaining prominence in the psychopathology literature. Collectively, the studies demonstrate the importance of letter-speech sound mapping and word decoding in the acquisition of reading. It was demonstrated that focusing on these abilities may inform the prediction, classification, and intervention of reading difficulties and their neural underpinnings. A final section examined dyslexia, conceived as a neurobiological disorder. This analysis converged on the conclusion that recent developments in the psychopathology literature inspired by the focus on research domain criteria and network analysis might further the field by staying away from longstanding debates in the dyslexia literature (single vs. a multiple deficit, category vs. dimension, disorder vs. lack of skill).
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Affiliation(s)
- Maurits W. van der Molen
- Developmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
- Rudolf Berlin Center for Learning Disabilities, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
| | - Patrick Snellings
- Developmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
- Rudolf Berlin Center for Learning Disabilities, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
| | | | | | - Maaike H. T. Zeguers
- Samenwerkingsverband VO Amsterdam-Diemen, Bijlmermeerdreef 1289, 1103 TV Amsterdam, The Netherlands
| | - Cara Verwimp
- Developmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
- Rudolf Berlin Center for Learning Disabilities, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
| | - Jurgen Tijms
- Developmental Psychology, Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
- Rudolf Berlin Center for Learning Disabilities, University of Amsterdam, 1018 WS Amsterdam, The Netherlands
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5
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Blockmans L, Kievit R, Wouters J, Ghesquière P, Vandermosten M. Dynamics of cognitive predictors during reading acquisition in a sample of children overrepresented for dyslexia risk. Dev Sci 2024; 27:e13412. [PMID: 37219071 DOI: 10.1111/desc.13412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 04/07/2023] [Accepted: 05/09/2023] [Indexed: 05/24/2023]
Abstract
Literacy acquisition is a complex process with genetic and environmental factors influencing cognitive and neural processes associated with reading. Previous research identified factors that predict word reading fluency (WRF), including phonological awareness (PA), rapid automatized naming (RAN), and speech-in-noise perception (SPIN). Recent theoretical accounts suggest dynamic interactions between these factors and reading, but direct investigations of such dynamics are lacking. Here, we investigated the dynamic effect of phonological processing and speech perception on WRF. More specifically, we evaluated the dynamic influence of PA, RAN, and SPIN measured in kindergarten (the year prior to formal reading instruction), first grade (the first year of formal reading instruction) and second grade on WRF in second and third grade. We also assessed the effect of an indirect proxy of family risk for reading difficulties using a parental questionnaire (Adult Reading History Questionnaire, ARHQ). We applied path modeling in a longitudinal sample of 162 Dutch-speaking children of whom the majority was selected to have an increased family and/or cognitive risk for dyslexia. We showed that parental ARHQ had a significant effect on WRF, RAN and SPIN, but unexpectedly not on PA. We also found effects of RAN and PA directly on WRF that were limited to first and second grade respectively, in contrast to previous research reporting pre-reading PA effects and prolonged RAN effects throughout reading acquisition. Our study provides important new insights into early prediction of later word reading abilities and into the optimal time window to target a specific reading-related subskill during intervention.
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Affiliation(s)
- Lauren Blockmans
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium
| | - Rogier Kievit
- Donders Institute for Brain, Cognition and Behavior, Radboud University, Nijmegen, The Netherlands
| | - Jan Wouters
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of Neuroscience, KU Leuven, Leuven, Belgium
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6
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Luke SG, Brown T, Smith C, Gutierrez A, Tolley C, Ford O. Dyslexics Exhibit an Orthographic, Not a Phonological Deficit in Lexical Decision. LANGUAGE, COGNITION AND NEUROSCIENCE 2023; 39:330-340. [PMID: 38882928 PMCID: PMC11178288 DOI: 10.1080/23273798.2023.2288319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Accepted: 11/17/2023] [Indexed: 06/18/2024]
Abstract
Dyslexia is theorized to be caused by phonological deficits, visuo-attentional deficits, or some combination of the two. The present study contrasted phonological and visuo-attentional theories of dyslexia using a lexical decision task administered to adult participants with and without dyslexia. Homophone and pseudo-homophone stimuli were included to explore whether the two groups differed in their reliance on phonological encoding. Transposed-letter stimuli, including both TL neighbors and TL non-words, measured potential orthographic impairment predicted by visuo-attentional deficit theories. The findings revealed no significant difference in response time or accuracy between the groups for the homophone and pseudo-homophone stimuli. However, dyslexics were significantly slower and less accurate in their responses to the TL stimuli than controls. Thus, dyslexics presented deficits consistent with visuo-attentional theories, but not with the phonological deficit theory.
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7
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Bryant KJ, Joanisse MF, Archibald LMD. Responding to parental concern about children's reading. Paediatr Child Health 2023; 28:489-494. [PMID: 38638545 PMCID: PMC11022876 DOI: 10.1093/pch/pxad038] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 06/06/2023] [Indexed: 04/20/2024] Open
Abstract
Objectives This study explored if parents are accurate in their reading concerns, with implications for paediatric practice. Methods Parents of school-aged children in 34 schools in Ontario, Canada responded to a questionnaire about their children's academic development (27% response), and their children participated in standardized, norm-referenced tests of word reading and an oral sentence recall task. Parental concern status was retrospectively cross-referenced with reading difficulty status (<25th percentile on the word reading tests) for grade 2 children with complete data (n = 294); diagnostic accuracy was evaluated. Demographic and reading-related characteristics of children whose parents' concern did not match their reading difficulty status were explored. Results Approximately 22% of parents endorsed concern, while 18.5% of children had word reading difficulty. Parental concern status accurately corresponded with reading difficulty status in 81% of cases (95% CI: 76% to 85%). Specificity was 85% (95% CI: 80% to 90%), while sensitivity was 59% (95% CI: 44% to 73%). Children of unconcerned parents rarely had word reading problems (NPV 91%; 95% CI: 88% to 94%), while children with concerned parents had word reading difficulty in 45% of cases (PPV; 95% CI: 36% to 54%). Apparent inaccuracy (i.e., mismatch between parental concern and reading difficulty status) was related to children's word reading, oral sentence recall skills, and English language learner (ELL) status, but not child age, sex, or parent education. Conclusions Many parents of grade 2 children endorse reading concerns. Parental concern is an overall accurate screener for word reading difficulty, although some children will be missed. Evidence-informed recommendations for responding to parental concern are provided.
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Affiliation(s)
- Katelyn J Bryant
- Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
| | - Marc F Joanisse
- Department of Psychology, The University of Western Ontario, London, Canada
| | - Lisa M D Archibald
- School of Communication Sciences and Disorders, The University of Western Ontario, London, Canada
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James E, Thompson PA, Bowes L, Nation K. Heterogeneity in children's reading comprehension difficulties: A latent class approach. JCPP ADVANCES 2023; 3:e12177. [PMID: 38054059 PMCID: PMC10694533 DOI: 10.1002/jcv2.12177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 04/21/2023] [Indexed: 12/07/2023] Open
Abstract
Background Poor comprehenders are traditionally identified as having below-average reading comprehension, average-range word reading, and a discrepancy between the two. While oral language tends to be low in poor comprehenders, reading is a complex trait and heterogeneity may go undetected by group-level comparisons. Methods We took a preregistered data-driven approach to identify poor comprehenders and examine whether multiple distinct cognitive profiles underlie their difficulties. Latent mixture modelling identified reading profiles in 6846 children from the Avon Longitudinal Study of Parents and Children, based on reading and listening comprehension assessments at 8-9 years. A second mixture model examined variation in the cognitive profiles of weak comprehenders, using measures of reading, language, working memory, nonverbal ability, and inattention. Results A poor comprehender profile was not identified by the preregistered model. However, by additionally controlling for overall ability, a 6-class model emerged that incorporated a profile with relatively weak comprehension (N = 947, 13.83%). Most of these children had weak reading comprehension in the context of good passage reading, accompanied by weaknesses in vocabulary and nonverbal ability. A small subgroup showed more severe comprehension difficulties in the context of additional cognitive impairments. Conclusions Isolated impairments in specific components of reading are rare, yet a data-driven approach can be used to identify children with relatively weak comprehension. Vocabulary and nonverbal ability were most consistently weak within this group, with broader cognitive difficulties also apparent for a subset of children. These findings suggest that poor comprehension is best characterised along a continuum, and considered in light of multiple risks that influence severity.
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Affiliation(s)
- Emma James
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
- Department of PsychologyUniversity of YorkYorkUK
| | - Paul A. Thompson
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
- Centre for Educational Development, Appraisal and ResearchUniversity of WarwickCoventryUK
| | - Lucy Bowes
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | - Kate Nation
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
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Dams JE, Schaars MMH, Segers E, Blom E. Understanding variation in prospective poor decoders: A person-centred approach from kindergarten to Grade 2. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:312-329. [PMID: 37519040 DOI: 10.1002/dys.1750] [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: 05/09/2022] [Revised: 06/29/2023] [Accepted: 07/11/2023] [Indexed: 08/01/2023]
Abstract
In the present study, we aimed to clarify variation in prospective poor decoders by studying the development of their word decoding skills during the first 1½ years of formal reading education and their unique pre-reading profiles before the onset of formal reading education. Using structural equation modelling and a factorial mixed model analysis of variance (ANOVA), we found autoregression and growth in the word decoding efficiency of prospective poor decoders (n = 90) and matched prospective adequate decoders (n = 90) in first and second grade. However, the gap between the two groups widened over time. Next, we zoomed in on the group of poor decoders by retrospectively studying their individual variation regarding cognitive and linguistic pre-reading skills. Using latent profile analysis, we found three distinct pre-reading profiles: (1) Poor PA, Letter Knowledge, RAN, and Verbal STM; (2) Poor PA and Letter Knowledge; and (3) Poor RAN. Together, these findings suggest that reading difficulties emerge at the intersection of multiple risk factors which can be detected in kindergarten, and that these reading problems persist throughout early reading education.
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Affiliation(s)
- Judi E Dams
- Department of Education, Utrecht University, Utrecht, The Netherlands
| | | | - Eliane Segers
- Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands
| | - Elma Blom
- Department of Development and Education of Youth in Diverse Societies, Utrecht University, Utrecht, The Netherlands
- Department of Language and Culture, The Arctic University of Norway UiT, Tromsø, Norway
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Soares AJC, Santos GHC, Befi-Lopes DM. Performance in decoding and writing of children with Developmental Language Disorder: preliminary data. Codas 2023; 36:e20220318. [PMID: 37878958 DOI: 10.1590/2317-1782/20232022318pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Accepted: 05/07/2023] [Indexed: 10/27/2023] Open
Abstract
PURPOSE to verify the performance of children with Developmental Language Disorder in decoding and writing tests in order to better understand their manifestations and the process of acquiring written language skills. METHODS The study subjects were 80 children. The Research Group consisted of 16 children diagnosed with Developmental Language Disorder, 13 males and 3 females, mean age of 7.3. The Control Group counted on 64 subjects paired in gender, age, education and socioeconomic level with the Control Group in a 4:1 ratio. The ability to decode words and pseudowords of both groups was evaluated, measuring the time spent to correctly read words and the percentage of correct answers, also considering the length of the word/pseudoword. The writing evaluation was carried out in the control group, which had its spelling errors analyzed and categorized. All data underwent descriptive and inferential statistical analysis. RESULTS The data indicated a longer decoding time and a lower percentage of correct answers for the children from the Research Group. Regarding spelling errors, there was a predominance of arbitrary spelling errors. CONCLUSION The data showed that children with Developmental Language Disorder tend to have a longer decoding time, greater percentage of errors than their peers and tend to present spelling errors more concentrated in natural orthography.
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Affiliation(s)
| | - Gabriele Hilário Cardoso Santos
- Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo - USP - São Paulo (SP), Brasil
| | - Débora Maria Befi-Lopes
- Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo - USP - São Paulo (SP), Brasil
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Stephenson CF, Serry TA, Snow PC. Teachers' perspectives on the role and scope of practice of speech-language pathologists working to support literacy in the early years of school. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-14. [PMID: 37818946 DOI: 10.1080/17549507.2023.2250934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/13/2023]
Abstract
Purpose: The purpose of this study was to explore the views of teachers in early year levels about the role and scope for speech-language pathologists (SLPs) to work on literacy support in schools.Method: Sixty-one teachers from mainstream government schools across Victoria, Australia, completed an anonymous, online survey.Result: Although many respondents reported knowing that SLPs support the literacy learning of some students in their school, they had limited awareness of the scope of speech-language pathology practice in literacy instruction and intervention.Conclusion: Limited awareness of SLPs' expertise and scope of practice may be leading to missed opportunities for collaborative practices. In order to capitalise on SLPs' skill set for the benefit of students, the speech-language pathology profession should better promote and raise awareness of the various ways in which SLPs can collaborate within interprofessional literacy teams in schools.
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Affiliation(s)
| | - Tanya A Serry
- School of Education, La Trobe University, Melbourne, Australia and
| | - Pamela C Snow
- School of Education, La Trobe University, Bendigo, Australia
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12
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Fan T, Zhang L, Liu J, Niu Y, Hong T, Zhang W, Shu H, Zhao J. Phonemic mismatch negativity mediates the association between phoneme awareness and character reading ability in young Chinese children. Neuropsychologia 2023; 188:108624. [PMID: 37328027 DOI: 10.1016/j.neuropsychologia.2023.108624] [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: 05/25/2022] [Revised: 02/17/2023] [Accepted: 06/13/2023] [Indexed: 06/18/2023]
Abstract
Poor phonological awareness is associated with greater risk for reading disability. The underlying neural mechanism of such association may lie in the brain processing of phonological information. Lower amplitude of auditory mismatch negativity (MMN) has been associated with poor phonological awareness and with the presence of reading disability. The current study recorded auditory MMN to phoneme and lexical tone contrast with odd-ball paradigm and examined whether auditory MMN mediated the associations between phonological awareness and character reading ability through a three-year longitudinal study in 78 native Mandarin-speaking kindergarten children. Hierarchical linear regression and mediation analyses showed that the effect of phoneme awareness on the character reading ability was mediated by the phonemic MMN in young Chinese children. Findings underscore the key role of phonemic MMN as the underlying neurodevelopmental mechanism linking phoneme awareness and reading ability.
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Affiliation(s)
- Tengwen Fan
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Liming Zhang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Jianyi Liu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Yanbin Niu
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China
| | - Tian Hong
- School of Humanities, Shanghai Jiao Tong University, China
| | - Wenfang Zhang
- Affiliated Kindergarten of Shaanxi Normal University, Shaanxi, 710062, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an, Shaanxi, 710062, China.
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13
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Gillon G. Moving beyond our borders to inspire education change. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-13. [PMID: 37463228 DOI: 10.1080/17549507.2023.2223363] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/20/2023]
Abstract
PURPOSE This paper contextualises a keynote address delivered at the 2022 Speech Pathology Australia National Conference in Melbourne, Australia. The paper aligns with the conference theme of Beyond Borders from the perspective of moving beyond borders of regular practice to develop strong partnerships and networks within our communities to advocate and support necessary change. METHOD Change or enhancement to current practice is necessary if we are to reduce current inequities in education experienced by many children in our communities, including those with communication challenges. Strengths-based and culturally responsive literacy approaches to supporting children within the context of their family and community are increasingly gaining support as we address this challenge. The Better Start Literacy Approach (Te Ara Reo Matatini), currently being implemented in junior school classrooms across New Zealand is described. It is one example of large-scale implementation of a strengths-based and culturally responsive early literacy approach, based on the science of reading. RESULT Data support the effectiveness of the Better Start Literacy Approach in significantly enhancing the foundational literacy skills of 5- and 6-year-old children, including those who commence school with lower levels of oral language ability. CONCLUSION Through establishing strong partnerships within communities, speech pathologists have much to offer in motivating systems level change to enhance early literacy success for all learners.
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Affiliation(s)
- Gail Gillon
- Child Well-Being Research Institute, University of Canterbury, Christchurch, New Zealand
- Better Start National Science Challenge
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Stephenson CF, Serry TA, Snow PC. Australian speech-language pathologists' self-rated confidence, knowledge, and skill on constructs essential to practising in literacy with children and adolescents. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-14. [PMID: 37115662 DOI: 10.1080/17549507.2023.2202839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
PURPOSE To investigate Australian speech-language pathologists' (SLPs') knowledge of language and literacy constructs, skills in linguistic manipulation, and self-rated ability and confidence. METHOD Two hundred and thirty-one SLPs from across Australia completed an online knowledge and skill assessment survey. RESULT There was substantial individual variability regarding performance on items measuring the knowledge and skills of essential literacy constructs. SLPs were most likely to rate their confidence in providing intervention for phonological and phonemic awareness as "very good" or "expert". They reported lower confidence providing intervention for all other aspects of literacy. The majority of SLPs reported what they described as inadequate preservice training to practise in literacy. There was variability between respondents in their self-reported alignment with approaches and beliefs that are unsupported by current research evidence on reading instruction and support. CONCLUSION The level and consistency of SLPs' literacy knowledge and skills requires improvement. The perception of inadequate preparation to practise in literacy may mean that SLPs are reluctant to engage in this area of practice. Minimum accreditation requirements specifically for literacy are recommended, together with assurance of ongoing professional learning opportunities spanning all components of literacy.
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Affiliation(s)
| | - Tanya A Serry
- School of Education, La Trobe University, Melbourne, Australia
| | - Pamela C Snow
- School of Education, La Trobe University, Bendigo, Australia
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15
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Mather N, Schneider D. The Use of Cognitive Tests in the Assessment of Dyslexia. J Intell 2023; 11:jintelligence11050079. [PMID: 37233328 DOI: 10.3390/jintelligence11050079] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 04/12/2023] [Accepted: 04/18/2023] [Indexed: 05/27/2023] Open
Abstract
In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities' identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual's response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.
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Affiliation(s)
- Nancy Mather
- Department of Disability and Psychoeducational Studies, University of Arizona, Tucson, AZ 85701, USA
| | - Deborah Schneider
- Hoeft BrainLENS Laboratory, University of Connecticut, Storrs, CT 06268, USA
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16
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Rinaldi P, Bello A, Simonelli I, Caselli MC. Is Specific Learning Disorder Predicted by Developmental Language Disorder? Evidence from a Follow-Up Study on Italian Children. Brain Sci 2023; 13:brainsci13040701. [PMID: 37190666 DOI: 10.3390/brainsci13040701] [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: 04/04/2023] [Revised: 04/19/2023] [Accepted: 04/19/2023] [Indexed: 05/17/2023] Open
Abstract
Specific Learning Disorder (SLD) is a complex disorder with a strong genetic component, characterized by varying manifestations and considerable differences among children. Several studies have highlighted that difficulties in language acquisition and the presence of Developmental Language Disorders (DLDs) are frequently associated with SLD, suggesting a continuity between the two disorders. This study aimed to add evidence on the proximal and distal predictors of SLD, focusing on the eventual continuity for the presence of DLD at 4-5 years, on some linguistic and communicative abilities at 27-30 months, and on biological and environmental factors. Our sample consisted of 528 families, whose children (Italian monolingual) participated in a screening program at the age of 27-30 months. When children were on average 8.05 years old, parents were asked to answer an interview aimed at collecting information about the children's language and learning development. Results showed that the prevalence of children with an SLD (7.01%) was in line with those reported in other similar studies. The diagnosis of SLD was significantly predicted by the previous diagnosis of DLD, by male sex/gender, and by the familial risk of SLD. Children with these characteristics had a 54% probability of presenting an SLD.
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Affiliation(s)
- Pasquale Rinaldi
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy
| | - Arianna Bello
- Department of Education, Roma Tre University, Via Castro Pretorio 20, 00185 Rome, Italy
| | - Ilaria Simonelli
- Clinical Trial Center Fatebenefratelli Tiberina Island-Gemelli Island, Via di Ponte Quattro Capi 39, 00186 Rome, Italy
| | - Maria Cristina Caselli
- Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy
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17
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Hobson HM, Woodley J, Gamblen S, Brackely J, O'Neill F, Miles D, Westwood C. The impact of developmental language disorder in a defendant's description on mock jurors' perceptions and judgements. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2023; 58:189-205. [PMID: 36087284 PMCID: PMC10087868 DOI: 10.1111/1460-6984.12779] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 06/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND While it has been posited that young people with language needs may be viewed more negatively (e.g., as more rude, less cooperative) than those without language needs, the impact of knowing about a person's language needs on others' perceptions has yet to experimentally tested. AIMS To examine whether the presence of a developmental language disorder (DLD) diagnosis in a defendant's information would affect mock juror ratings of guilt, sentence length, credibility and blameworthiness. METHODS & PROCEDURES A total of 143 jury eligible participants read a vignette of a non-violent crime. Half of the participants (N = 73) were told the defendant has a diagnosis of DLD, while half (N = 70) were not told. OUTCOMES & RESULTS Preregistered analyses found that DLD information affected ratings of credibility and blameworthiness, though not judgements of guilt or sentence length. Unregistered content analyses were applied to the justifications participants gave for their ratings: these suggested that participants who did not have the DLD information judged the defendant more on his personality and attitude, and drew more links to his (perceived) background, while participants who received the DLD information condition made more reference to him having cognitive problems. CONCLUSIONS & IMPLICATIONS Unlike in previous studies of the impact of autism information, information about a defendant's DLD did not affect mock jurors' likelihood of finding them guilty, or lead participants to give longer sentences. However, our findings suggest knowing a person has DLD does affect others' perceptions of credibility and blameworthiness. WHAT THIS PAPER ADDS What is already known on the subject There is already evidence that some conditions that affect communication, specifically autism, also affect juror perceptions. Research also shows that knowing whether or not a defendant has autism influences how jurors rate defendants. However, autism is not the only condition that is relevant to juror perceptions, as we also know that a high rate of young offenders have language needs, and many have language profiles like DLD. What this paper adds to existing knowledge There is little research on how behaviours associated with DLD impact others' perceptions. This study reports the impact of knowing about a defendant's DLD on juror perceptions, investigating whether knowing about DLD improves judgements on guilt, sentencing lengths, credibility and culpability. Beyond the content of youth offending, this study suggests behaviours associated with DLD lead people to form more negative judgements about youth with DLD. This is important because there is still a lack of awareness of DLD both in- and outside the criminal justice system. What are the potential or actual clinical implications of this work? This study shows that knowing about a person's DLD has largely positive effects on others' perceptions of them. This implies that recognizing undetected language needs in young offenders, and supporting colleagues and members of the public to know what DLD is and how it affects people, is critical for youth with DLD to be judged fairly. This study will support the case for raising awareness of vulnerability within the youth justice population, and will assist in clinicians evidencing the need for our roles in justice settings.
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Affiliation(s)
| | | | | | - Joanna Brackely
- Tyne and Wear NHS Foundation Trust, Newcastle upon TyneCumbriaNorthumberlandUK
| | - Fiona O'Neill
- Cork Life CentreCorkIreland
- Card MedicOxford Centre for InnovationOxfordUK
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18
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Smith J, Chetcuti L, Kennedy L, Varcin KJ, Slonims V, Bent CA, Green J, Iacono T, Pillar S, Taylor C, Wan MW, Whitehouse AJO, Hudry K. Caregiver sensitivity predicts infant language use, and infant language complexity predicts caregiver language complexity, in the context of possible emerging autism. Autism Res 2022; 16:745-756. [PMID: 36563289 DOI: 10.1002/aur.2879] [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: 05/31/2022] [Accepted: 12/01/2022] [Indexed: 12/24/2022]
Abstract
While theory supports bidirectional effects between caregiver sensitivity and language use, and infant language acquisition-both caregiver-to-infant and also infant-to-caregiver effects-empirical research has chiefly explored the former unidirectional path. In the context of infants showing early signs of autism, we investigated prospective bidirectional associations with 6-min free-play interaction samples collected for 103 caregivers and their infants (mean age 12-months; and followed up 6-months later). We anticipated that measures of caregiver sensitivity/language input and infant language would show within-domain temporal stability/continuity, but also that there would be predictive associations from earlier caregiver input to subsequent child language, and vice versa. Caregiver sensitive responsiveness (from the Manchester Assessment of Caregiver-Infant interaction [MACI]) predicted subsequent infant word tokens (i.e., amount of language, coded following the Systematic Analysis of Language Transcripts [SALT]). Further, earlier infant Mean Length of Utterance (MLU; reflecting language complexity, also derived from SALT coding) predicted later caregiver MLU, even when controlling for variability in infant ages and clear within-domain temporal stability/continuity in key measures (i.e., caregiver sensitive responsiveness and infant word tokens; and infant and caregiver MLU). These data add empirical support to theorization on how caregiver input can be both supportive of, and potentially influenced by, infant capacities, when infants have social-communication differences and/or communication/language delays suggestive of possible emerging autism.
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Affiliation(s)
- Jodie Smith
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Victoria, Australia
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Lacey Chetcuti
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
- Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia
| | - Lyndel Kennedy
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Kandice J Varcin
- Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia
- Telethon Kids Institute, University of Western Australia, Perth, Western Australia, Australia
| | - Vicky Slonims
- Children's Neurosciences, Evelina London Children's Hospital, Institute of Psychiatry, Psychology & Neuroscience, Kings College London, London, UK
| | - Catherine A Bent
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
| | - Jonathan Green
- School of Biological Sciences, University of Manchester, Manchester, UK
- Manchester Academic Health Science Centre, Manchester University NHS Foundation Trust, Greater Manchester Mental Health NHS Foundation Trust, Manchester, UK
| | - Teresa Iacono
- Living with Disability Research Centre, La Trobe University, Melbourne, Victoria, Australia
| | - Sarah Pillar
- School of Biological Sciences, University of Manchester, Manchester, UK
| | - Carol Taylor
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Ming Wai Wan
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
| | - Andrew J O Whitehouse
- Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, Queensland, Australia
- Telethon Kids Institute, University of Western Australia, Perth, Western Australia, Australia
| | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, Victoria, Australia
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Wagner RK, Moxley J, Schatschneider C, Zirps FA. A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2022; 27:67-81. [PMID: 36685047 PMCID: PMC9851422 DOI: 10.1080/10888438.2022.2118057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Purpose Bayesian-based models for diagnosis are common in medicine but have not been incorporated into identification models for dyslexia. The purpose of the present study was to evaluate Bayesian identification models that included a broader set of predictors and that capitalized on recent developments in modeling the prevalence of dyslexia. Method Model-based meta-analysis was used to create a composite correlation matrix that included common predictors of dyslexia such as decoding, phonological awareness, oral language, but also included response to intervention (RTI) and family risk for dyslexia. Bayesian logistic regression models were used to predict poor reading comprehension, unexpectedly poor reading comprehension, poor decoding, and unexpectedly poor decoding, all at two levels of severity. Results Most predictors made independent and substantial contributions to prediction, supporting models of dyslexia that rely on multiple rather than single indicators. RTI was the strongest predictor of poor reading comprehension and unexpectedly poor reading comprehension. Phonological awareness was the strongest predictor of poor decoding and unexpectedly poor decoding, followed closely by family risk. Conclusion Bayesian-based models are a promising tool for implementing multiple-indicator models of identification. Ideas for improving prediction and implications for theory and practice are discussed.
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Affiliation(s)
- Richard K. Wagner
- Department of Psychology and Florida Center for Reading Research, Florida State University
| | | | - Chris Schatschneider
- Department of Psychology and Florida Center for Reading Research, Florida State University
| | - Fotena A. Zirps
- Department of Psychology and Florida Center for Reading Research, Florida State University
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20
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Design of an Intervention and Education System for Children with Emotional Disorders Based on Semantic Analysis. Occup Ther Int 2022; 2022:4833968. [PMID: 36105070 PMCID: PMC9444451 DOI: 10.1155/2022/4833968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2022] [Revised: 05/02/2022] [Accepted: 05/06/2022] [Indexed: 11/19/2022] Open
Abstract
In this paper, a semantic analysis approach to children's emotional disorder intervention and education is thoroughly analyzed and discussed, and a corresponding educational system is designed for application in real life. This paper acquires video data by deploying a common camera acquisition and transforms, annotates, frames, and processes the data with the help of feature engineering methods. In addition, this paper proposes a fine-grained action decomposition strategy to solve the problem of extreme imbalance in the dataset to improve the performance of the model and proposes an iterative sampling data fusion strategy, which aims to integrate and fuse data from multiple sources to make them more effective and further improve the robustness and generalization ability of the model. Since it is difficult for families to improve the emotional management skills of migrant children, and it is also difficult to obtain professional help and support from the community or schools, it is important to take advantage of the professional strengths of social work to provide professional support for migrant children and their families. From the perspective of theoretical research, most of the existing studies focus on individual migrant children and cannot give global guidance from the perspective of the family system. The comparison results show that T-SVR trained using data from all subjects outperforms the inductive method based on individual training of trainees, validating the effectiveness of the proposed adaptive emotion recognition model. Therefore, from the perspective of system integration, it is important to explore social work interventions to improve the emotional management skills of migrant children. The system network structure design is determined according to the actual situation; then from the system requirements, the system is abstracted with the help of UML entity-relationship diagram, and the database table design is completed; so far, the overall system can be divided into independent functional modules, and the boundaries of each module and the participating roles are gradually clarified, and the detailed design within each functional module is illustrated by UML timing diagram and class diagram to clarify the classes used. Finally, the system is tested end-to-end to verify whether the results of the view layer meet the design guidelines, whether the system modules work together properly, and whether the functional development meets the requirements.
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21
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Nelson NW, Plante E, Anderson M, Applegate EB. The Dimensionality of Language and Literacy in the School-Age Years. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:2629-2647. [PMID: 35737905 DOI: 10.1044/2022_jslhr-21-00534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years. METHOD A stratified secondary data set of 1,500 participants was drawn randomly from a larger nationally representative U.S. data set (N = 1,853) gathered during standardization of the Test of Integrated Language and Literacy Skills. A sample of 254 students with prior diagnoses of language and literacy disorders (LLD) was drawn from the full data set. Confirmatory factor analysis was used to compare the hypothesized two-factor model with other theoretically possible models. RESULTS The hypothesized two-factor language-levels model had an acceptable-to-good fit to the full data set, as did the three-factor model, with verbal memory added. High interfactor correlation between verbal memory and sentence/discourse constructs, as well as a preference for parsimony, led to the acceptance of the two-factor model as best. This language-levels model had a good fit to the data at ages 8-11 years, and an excellent fit at ages 12-18 years, but only a poor fit for ages 6-7 years (yet still better than other two-factor or unitary models). It had a reasonable fit for students with LLD, although the three-factor model fit their data slightly better. CONCLUSIONS Oral and written language abilities during the school-age years are best explained by a two-factor model with sound/word and sentence/discourse language levels and memory as a contributing factor. Implications for identifying and treating language and literacy disorders as multidimensional rather than categorical are discussed.
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Affiliation(s)
- Nickola Wolf Nelson
- Department of Speech, Language and Hearing Sciences, Western Michigan University, Kalamazoo
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Michele Anderson
- Department of Speech, Language and Hearing Sciences, Western Michigan University, Kalamazoo
| | - E Brooks Applegate
- Department of Educational Leadership, Research, and Technology, Western Michigan University, Kalamazoo
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22
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Capin P, Gillam SL, Fall AM, Roberts G, Dille JT, Gillam RB. Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties. ANNALS OF DYSLEXIA 2022; 72:249-275. [PMID: 35524931 DOI: 10.1007/s11881-022-00255-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in performance on cognitive and demographic variables. Findings showed that the majority of students (51%) with language and reading comprehension difficulties demonstrated significant risk in word reading (more than 1 SD below the mean), even though the participant screening procedures did not examine word reading directly. Three latent profiles emerged when students were classified into subgroups based on their performance in listening comprehension (LC) and word reading (WR): (1) severe difficulties in LC and moderate difficulties in WR (11%), (2) mild difficulties in both LC and WR (50%), and (3) moderate difficulties in LC and mild difficulties in WR (39%). Of note, even though students were identified for participation on the basis of poor oral language and reading comprehension abilities, all profiles demonstrated some degree of word reading difficulties. Findings revealed there were differences in age and performance on measures of working memory, nonverbal reasoning, and reading comprehension performance between profiles. Implications for educators providing instruction to students with or at risk for dyslexia and developmental language disorders were discussed.
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Affiliation(s)
- Philip Capin
- Meadows Center for Preventing Educational Risk, Department of Special Education, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway, Austin, TX, D4900, USA.
| | - Sandra L Gillam
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, USA
| | - Anna-Maria Fall
- Meadows Center for Preventing Educational Risk, Department of Special Education, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway, Austin, TX, D4900, USA
| | - Gregory Roberts
- Meadows Center for Preventing Educational Risk, Department of Special Education, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway, Austin, TX, D4900, USA
| | - Jordan T Dille
- Teacher Education, University of Nebraska at Kearney, Kearney, NE, USA
| | - Ronald B Gillam
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan, USA
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23
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Abdulkader WFA. Garman Model for Language Processing in Children with Oral Language Disorders. JOURNAL OF ORGANIZATIONAL BEHAVIOR RESEARCH 2022. [DOI: 10.51847/oamvikhiup] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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24
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Siegelman N, van den Bunt MR, Lo JCM, Rueckl JG, Pugh KR. Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models. Neuroimage 2021; 242:118476. [PMID: 34416399 PMCID: PMC8494078 DOI: 10.1016/j.neuroimage.2021.118476] [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: 02/05/2021] [Revised: 07/19/2021] [Accepted: 08/13/2021] [Indexed: 11/29/2022] Open
Abstract
Decades of research have led to several competing theories regarding the neural contributors to impaired reading. But how can we know which theory (or theories) identifies the types of markers that indeed differentiate between individuals with reading disabilities (RD) and their typically developing (TD) peers? To answer this question, we propose a new analytical tool for theory evaluation and comparison, grounded in the Bayesian latent-mixture modeling framework. We start by constructing a series of latent-mixture classification models, each reflecting one existing theoretical claim regarding the neurofunctional markers of RD (highlighting network-level differences in either mean activation, inter-subject heterogeneity, inter-region variability, or connectivity). Then, we run each model on fMRI data alone (i.e., while models are blind to participants' behavioral status), which enables us to interpret the fit between a model's classification of participants and their behavioral (known) RD/TD status as an estimate of its explanatory power. Results from n=127 adolescents and young adults (RD: n=59; TD: n=68) show that models based on network-level differences in mean activation and heterogeneity failed to differentiate between TD and RD individuals. In contrast, classifications based on variability and connectivity were significantly associated with participants' behavioral status. These findings suggest that differences in inter-region variability and connectivity may be better network-level markers of RD than mean activation or heterogeneity (at least in some populations and tasks). More broadly, the results demonstrate the promise of latent-mixture modeling as a theory-driven tool for evaluating different theoretical claims regarding neural contributors to language disorders and other cognitive traits.
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Affiliation(s)
| | | | | | - Jay G Rueckl
- Haskins Laboratories, USA; University of Connecticut, USA
| | - Kenneth R Pugh
- Haskins Laboratories, USA; University of Connecticut, USA; Yale University, USA
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25
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Helland T, Morken F, Helland WA. Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:413-435. [PMID: 34585461 DOI: 10.1002/dys.1698] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2020] [Revised: 07/21/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
The concept of early 'efforts' has led to discussions for and against introducing language assessment for all kindergarten children. Evidence-based kindergarten screening tools completed by close caregivers could solve this controversy as the children themselves would only be indirectly involved. The aim of this study was to see whether the scores of such early screening tools aiming at developmental dyslexia could predict school marks of literacy competence 10 years later, and to see whether these screening tools would reveal different dyslexia trajectories. The study is part of the Bergen Longitudinal Dyslexia Study, and the results from individual testing are reported elsewhere. Here, the caregivers' views isolated from the rest of the study are focused. Three tools were used: the RI-5, a questionnaire assessing the risk of dyslexia; the TRAS, a non-standardized observation tool of children's communication skills; and the CCC-2, a questionnaire assessing Developmental Language Disorders. Screening was performed at age 5 (TP1), age 11, (TP2) and age 15 (TP3). At TP2, when dyslexia was identified, 13 children formed the dyslexia group, and the rest formed the control group. At TP3, the RI-5 and CCC-2 turned out to be predictive of literacy competence as measured by school marks. Developmental trajectories were seen through the regroupings and scorings into a persistent group, a late onset group and a resolving group. Evidence-based preschool screening tools filled out by close caregivers offer valid information on later literacy developmental trajectories.
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Affiliation(s)
- Turid Helland
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Frøydis Morken
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
| | - Wenche A Helland
- Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway
- Department of Research and Innovation, Helse Fonna Health Authority, Norway Helse Fonna HF, Haugesund, Norway
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26
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Thongseiratch T, Kraiwong T, Roengpitya R. The Effects of Lexical Tone Awareness on Early Word Recognition, Word Reading, and Spelling From Dictation of Thai Children: A Longitudinal Study. Front Psychol 2021; 12:719552. [PMID: 34531799 PMCID: PMC8438412 DOI: 10.3389/fpsyg.2021.719552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Accepted: 08/02/2021] [Indexed: 11/13/2022] Open
Abstract
In tonal languages such as Thai, lexical tone (the pitch of a syllable) affects word meaning. This study examined the effects of lexical tone awareness (LTA) on early word recognition and the relationship between these abilities and word reading and spelling in subsequent grades. A longitudinal design was used to assess reading-related skills in 259 Thai children, first in kindergarten (130 girls, Mage=67.25months) and later in Grade 3 (Mage=102.25months). In kindergarten, the children were tested on lexical tone identification and differentiation, early literacy skills, non-verbal IQ, and early word recognition. In Grade 3, they were tested on word reading and spelling from dictation. The hierarchical regression analyses showed that the lexical tone identification skills in kindergarten accounted for 2% of the unique variance in early word recognition. However, none of the LTA skills could predict word reading and spelling from dictation after controlling for other literacy-related skills. These findings suggest that LTA skill positively associated with early word recognition at the kindergarten level, but not for word reading and spelling from dictation at a Grade 3 level.
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Affiliation(s)
- Therdpong Thongseiratch
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Tuangporn Kraiwong
- Department of Pediatrics, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand
| | - Rungpat Roengpitya
- The English Program, Faculty of Liberal Arts, Mahidol University, Bangkok, Thailand
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27
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Lancaster HS, Li J, Gray S. Selective visual attention skills differentially predict decoding and reading comprehension performance across reading ability profiles. JOURNAL OF RESEARCH IN READING 2021; 44:715-734. [PMID: 35557998 PMCID: PMC9090198 DOI: 10.1111/1467-9817.12368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND The purpose of this study was to examine the relationship between selective visual attention (SVA), reading decoding, listening comprehension and reading comprehension in children with and without a reading disorder. METHODS We used longitudinal data from the Avon Longitudinal Study of Parents and Children. We split children into four groups: Typical Readers, Dyslexics, Poor Comprehenders and Comorbid Reading Disorder. We included measures of single word reading, nonword reading, spelling, phonological processing, vocabulary, receptive language, nonverbal intelligence, selective attention and reading comprehension. We used analysis of variance, correlations and structural equation modelling to examine the relationship between SVA and reading. We fit two possible models: SVA Indirect and SVA Direct. The difference between these models was the inclusion of a direct path from SVA to reading comprehension. RESULTS We examined an indirect model, where SVA predicted reading comprehension through word decoding and listening comprehension, and a direct model, which included a pathway from SVA to reading comprehension. Based on our analysis of variance and correlation results, we collapsed the Dyslexic, Poor Comprehenders and Comorbid Reading Disorder groups for the structural equation modelling. We found evidence that for Typical Readers, an indirect model was the best fit, whereas the direct model was the best model for children with a reading disorder. CONCLUSIONS Selective visual attention is related to reading comprehension. This relationship differs for children with and without a reading disorder.
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Affiliation(s)
- Hope Sparks Lancaster
- Center of Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, USA and Program of Speech and Hearing Science, College of Health Solutions, Arizona State University, Phoenix, AZ, USA
| | - Jing Li
- H. Milton Stewart School of Industrial and Systems Engineering, Georgia Institute of Technology, Atlanta, GA, USA
| | - Shelley Gray
- Program of Speech and Hearing Science, College of Health Solutions, Arizona State University, Phoenix, AZ, USA
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Jaffee SR. Editorial: 'In our time': Has the pandemic changed the way we write and read mental health and neurodevelopmental disorder research reviews? J Child Psychol Psychiatry 2021; 62:481-483. [PMID: 33905121 DOI: 10.1111/jcpp.13424] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
The past year was marked by upheaval, as countries across the globe shut down in the face of the COVID-19 pandemic. Although the topics for this year's Annual Research Review were decided long before most of had heard of the coronavirus, many readers may find themselves reading the papers in this issue through a pandemic lens. For some authors, the COVID-19 pandemic and the social unrest that characterized parts of the world where these authors live are likely to have shaped the way they ultimately framed the topics of their reviews. This issue serves as a reminder that it is critical to read science in social and historical context. Our preoccupations as psychologists and psychiatrists reflect our cultural values and societal experiences at a particular time and place.
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Mascheretti S, Riva V, Feng B, Trezzi V, Andreola C, Giorda R, Villa M, Dionne G, Gori S, Marino C, Facoetti A. The Mediation Role of Dynamic Multisensory Processing Using Molecular Genetic Data in Dyslexia. Brain Sci 2020; 10:brainsci10120993. [PMID: 33339203 PMCID: PMC7765588 DOI: 10.3390/brainsci10120993] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 12/21/2022] Open
Abstract
Although substantial heritability has been reported and candidate genes have been identified, we are far from understanding the etiopathogenetic pathways underlying developmental dyslexia (DD). Reading-related endophenotypes (EPs) have been established. Until now it was unknown whether they mediated the pathway from gene to reading (dis)ability. Thus, in a sample of 223 siblings from nuclear families with DD and 79 unrelated typical readers, we tested four EPs (i.e., rapid auditory processing, rapid automatized naming, multisensory nonspatial attention and visual motion processing) and 20 markers spanning five DD-candidate genes (i.e., DYX1C1, DCDC2, KIAA0319, ROBO1 and GRIN2B) using a multiple-predictor/multiple-mediator framework. Our results show that rapid auditory and visual motion processing are mediators in the pathway from ROBO1-rs9853895 to reading. Specifically, the T/T genotype group predicts impairments in rapid auditory and visual motion processing which, in turn, predict poorer reading skills. Our results suggest that ROBO1 is related to reading via multisensory temporal processing. These findings support the use of EPs as an effective approach to disentangling the complex pathways between candidate genes and behavior.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Bei Feng
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Vittoria Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Chiara Andreola
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Laboratoire de Psychologie du Développement et de l’Éducation de l’Enfant (LaPsyDÉ), Universitè de Paris, 75005 Paris, France
| | - Roberto Giorda
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Marco Villa
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Ginette Dionne
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, 24100 Bergamo, Italy;
| | - Cecilia Marino
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Department of Psychiatry, University of Toronto, Toronto, ON M5T 1R8, Canada
- The Division of Child and Youth Psychiatry, Centre for Addiction and Mental Health (CAMH), Toronto, ON M6J 1H4, Canada
- Correspondence: (C.M.); (A.F.)
| | - Andrea Facoetti
- Developmental Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, 35131 Padua, Italy
- Correspondence: (C.M.); (A.F.)
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